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Zarfsaz, Elham, and Rogayeh Ahmadi. "Investigating Some Main Causes and Reasons of Writing Plagiarism in an EFL Context." International Journal of Applied Linguistics and English Literature 6, no. 5 (July 6, 2017): 214. http://dx.doi.org/10.7575/aiac.ijalel.v.6n.5p.214.
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The present study aimed at exploring the causes and reasons of the EFL learners’ plagiarism. To this end, 150 females and males TEFL students from State and Azad universities in Iran, participated the study. A questionnaire developed by Rezanejad and Rezaeibased (2013) and a semi-structured interview which were piloted on a similar sample before administering were used as the instruments of the study. To triangulate the findings, for the qualitative part of the study, a semi-structured interview including 16 questions was run with 10 learners to collect the quantitative data at the end of the study. Based on the findings of this study, it was revealed that most of the students were aware of the concept of plagiarism and had the same definition of it. Moreover, their professors used the Internet and search engines to detect plagiarism and warned them about plagiarism continuously. The students claimed inadequate information about how not to plagiarize and less command over English language to be the main reason of plagiarism. They heard of it from their university professors, then in workshops or seminars on plagiarism, and finally from their high school teachers. Moreover, they got familiar with the concept of plagiarism through university professors, friends or family members, newspapers and magazines, Internet, TV, and radio. The implications are discussed in terms of raising learners' awareness about plagiarism in EFL contexts.
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Febriana, Novia Ella, Bambang Harmanto, and Ana Maghfiroh. "THE IMPLEMENTATION OF CREATIVE WRITING ON ELT (ENGLISH LANGUAGE TEACHING) TO INSPIRE SENIOR HIGH SCHOOL STUDENTS’ WRITING ACTIVITIES IN ELEVENTH GRADE OF MAN 2 PONOROGO IN ACADEMIC YEAR 2017/2018." EDUPEDIA 2, no. 2 (September 27, 2018): 129. http://dx.doi.org/10.24269/ed.v2i2.145.
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This purpose of this thesis is describing the effect of the implementation of creative writing on ELT (English Language Teaching) to inspiring the students’ writing activities in Eleventh Grade of MAN 2 Ponorogo in Academic Year 2017/2018.The subject of this research is the student of Eleventh Grade of MAN 2 Ponorogo. This research provide classroom action research method which doing the observations about the students’ writing learning activities before and after the research and monitoring the development of the students’ tasks by guiding them in creative writing. The researcher also makes the interview with the students’ experienced when they’re conducting writing activities. The data comes from students’ interviews and observation conducts to students’ writing paper, which one that they are finding problems in finding ideas than the other students within their understanding to find the ideas. This study will show you how creative writing will improve the students’ ideas and also provide their abilities to stay in their way of writing; they can also find their style in writing. Creative writing also produce their energy in order to find new discovery in the topic they had been chosen. It also guide them to be discipline, confident, imaginative, be a planner, because they will make their deadline a project of writing, they also try to be a pioneer, not a plagiarism. The researcher suggestion about this research were the student should read intensively to increase their vocabularies, doing the example of the task for more understanding about the lesson, and the last the teacher should apply the various the teaching method to motivate the student in learning English.
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Saputra, Muhammad Ari. "Classroom Management in DC Public School: Coolidge Senior High School." SALEE: Study of Applied Linguistics and English Education 2, no. 2 (July 29, 2021): 163–72. http://dx.doi.org/10.35961/salee.v2i02.237.
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Teaching a language is a scientific process to give knowledge of language to the students in order that the students enable to communicate through in written and spoken form with one another. The students are able to communicate in spoken and written English accurately, fluently and in good manners. Managing a class full of students is one of the biggest challenges faced by teachers. If teachers do not have an effective plan in place, there will not be much opportunity for students to engage in meaningful learning experiences. Thus, teachers will find themselves refereeing instead of teaching. Classroom management is a term used by teachers to describe the process of ensuring that classroom lessons run smoothly despite disruptive behavior by students. Classroom management means teachers’ strategies to create and maintain an orderly learning environment and discipline means teachers’ responses to students’ misbehavior. The goal of classroom management is to create and maintain a positive, productive learning environment, to support and foster a safe classroom community, to assist students to keep task focused, to reduce distraction from learning, to organize and facilitate the flow of learning activities and to help the students to manage them. This is part want to analysis the video taken from YouTube; focus on native or first language in English language teaching on senior high school level. The video coming to DC Public School: Coolidge Senior High School.
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Alyousif, Raneem, and Zainab Alsuhaibani. "English Language Learning Demotivating Factors for Saudi High School EFL Students." English Language Teaching 14, no. 8 (July 26, 2021): 29. http://dx.doi.org/10.5539/elt.v14n8p29.
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Demotivating factors are one of the sources that can reduce students’ motivation toward language learning. This study investigated language learning demotivating factors among high school EFL students. It also explored the educational implications and recommendations for promoting EFL students’ motivation from teachers’ perspectives. A total of 365 Saudi high school EFL students and 18 secondary English language teachers from six public schools participated in the study. The data of the study were collected via two research instruments: a questionnaire and semi-structured interviews with students and teachers. The results revealed that subject- related and teacher-related demotivating factors were the most reported demotivating factors for Saudi high school EFL students. The results also showed that lack of interesting topics, lack of activities for practicing English, overemphasis on grammar, and incompetence of teachers were the most demotivating factors for EFL students toward English learning. Moreover, several recommendations for promoting students’ motivation have been suggested by teachers such as technology use, extrinsic motivation and encouragement, and competitive and collaborative work.
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Winimurti, Yosyie Azharia, and Dedi Rahman Nur. "Evaluation on senior high school English textbooks." Journal of English Language and Pedagogy 2, no. 2 (November 18, 2019): 143. http://dx.doi.org/10.36597/jelp.v2i2.4530.
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In Indonesia, English teachers use textbooks to help students in the teaching-learning process and use it as a self-help resource to get rich input in learning. To improve the quality of English language teaching in Indonesia, this research was conducted to measure whether the three books used in Senior High School, i.e. “Bahasa Inggris”, “Pathway to English”, and “Outcomes Upper Intermediate” are right or not. This research used Alan Cunningsworth’s theory on excellent textbook and tried to find the strengths and weaknesses of the three books based on the given methods above. The study was conducted using evaluation research to evaluate the three English textbooks used by some schools in Yogyakarta. Evaluation steps included taking some samples from the books to see whether they meet the criteria of good textbooks that the researcher developed based on Cunningsworth’s framework. The research found out that Bahasa Inggris meets five standards: aims and approaches, design and organisation, topic, teachers’ book, and political consideration. Pathway to English meets four standards of excellent textbook by Cunningsworth: aims and approaches, design and organisation, teachers’ book, and political attention. Outcomes Upper Intermediate matches five principles of excellent manual by Cunningsworth: goals and methods, design and organisation, skills, topic, and teachers’ book. The researcher also found out that the strengths and weaknesses of “Bahasa Inggris”, “Pathway to English”, and “Outcomes Upper Intermediate”. From the findings above, the researcher suggests the teacher use three textbooks in the teaching-learning process because three books meet the criteria in a good book.
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Asriati. "A STUDY OF EFFECTIVE ENGLISH LANGUAGE TEACHERS AT SENIOR HIGH SCHOOL LEVEL IN MAKASSAR." ELT Worldwide: Journal of English Language Teaching 2, no. 1 (April 30, 2015): 63. http://dx.doi.org/10.26858/eltww.v2i1.1257.
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An effective English language teacher has different characteristics from an ordinary one. This research was conducted to reveal the characteristics of effective English language teachers in Makassar and the backgrounds of effective English language teachers that contribute to develop their abilities in teaching. This research applied a qualitative research method using case study approach. The findings of this research show that the characteristics of effective English language teachers in Makassar are divided into several categories; professional competence, pedagogical competence, social competence, personal qualities, and intra and intercultural awareness. Effective English language teachers emphasized their characteristics mostly on professional and pedagogical competence while the students categorized their teachers based on their personal qualities. In terms of personal background, there are several characteristics that could be concluded, they were inspired by their teachers that make them interested in English and become English teachers, they have positive attitudes toward English since they were students, and the second and the third research subject come from teachers’ family while the first research subject does not come from teachers’ family, but they all admitted that their families have important roles to their career as teachers. Keywords: Effective Teachers, Teacher Characteristics, Teachers’ Personal Background
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Ramadhana, Muhammad Affan, Opik Dwi Indah, and Suhardi Suhardi. "An Evaluation of English Language Textbook: Interlanguage English for Senior High School Students." Jurnal Studi Guru dan Pembelajaran 2, no. 1 (March 21, 2019): 33–39. http://dx.doi.org/10.30605/jsgp.2.1.2019.1262.
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English Language Teaching (ELT) textbooks serve as the basis for many language inputs that learners receive and language practices that occur in the classroom. They may provide the basis for ideas and instructional activities as well as giving teachers rationales for what they do. The objective of this analysis is to know about how much a textbook meets the requirements of a good EFL textbook. The evaluation checklist used in this paper is the modification of Cunningsworth’s (1995) checklist developed by Al-sowat (2012). There are nine issues of textbook evaluating in this checklist: (1) layout and physical appearance; (2) content; (3) objectives; (4) language type; (5) skills; (6) activities and tasks; (7) structure and vocabulary; (8) culture values; and (9) teacher's needs.
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Akmal, Saiful, Risdaneva Risdaneva, Habiburrahim Habiburrahim, and Maulina Sari. "The English teachers’ challenges in TOEFL preparation for senior high school students." Journal on English as a Foreign Language 10, no. 1 (March 9, 2020): 25–45. http://dx.doi.org/10.23971/jefl.v10i1.1627.
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This descriptive qualitative study was aimed at discovering English language teachers’ challenges in teaching TOEFL preparation for senior high school students. The data were collected by using an in-depth interview with six experienced and qualified English language teachers teaching TOEFL in the three-state and private senior high schools in Aceh province, Indonesia. Open, axial, and selective coding techniques were used to analyze the data from in-depth interviews. The results show that teachers faced some challenges during teaching TOEFL preparation for senior high school students including students’ different language proficiency, their lack of vocabulary mastery, their fatigue, their passive attitude, class size, and time limitation. The findings recommend the further idea to organize a more organized preparation TOEFL program for high school students that can be integrated into the existing curriculum, and thus it will no longer be viewed merely as an extracurricular program.
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Alimorad, Zahra, and Mostafa Tajgozari. "A Comparison of Iranian High School Teachers’ and Students’ Perceptions of Effective English Teachers." SAGE Open 6, no. 4 (October 2016): 215824401667921. http://dx.doi.org/10.1177/2158244016679212.
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As potential mismatches between teachers’ and students’ perceptions can have negative effects on students’ satisfaction with the language class and even on their ultimate achievement, many researchers have attempted to identify and examine possible sources of such mismatches. In line with those investigations, the present study intended to compare the perceptions held by Iranian English as a Foreign Language (EFL) public school teachers with those of their students. To this aim, a convenient sample of teachers ( N = 75) and students ( N = 202) from different cities of Iran was recruited to participate in the study. Using a 50-item Likert-type questionnaire and running between-groups independent-samples t tests and a two-way ANOVA, the researchers found that students’ perceptions were completely different from those of their teachers. Contrary to expectations, while students preferred a communicative approach to learning English, their teachers tended to favor a more traditional approach. Also, although high- and low-achieving students’ perceptions were not statistically different, they were significantly different from those of their teachers. Moreover, male teachers held different perceptions from their female students, and female teachers’ perceptions were also different from those of their male students. Findings of the study along with their implications for the practice of English teaching are also discussed.
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Assadi Aidinlou, Nader, and Roya Jafari Amineh. "Students’ Perceptions of Teachers’ Power in High School, University, and English Language Institute." International Journal of English Linguistics 6, no. 6 (November 24, 2016): 76. http://dx.doi.org/10.5539/ijel.v6n6p76.
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<p>The primary focus of this study is to determine and compare Iranian students’ perceptions of their English teachers’ power in high schools, universities, and English language institutes. The research employed French & Raven’s (1959) framework of relational power bases (i.e., coercive, reward, expert, legitimate, and referent power) for understanding teachers’ power in this classroom. To this end, Teacher Power Use Scale (TPUS, Schrodt, Witt, & Turman, 2007) was translated to Persian and piloted among 150 students in all three educational contexts. After estimating reliability of Persian adaptation in the pilot study, 450 volunteer students responded to TPUS in the main study. For reliability studies, Cronbach Alpha and for validity studies, exploratory factor analysis were estimated.</p><p>Also, this study aimed to find out whether there are any other kinds of teachers’ power in educational contexts except what were represented by French & Raven’s (1959). For this purpose, the study used observation and interview.</p><p>The final results basically supported both French & Raven’s (1959) framework of relational power and also the original TPUS. Further, the findings suggested students’ perception of other kinds of teachers’ power beyond what was represented in the previous researches.</p>
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Wang, Junhua. "The Enlightenment of Second Language Ego to Oral English Teaching in Senior High School." Theory and Practice in Language Studies 10, no. 10 (October 1, 2020): 1310. http://dx.doi.org/10.17507/tpls.1010.19.
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Affective factors play a vital role in second language acquisition. Language ego, as a crucial affective factor, should be taken into consideration when teachers teach oral English in senior high school. Learning a new language is the process of acquiring a new language ego. A positive second language ego can promote students’ English learning. A negative language ego, especially inhibition, can become the major hindrance to students’ oral English learning. However, many English teachers cannot realize the importance of second language ego, which causes many problems in oral English teaching. In this paper, the author elaborates the concept of language ego and demonstrates that the primary focus of developing a positive second language ego in senior high school is to overcome inhibition, which is beneficial to oral English learning. Furthermore, the author also gives some suggestions to English teachers concerning solving problems when they teach oral English. As a result, students can get into an optimal learning state, then the efficiency of oral English teaching can also be improved.
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Jaelani, Alan, and Olivia Widad Zabidi. "Junior high school students’ difficulties of English language learning in the speaking and listening section." ELT Forum: Journal of English Language Teaching 9, no. 1 (July 21, 2020): 45–54. http://dx.doi.org/10.15294/elt.v9i1.38287.
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This study aims to determine students' problems in learning English, especially in terms of speaking and listening. Basically, the teaching and learning process will run smoothly if students feel comfortable with the learning activities; therefore, this research provides some appropriate suggestions for teachers in overcoming difficulties faced by students. The respondents of this study were junior high school students. This study used a questionnaire as an instrument to determine the extent of students' skills in English. This study also conducted data analysis by analyzing the importance of English in students' views, the difficulties encountered in learning English, and also the teacher's teaching strategies desired by students. The results of this study indicate that most students have some difficulties in speaking due to lack of confidence and skills such as pronunciation, vocabulary, and grammar. Likewise, the difficulty in listening is caused by students’ lack of vocabulary that leads to the difficulty in understanding conversations in English. To overcome this problem, teachers need to have strategies such as identification, diagnosis, prognosis, and assistance or therapy. This research can facilitate the teachers in knowing complaints about English language difficulties experienced by the students.
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Inayah, Nurul, and Rizki Putri Nanda. "Efforts to Improve Writing Skills of High School Students." Studies in English Language and Education 3, no. 1 (March 13, 2016): 52. http://dx.doi.org/10.24815/siele.v3i1.3388.
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Writing in English is one of the language skills that are taught in the context of learning English as a Foreign Language (EFL) in Indonesian senior high schools. According to previous studies, most of the students consider writing is the most difficult of the four skills. This research was aimed at finding out the main difficulties in writing faced by the grade XI students at SMA Negeri 10 Fajar Harapan, Banda Aceh, and the efforts made by their teacher to overcome those problems. The design of this study was a descriptive qualitative study. To obtain the data, the writers used document collection and interviews. The results from the document collection showed that the highest percentages of problems faced by the students were in the aspect of language use and the least problems were in the aspect of content. The results from the interviews showed that the most common correcting efforts made by the teacher were giving written feedback for all aspects of writing i.e. language use, mechanics, vocabulary, organization, and content. Likewise, teachers need to develop systemized forms of feedback and make it clear to students what the feedback means and what they are to do with them to assist students in improving their writing skills.
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Shilova, Lyudmila, Svetlana Masterskikh, Elena Mensh, and Maria Zemlyanova. "Learning English language in primary school." International Journal of Educational Management 34, no. 9 (August 29, 2019): 1475–89. http://dx.doi.org/10.1108/ijem-03-2019-0115.
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Purpose The purpose of this paper is to determine the level of intrinsic motivation of primary-school-age children alongside the factors that influence these levels when learning English. Design/methodology/approach This goal was reached through a study that was conducted in four educational establishments of Tyumen. The study benefits from qualitative and quantitative methods. The qualitative part consists of an experiment in a group setting. Two groups of students were learning under two different programmes and the teachers were making records of student outcomes, interest in learning and motivation. The findings demonstrate that the level of motivation/interest is higher when interactive techniques (appropriate for the age of students) are in use. The quantitative part involved a survey to identify intrinsic motivations by completing which the students revealed high and medium levels of motivation/interest to learn. Findings The findings can be used when updating or re-designing education programmes and when creating new methods for teaching English in Russian educational establishments. Originality/value Giving the schoolchildren a motivation to learn is, without any exaggeration, one of the central problems in modern school. Teaching English as a foreign language to students of younger age (schoolchildren) requires a special approach due to special psychological and mental characteristics that these students have. The scholars have established that learning of foreign languages happens best at a very young age. However, without proper methods of teaching, teachers will not be able to reach the learning objectives, which they were attempting to reach. The reason for this effect is simple. The way the subject is taught is expected to spark interest but with the lack of interest in the subject, students will not feel sufficiently motivated to actually learn something. Hence, motivation is essential for learning any foreign language. In the home setting, motivation to learn, as well as a positive learning environment, is the responsibility of parents.
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Zaim, M., Refnaldi Refnaldi, and Elsa Elfiona. "DEVELOPING MOBILE BASED AUTHENTIC LISTENING MATERIALS FOR SENIOR HIGH SCHOOL STUDENTS." Ta'dib 23, no. 1 (June 26, 2020): 1. http://dx.doi.org/10.31958/jt.v23i1.1794.
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Using technology in teaching and learning process has become a must in this era, because it facilitates the teachers and students to be connected to the learning materials. The purposes of this research were to develop mobile-based authentic listening materials and to find out the validity and practicality of the developed product. This is a research and development study that followed the ADDIE model. The respondents of the research were the tenth-grade students of SMA Pembangunan Padang. The instruments of this research were need analysis questionnaire, validation sheet, evaluation sheet, and practicality sheet. The results of the study were (1) The listening materials needed by the students and teachers were identified. The authentic listening materials were developed using the android application with Adobe Animate CC 2019 and were validated by two experts in English language teaching and one expert in media development. (2) The developed listening material was valid and practical both by the English language experts and the Media Development expert. Therefore, the developed product is appropriate to be used by the students and teachers as supplementary media in teaching and learning listening skill.
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Kiswaga, Godlove Elioth, and Anita Triastuti. "Evaluation of English language materials: One junior high school in Yogyakarta." LingTera 5, no. 2 (October 23, 2018): 154–61. http://dx.doi.org/10.21831/lt.v5i2.22317.
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Teaching language in this global era demands mostly the creativity of the teachers, this is because in 21th century, students need to be critical thinkers, creative, communicative and collaborative. Therefore, the creativity of the teacher is manifested by evaluating the multiple resources and adapting or adopting them based on the contextualized learning situation including individual differences, styles and learners needs. It is also essential for the teacher to integrate the four macro skills in teaching language in order to make the students more communicative and collaborative. Hence, this paper presents the evaluation of the language teaching resources before and during applying them to the classroom contexts. The data were collected by document review, classroom observation and interview with the secondary school teacher. The data were analyzed qualitatively through interactive model. There is variation of the results based on the techniques of data collection. The interview shows that theoretically the teacher is creative to make the materials for students. Meanwhile, the observation and document review findings show that there is a need of improvement on the way to evaluate and use the English materials based on the context. Finally, we suggest that the theoretical knowledge from interview should be implemented practically in class and in evaluating the textbooks in order to adopt or adapt by adding or removing some materials to make English textbooks match with students contexts.
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Khairunnisa, Khairunnisa, Dadang Sudana, and Rojab Siti Rodliyah. "Vocational High School Teachers' Beliefs on Teaching Speaking Skills in English as a Foreign Language." Jurnal Penelitian Pendidikan 20, no. 3 (December 31, 2020): 335–46. http://dx.doi.org/10.17509/jpp.v20i3.28932.
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Before improving and developing the best method for teaching speaking in vocational schools, teachers' beliefs and beliefs should be unpacked to know how far the understanding of them. This article presents a case study that examined vocational school teachers' beliefs and practices to do teach as a foreign language, especially speaking comprehension. Based on the case study, four teachers were asked to fill the questionnaire to get the information about their beliefs; forty students were confirming the practices of those beliefs in the classroom through questionnaires. Findings unfolded English teachers' views related to their roles, the students' positions, the effective English speaking teaching, the language used in the classroom, and the goals of teaching speaking. Based on the students' statement, the convergence of educators' beliefs to practices arrived at half of the teachers. The study results give teachers implications for constructing valid thoughts and provides an overview for stakeholders to decide an efficient teaching strategy.
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Alani, Amin, and Ali Jahangard. "Analysis of teachers’ and students’ attitudes toward Iranian senior high school textbook series." Global Journal of Foreign Language Teaching 5, no. 1 (November 17, 2015): 23. http://dx.doi.org/10.18844/gjflt.v5i0.38.
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The English Book series are the EFL textbooks that have been prescribed by the Ministry of Education for the public senior high schools. The researchers of the current study embarked on the evaluation of the series through examining teachers’ and students’ perspectives in this regard. Employing Litz’s questionnaires, attitudes of both Iranian learners and teachers from both genders were obtained; the two questionnaires used in the study incorporated seven categories including Practical Consideration, Layout and Design, Activities, Skills, Language type, Subject and Content, and Summary. Some 1128 participants from the Senior high school learners and 74 teachers took part in the study. A detailed analysis of the textbooks of the series was made using descriptive statistics, namely median and mode accompanied with standardized skewness value. The findings of the study revealed that there were positive attitudes toward the textbooks price and accessibility; however, other criterial parameters, i.e., the resources, vocabulary lists, the series language type, and the treatment of cultural issues were viewed as partially appropriate or, in the majority of the cases, in need of improvement. Keywords: Textbook evaluation, English language teaching, English book series, curriculum study.
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DARLING-HAMMOND, LINDA. "No Child Left Behind and High School Reform." Harvard Educational Review 76, no. 4 (December 1, 2006): 642–67. http://dx.doi.org/10.17763/haer.76.4.d8277u8778245404.
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Although No Child Left Behind (NCLB) aims to close the achievement gap that parallels race and class, some of its key provisions are at odds with reforms that are successfully overhauling the large, comprehensive high schools that traditionally have failed students of color and low-income students in urban areas. While small, restructured schools are improving graduation and college attendance rates, NCLB accountability provisions create counterincentives that encourage higher dropout and push-out rates for low-achieving students (especially English language learners), create obstacles to staffing that allow for greater personalization, and discourage performance assessments that cultivate higher-order thinking and performance abilities. In this article, Linda Darling-Hammond proposes specific amendments to NCLB that could help achieve the goal of providing high-quality, equitable education for all students by recruiting highly qualified teachers and defining such teachers in appropriate ways; by rethinking the accountability metrics for calculating adequate yearly progress so that schools have incentives to keep students in school rather than pushing them out; and by encouraging the use of performance assessments that can motivate ambitious intellectual work.
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Andriani, Agis, Vani Dwi Yuniar, and Fuad Abdullah. "Teaching English Grammar in an Indonesian Junior High School." AL-ISHLAH: Jurnal Pendidikan 13, no. 2 (August 17, 2021): 1046–56. http://dx.doi.org/10.35445/alishlah.v13i2.956.
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English grammar has a pivotal position in language learning. It is also considered the basis of a series of language skills (listening, speaking, reading, and writing). However, although previous studies focused on teaching English grammar either from a traditional or functional view, where English as L1 and L2 across various educational levels, scarce studies have emphasized teaching English Grammar in the Indonesian EFL context, particularly in Junior High School. Hence, this study aimed at filling such a void, namely teaching English grammar in an Indonesian junior high school. In an attempt for collecting the data, this study interviewed a participant in one of the junior high schools in Tasikmalaya, West Java, Indonesia. The data were analyzed using thematic analysis (Braun Clarke, 2006). The findings of this study revealed that the teacher use focus on forms and focus on form in teaching English grammar. Those focus on forms involve (1) Deductive English Teaching Grammar, (2) Score-Oriented English Language Learning Activities, and (3) Accuracy-Oriented English Language Learning Activities. Another approach is focus on form include (1) Task-Based Sentence Making and (2) Contextual Teaching of English Grammar. By knowing these teaching techniques, the teachers are expected to be able to implement those teaching techniques of teaching English grammar to junior high school students more effectively.
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Wubshet, Hailu, and Fekede Menuta. "Improving English Language Skills and Methods through Short Term Trainings: Bridging High School and University Teachers." Studies in English Language Teaching 3, no. 4 (November 17, 2015): 306. http://dx.doi.org/10.22158/selt.v3n4p306.
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<p><em>The purpose of this article was to show how universities can make interventions in improving the classroom practices of high schools and preparatory schools English language teachers. The data gathering instrument was questionnaire and interview from secondary and preparatory school teachers of Tabor cluster that include Tabor Secondary and Preparatory school, Alamura High School Gemeto-Gale Secondary School, and Tula Secondary and Preparatory school and two school principals. The teachers received short term English language trainings from university teachers. It was, therefore, reflections of the teachers on improvements the training brought on their teaching skills on one hand and their attitudes on </em><em>“</em><em>the-to-be</em><em>”</em><em> links between the university instructors and high school teachers on the other hand. The link and the interventions envisaged to bring continuous improvements in the English language skills of secondary school English language teachers and thereby the skills of their students who ultimately and continuously join universities. As the study was based on the teachers and the principals who took part in the training, the sample size considered was the whole population, 40. Since the data was obtained qualitatively through interview and quantitatively through questionnaire, the analysis method also followed mixed methods. The quantitative data was analyzed descriptively with SPSS version 20, and the data obtained through interview was grouped into themes with open-code 3.6 and then described textually. The study showed that the short term trainings, which were based on the trainees’ pre-identified areas of English language skill gaps, helped to alleviate the gaps of the teachers to a greater extent. It also showed that there are other areas of English language skill gaps that need further trainings. Regarding the teachers’ attitude on the high schools and University teachers</em><em>’</em><em> professional link, it was found out that high school teachers need supports from universities </em><em>to</em><em> improv</em><em>e</em><em> their own and their students’ English language skills. It was also discovered that the link among school and university teachers so far is very weak. The trainees suggested areas of their special concerns to improve their English language skills, and areas university teachers may benefit from high schools.</em><em></em></p>
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Ghozali, Imam, Banun Havifah Cahyo Khosiyono, and Muhammad Ulil Abror. "EXPLORING TEACHERS AND STUDENTS’ PERSPECTIVES TOWARD NEGOTIATED SYLLABUS IN ENGLISH LEARNING FOR SENIOR HIGH SCHOOL." Journal of English for Academic and Specific Purposes 4, no. 1 (June 21, 2021): 142–51. http://dx.doi.org/10.18860/jeasp.v4i1.12617.
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Designing language syllabus is one of the important processes in the English language teaching contexts. Ensuring both teachers and students’ needs what and how their teaching and learning are applicable, negotiated syllabus can be proposed in teaching-learning processes. This study aims to find the teachers' and students' perspectives to determine whether aspects of the syllabus may be negotiable. Qualitative descriptive is used in this research. The participants involved were four English teachers and twenty students. Data were collected by using a questionnaire in the form of open-ended questions. The syllabus aspects that may be interested to negotiate according to Boon (2011) are course content, lesson aims, sequencing, material, homework, evaluation, methodology, groupings, and error correction. Both teachers and students believe the eleven areas could be negotiated. However, there are some debates in several areas. According to some teachers’ perspectives, the area of material, homework, evaluation, and error correction are not needed to be negotiated. Besides, according to some students, the area of course content, lesson aim, sequencing, material, grouping, and error correction are the teachers’ responsibilities.
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Suryanto, Bradhiansyah Tri. "How to Teach Listening in Senior High School." International Journal of English Education and Linguistics (IJoEEL) 1, no. 1 (June 30, 2019): 42–48. http://dx.doi.org/10.33650/ijoeel.v1i1.962.
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Many teachers considered that listening is the most important skill of any other language skills(Aziez & Alwasilah, 1996). Moreover, the discussion of an issue about the use of authentic listening material is just fierce in listening as it is in reading(Harmer, 2001). However, the teacher should have to look for the simplest method of teaching listening to overcome its difficulties; to teach it effectively; and to achieve the goals of teaching listening successfully, such as teaching students to acquire vocabularies, grammatical understanding, and good pronunciation.The Purposes of the study are to overcome the difficulties in teaching listening; to improve teacher’s creativity in teaching listening; and to provide the teacher with some alternative methods of teaching listening.Based on the study it can be concluded that, first, the effective listening will produce successful listening. Second, the reason of using listening in the classroom is to let the students to hear different varieties and accent of English instead of the voices of their teacher which may be full of idiosyncrasies. Third, the listening materials are geared with the students’ needs, levels, and interests. Fourth, there six principles for listening; Encourage students to listen as often and as much as possible, help students prepare to listen, once may not be enough, encourage students to respond to the content of a listening, not just to the language, different listening stages demand different listening tasks, and good teachers exploit listening texts to the full.
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Shnukal, Anna. "Report on the Torres Strait Creole Project, Thursday Island State High School." Australian Journal of Indigenous Education 31 (2003): 61–76. http://dx.doi.org/10.1017/s1326011100003690.
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AbstractThis is a slightly abbreviated version of part of a report commissioned at the end of 1995 by the Queensland Department of Education, Peninsula Region, and carried out with the help of teachers at Thursday Island State High School. It analyses some formal language differences between written Standard Australian English and spoken Torres Strait Creole (the language of most of the students) as a basis for workshop writers to develop material in a form suitable for teachers. Looked at objectively, most of the students’ errors in written English occur as a result of transference from their first language, or in areas of grammatical complexity which pose problems for all English as a Second Language learners. Certain common spelling errors seem also to be a result of transference from the Creole.The report has been fairly widely circulated and is sometimes quoted inaccurately; hence the decision to publish the formal linguistic section here. Some of the material in the report - on the languages of the region, students’ language backgrounds and cultural factors influencing language choice and language mixing and issues of classroom management - has been omitted (see Shnukal, 1996; see also Morrison David, 2003). The report fulfilled its main aim of raising awareness of language issues and providing information and rationale for various language and literacy programs now operating in the region (Shopen & Hickey, 2003).
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Gunawan, Sandra, and Haris Saputra. "PROBLEMS AND TEACHING SOLUTIONS FOR STUDENTS’ IN LEARNING ENGLISH." PROJECT (Professional Journal of English Education) 3, no. 1 (January 26, 2020): 59. http://dx.doi.org/10.22460/project.v3i1.p59-64.
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ABSTRACTThe Indonesian government has recognized the importance of English by including it in the education system for five decades. English has been integrated into secondary school for a long time. English exerts a stronger influence in the modern world and has become an international language. There are also advantages to introducing foreign languages to young students. Therefore, the Indonesian government made a policy to introduce English starting, elementary, middle and high school. At Katapang 1 Junior High School, this policy is optional. That depends on the demands of the school and the community. Schools and communities are responsible for providing teachers, curriculum and facilities. The teacher is one of the most important parts of the educational discourse and teaching and learning process in school. The two research questions formulated are: 1) what problems are faced by teachers in teaching? 2) how they find out the solutions? These questions urged the study to conduct a research at Katapang 1 junior high school. Three English teachers were chosen as respondents. In qualitative descriptive method, the interview was implemented to collect the data. As a result the teachers believe that providing good teaching materials can increase positive outcomes for student, the implementation program for teaching English at Katapang 1 Junior High School was very good as a stage of introducing foreign languages before they continued to higher education. Keywords: English teaching, problems, solutions
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N.M., Sumarningsih, Batan I Gede, and Adnyani L.D.S. "SCIENTIFIC APPROACH BASED TRANSLATION USED BY EFL JUNIOR HIGH SCHOOL TEACHER." Lingua Scientia 25, no. 2 (December 31, 2018): 62. http://dx.doi.org/10.23887/ls.v25i2.18825.
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This study was conducted as an attempt to investigate in what step of scientific approach the teachers most frequently use translation in English Language Teaching as well as to find out the teachers’ reasons toward the use of translation in English Language Teaching based on scientific approach at SMP Negeri 4 Singaraja and SMP Negeri 5 Singaraja. It was conducted in qualitative research design. There were two teachers chosen as the subjects of study. The data were collected through audio recording the teaching and learning process and interviewing the subjects of study, while the techniques of analyzing data were done descriptively following the four processes according to the theory of Miles & Huberman (1984), namely: data collection, data reduction, data display, and conclusion drawing. The results of analysis indicated that the teachers most frequently used translation in exploring step of scientific approach. In addition, there were seven teachers’ reasons found in relation to the use of translation in the classroom, namely to help the students’ difficulty in: (1) understanding the instruction given by the teacher, (2) understanding the English vocabulary, (3) asking something in English, (4) understanding the tenses or grammar, (5) understanding the material deeply, (6) doing the task, and (7) presenting their work. The related parties interested in the same area of the research should give deeper concern in doing wider range of aspects involved in further study.
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Erbaş, İsa, and MA Xhensika Vengo. "Language Through Communicative Activities in Upper-Level Students (Case Study: “Turgut Ozal” High School Tirane)." European Journal of Language and Literature 5, no. 2 (May 31, 2019): 19. http://dx.doi.org/10.26417/ejls-2019.v5i2-197.
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This study focuses on teaching and learning the English language through communicative activities and real-life context. Well-known scholars present the communicative approach as an effective in the process of language acquisition. This study examines problems that students encounter the most and the obstacles to language acquisition, such as problems with idioms, vocabulary, and grammar. This study also analyses some of communicative activities and instructions how to make these activities parts of their lesson plan, such as role plays, interviews, discussion and group work that have as a main focus teaching the English language inductively. The students and teachers were asked at “Turgut Ozal” High School of Tirana to complete the survey questionnaire related to communicative activities. The students and teachers gave their opinions related to the challenges that students encounter to participate in these activities. The results of the survey show that how much the students want to participate and learn the English language through communication, to talk about topics of interest and real-life context. Key words: Teaching, learning, communicative approach, role play, discussion, group work, and interview
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Batsila, Marianthi, and Charilaos Tsihouridis. ""Once upon a Time there was..." A Digital World for Junior High School Learners." International Journal of Emerging Technologies in Learning (iJET) 11, no. 03 (March 30, 2016): 42. http://dx.doi.org/10.3991/ijet.v11i03.5370.
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This paper looks into what Junior High School learners think of the Web 2.0 tool “Storyboard” for digital story telling purposes and investigates the extent to which it can enhance their receptive and productive skills of reading and writing in the English language. Fifty one randomly selected students, who created a digital story based on a relevant instructive scenario, and their teachers took part in the research. The quantitatively analyzed teachers’ and students’ interviews results and learners’ post-tests data revealed that the tool is considered very motivating and useful increasing learners’ aforementioned English language skills. As learners and teachers indicate “Storyboard” has offered them moments of happiness and joy during their school activities and made their lesson creative and interesting.
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Suharyanti, Eka Mareta, and Endang Fauziati. "WRITTEN CORRECTIVE FEEDBACK ON EFL STUDENTS AT AN ISLAMIC JUNIOR HIGH SCHOOL." JOALL (Journal of Applied Linguistics & Literature) 5, no. 2 (August 13, 2020): 161–73. http://dx.doi.org/10.33369/joall.v5i2.11207.
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Teachers provide students with corrective feedback for guiding them in the process of teaching a language. This study aimed to investigate the types of corrective feedback that the teacher used in teaching writing recount text, this also employed to reveal the students' motivation for writing recount texts, and to explore the benefit of teacher corrective feedback to the students' ability in writing recount text at Manbaul Huda Islamic Junior High School Central Java Indonesia. Descriptive qualitative method was employed by interviewing both the teacher and the second-year students. The participants were three teachers and twenty students. There were three guided Interview questions for teachers and two questions for students. The findings of this study turned out that the teacher employed indirect corrective feedback and gave symbols to the student’s error production. Most of the students are highly motivated to be able to write a status on Facebook or other online media by using English. The most important advantage of obtaining corrective feedback for the students is to understand the use of grammar in making a sentence. This study concluded that the motivation of the students to write recount text was to get teacher corrective feedback to be able to write the appropriate sentence and to increase their ability in writing English. This also implied that different types of corrective feedback might impact differently to the students in improving their motivation to learn English more.
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Song, Wenjuan. "A Study on the Influence of Teachers' Questioning in High School English Reading Class on Students' Critical Thinking." Theory and Practice in Language Studies 9, no. 4 (April 1, 2019): 424. http://dx.doi.org/10.17507/tpls.0904.09.
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This article studied whether teachers' questioning has an impact on the critical thinking of high school students in English class. Firstly, the author went to the practice school personally for a two-month classroom observation and recorded teachers’ question in the classroom. This article referred to Bloom's taxonomy of educational objectives, and divided the cognitive process into six dimensions: Remember, Understand, Apply, Analyze, Evaluate, Create. The first two of the six types were primary cognitive problems, and the last four were advanced cognitive question. In order to analyze whether the questions help or improve the critical thinking of high school students, the author wrote down the number of each question asked and the proportion of the total number of questions. Then author gave the students questionnaires and interviewed teachers about relative questions. Based on the collected data, this article analyzed the correlation. This study showed a certain degree of positive correlation between the Teachers' questioning and the students' critical thinking scores through the classroom observation record table and the students' reading scores in the test, as well as the students' critical thinking questionnaire data.
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Yu, Lihong, Qiuqian Song, and Junxiang Miao. "A Study on the Problems and Countermeasures of Oral English Teaching in Rural Junior Middle Schools under the Background of Man-machine Dialogue Examination in China." Theory and Practice in Language Studies 9, no. 7 (July 1, 2019): 810. http://dx.doi.org/10.17507/tpls.0907.09.
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English is a main subject of high school entrance examination in China. Many Students have learned English for more than ten years, but they are still unable to communicate with others in English after they graduate from middle school or even high school because of the poor oral English. With the advocacy of the new curriculum reform and quality-oriented education, many provinces and municipalities in China have introduced oral English test into the English exam of high school entrance examination. However, comparing with urban students, students’ oral English in rural areas is relatively weak, which is undoubtedly a huge challenge for rural junior middle schools. Hence, rural junior middle schools need to take measures to improve the oral English of students. This paper analyses the problems of oral English teaching in rural junior middle schools from the aspects of teaching facilities, teachers and students, putting forward some suggestions accordingly.
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Jurianto, Jurianto, Salimah Salimah, and Deny A. Kwary. "STRATEGIES FOR TEACHING WRITING IN EFL CLASS AT A SENIOR HIGH SCHOOL IN INDONESIA1." Celt: A Journal of Culture, English Language Teaching & Literature 15, no. 1 (January 5, 2016): 43. http://dx.doi.org/10.24167/celt.v15i1.413.
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Writing skill has been considered the most difficult language skill to master, and teaching the skills has also been not simple. Part of a research report on teaching writing in English at a senior high school in Surabaya, this paper is aimed to demonstrate that English teachers at the school are skillful and resourceful in teaching writing. With reference to 11 elements or strategies of writing instruction discussed in Graham and Perin (2007), five English teachers at die school were interviewed. The interview guide includes 24 questions centered on the 11 elements. Interview results show that the teachers make vise of most elements or strategies in their English classes. The teachers explained that such strategies as collaborative writing, sentence combining, prewriting, inquiry activities, and study of models are conducted frequently in the classroom. They found the strategies important and helpful for teaching writing skills in English to their students. The findings indicate that a variety of writing instruction strategies have been part of their teaching practice and that they are experienced in teaching writing skills in English to adolescent students.
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Mustofa, Mutmainnah, and Ani Sukma Sari. "Video subtitle to teach listening skill of junior high school students." JEES (Journal of English Educators Society) 5, no. 2 (September 29, 2020): 149–53. http://dx.doi.org/10.21070/jees.v5i2.874.
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A considerable interest on Information and Communication Technology (ICT) has been growing in the field of English language teaching within a very short period of time. Indeed, ICT is such an essential part in the respective field, in the sense that its progress allows the development of language teaching and learning process through its innovations. This study proposes using video caption as a medium to teach listening skill through integrating the use of ICT with the teaching process. An example of the innovation is the creation of teaching media supported by a software or application called . A well-known subtitle editing program, offers source tools for creating and modifying subtitle in a video. This paper presents the procedures and steps to design video subtitle by using application. Teachers can use it as a reference in designing a teaching media using a video subtitling application which is aimed to make the students more motivated to learn English instructions. Last but not least, it is expected that learning with video caption can be an alternative and beneficial media for teaching, in particular, listening skill.
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Liu, Guobing, and Hui Cao. "The Application of POA-based Reciprocal Teaching Model in Chinese Senior High School English Writing Class." Theory and Practice in Language Studies 11, no. 8 (August 1, 2021): 891–900. http://dx.doi.org/10.17507/tpls.1108.04.
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In order to effectively improve the efficiency of English writing class in Chinese senior high school, this paper explores the effectiveness of POA-based reciprocal teaching model, i.e. Production-based reciprocal teaching (PBRT). The research instruments include classroom observation, interview and test. It has been found: (1) PBRT has a positive impact on Chinese senior high school students’ interests in English writing. (2) PBRT can significantly improve students’ writing abilities. (3) The application of PBRT in writing class need build a teacher-student community. The teachers should design situational teaching activities in class and promote their knowledge application abilities. There are few researches on reciprocal teaching based on POA in senior high school. This study aims to provide new ideas for improving the efficiency of English writing class in Chinese senior high school.
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Zaim, M. "Implementing Scientific Approach to Teach English at Senior High School in Indonesia." Asian Social Science 13, no. 2 (January 19, 2017): 33. http://dx.doi.org/10.5539/ass.v13n2p33.
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Scientific approach is a teaching strategy using scientific steps in teaching subject matter at senior high school in Indonesia. Scientific approach has the characteristics of “doing science” that allows teachers to improve the process of learning by breaking the process down into steps which contain detailed instruction for conducting student learning. Although the scientific approach offers significant breakthrough in improving the quality of teaching English as a foreign language (TEFL) at Senior High School in Indonesia, there were still some obstacles faced by English teachers. This study aimed at investigating the implementation of scientific approach to teach English at Senior High School in Indonesia and problems of teaching and learning in implementing scientific approach. The data were collected through observation of teaching learning process and interview with the teachers and the students in two senior high schools in Padang, Indonesia. The findings showed that, among the five steps of scientific approach, the teachers were not able to implement the observing and questioning steps optimally yet. Meanwhile, in experimenting and associating the teachers have applied them well, and in communicating the teachers have applied them optimally.
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Xiashi, Guo, and Yuewu Lin. "Impact of Language Ego, the Native Language Effect on Oral English Learning of High School Students." International Journal of English and Cultural Studies 3, no. 1 (May 6, 2020): 33. http://dx.doi.org/10.11114/ijecs.v3i1.4841.
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Language transfer, especially the native language effect on the process of second language acquisition, has always been a hot issue of various linguists. Language transfer is inevitable in the process of second language acquisition, which can be divided into positive transfer and negative transfer. The positive transfer will promote the foreign language learning while negative transfer of mother tongue will hinder the second language learning. In English learning, compared with reading and writing, oral English learning is more important and more complex. Chinese high school students are often disturbed by negative effect of their mother tongue in oral English communication. In China, experts and scholars have done a lot of researches on the negative native language effect in English learning, but most of the researches focus on writing and translation skills, while few of them emphasize on listening and speaking skills.At present, English teaching is undergoing a profound reform, and English teachers and learners are paying an increasing number of attention to the study of spoken English. In order to fill the gap and correctly understand the influences of oral English acquisition of high school students, through the analysis of the principle of native language effect, this paper finds that the vocabulary, grammar, pronunciation and pragmatics of mother tongue all have negative transfer to foreign language learning. What’s more, language ego, as an important part of affective principles, has a profound impact on the process of oral English learning. There is a strong and negative correlation between language ego and oral English learning to some extent. The less students´language ego is, the more oral English output students will produce.
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Phước, Trần Văn. "AN INVESTIGATION INTO VIETNAMESE HIGH SCHOOL STUDENTS’ REFLECTIONS ON USING EVALUATIVE LANGUAGE IN ENGLISH PARAGRAPHS." Hue University Journal of Science: Social Sciences and Humanities 128, no. 6B (September 20, 2019): 115. http://dx.doi.org/10.26459/hueuni-jssh.v128i6b.5435.
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<p>Abstract</p><p>The article aims at understanding Vietnamese high school students’ capacity in writing English evaluative paragraphs about three given topics about the internet, the favorite movie and the teacher. Using 3- topic paragraph writing tests and a 15-item questionnaire given to 40 participants as instruments for data collection, the findings were analyzed qualitatively and quantitatively. The result showed that although the students did not prepare carefully for evaluative writing in terms of knowledge and practice, they could produce evaluative paragraphs using chiefly words and mental and behavioral sentences for affect, judgement and appreciation to the entities in three topics. Their suggestions to themselves and teachers, if being seriously concerned by teachers, surely help them overcome difficulties and improve their writing in the future, even when they enter the university.</p><p> </p>
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Marsella, Elisabeth. "Exploring Teachers’ Use of First Language (L1) in EFL Classroom." TEKNOSASTIK 18, no. 1 (January 30, 2020): 15. http://dx.doi.org/10.33365/ts.v18i1.483.
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Teachers are always seen as the role model of the classroom. Students tend to imitate what the teachers speak and do, including in English classroom. It has been popular that in English classroom teachers impose the students to use English (L2) only. However, the practice showed that teachers still use L1 in their teaching. Regarding that fact, this study aims to investigate how teachers use first language (L1) in English classroom. The study involves experienced teachers from two private schools in Bekasi, a junior high school and a senior high school. Observations, video and audio recording, and interview were conducted to collect the data. From the data, it is obtained the teacher talk (TT) where the teachers mostly used English. Although the teachers used English and encouraged students to use English, it turned out that in some situation L1 is unavoidable. The teachers used L1 during the class learning. This teachers’ L1 was then analyzed from the perspective of initiation, response, feedback (IRF) exchange. The result shows that teachers performed typical acts and functions in the class interaction. Moreover, teachers’ L1 was not necessarily showing incompetence or reluctance to use L2. Rather, L1 use performed functions in the classroom that it helped teachers build students’ knowledge and manage the class more efficiently.
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Liu, Guobing, and Yafei Zhang. "The Production-oriented Approach to Teaching English Writing in Chinese Junior High Schools." Journal of Language Teaching and Research 10, no. 6 (November 1, 2019): 1288. http://dx.doi.org/10.17507/jltr.1006.18.
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With the acceleration of globalization, English communicative competence has become a necessary ability in modern society. The teaching of English writing in junior high schools not only improves students’ comprehensive language ability, but also lays a favorable foundation for their future English learning. Writing classes should highlight the importance of writing. But in fact, students’ actual output is neglected. The writing classes exist in name only. Based on the above questions, this research attempts to apply the Production-Oriented Approach (POA) in junior high school English writing teaching which is proposed by Chinese scholar Wen Qiufang. This research aims to find the effectiveness of POA in English writing teaching of Chinese junior high schools. We adopt the experimental research approaches, using classroom observation, interviews and tests to collect research data. Taking a class of 50 students in Grade 8 of junior high school as the research subjects, the researcher carries out the production-oriented English teaching experiment for one semester. It has been found: (1) Compared with traditional English instructions, POA can improve the English writing quality and comprehensive language using ability of junior high school students. (2) Both teachers and students believe that POA can stimulate students’ positive emotional experience, and students have more opportunities to use language in class. Through “enabling”, the quality of students’ language output has been significantly improved.
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Wright, Wayne E., and Daniel Choi. "The impact of language and high-stakes testing policies on elementary school English language learners in Arizona." education policy analysis archives 14 (May 22, 2006): 13. http://dx.doi.org/10.14507/epaa.v14n13.2006.
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This article reports the results of a survey of third-grade teachers of English Language Learners (ELLs) in Arizona regarding school language and accountability policies—Proposition 203, which restricts bilingual education and mandates sheltered English Immersion; the federal No Child Left Behind Act of 2001 (NCLB); and Arizona LEARNS, the state’s high-stakes testing and accountability program. The instrument, consisting of 126 survey questions plus open-ended interview question, was designed to obtain teacher’s views, to ascertain the impact of these polices, and to explore their effectiveness in improving the education of ELL students. The survey was administered via telephone to 40 teacher participants from different urban, rural and reservation schools across the state. Each participant represents the elementary school in their respective school district which has the largest population of ELL students. Analyses of both quantitative and qualitative data reveal that these policies have mostly resulted in confusion in schools throughout the state over what is and is not allowed, and what constitutes quality instruction for ELLs, that there is little evidence that such policies have led to improvements in the education of ELL students, and that these policies may be causing more harm than good. Specifically, teachers report they have been given little to no guidance over what constitutes sheltered English immersion, and provide evidence that most ELL students in their schools are receiving mainstream sink-or-swim instruction. In terms of accountability, while the overwhelming majority of teachers support the general principle, they believe that high-stakes tests are inappropriate for ELLs and participants provided evidence that the focus on testing is leading to instruction practices for ELLs which fail to meet their unique linguistic and academic needs. The article concludes with suggestions for needed changes to improve the quality of education for ELLs in Arizona.
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Duong, Tham My, and Hang T. T. Nguyen. "EFL students’ perspectives on the employment of language learning strategies." English Language Teaching Educational Journal 4, no. 1 (April 30, 2021): 49. http://dx.doi.org/10.12928/eltej.v4i1.3489.
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It is widely acknowledged that language learning strategies (LLSs) are beneficial to learners’ academic achievements, learner autonomy and motivation; however, it is indicated that Vietnamese students, particularly high school students have found it hard to employ LLSs. This paper aims at exploring language learning strategies used by high school students and underlying reasons at a high school located in Ho Chi Minh City. The study involved 238 EFL high school students in responding to a closed-ended questionnaire and twenty of them in answering the semi-structured interview questions. The quantitative data collected from the questionnaire were processed by SPSS version 25.0 in terms of descriptive statistics, and the qualitative data were analyzed by the content-based approach. The results of the study indicated the EFL high school students’ moderate use of LLSs. Remarkably, metacognitive strategies were the most commonly used category, compared to memory strategies – the least employed category. The findings may serve as a guideline for EFL teachers on facilitating high school students’ English language learning. It is also hoped that the results of this study may contribute to the literature about English language learning strategies in EFL contexts.
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Willyarto, Mario Nugroho. "Learning Polygons using English Language." Humaniora 8, no. 4 (October 31, 2017): 391. http://dx.doi.org/10.21512/humaniora.v8i4.4102.
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The authors conducted a study related to using English in learning mathematics, for grade 7 junior high school students in a private national plus school. The purpose of this study was for the reader to open up further insights related to the topic. This study was carried out with experimental design, by doing different treatment between classes in the same level. The subjects of the study consisted of 63 students spread into three classes; 7A, 7B, and 7C. Class 7C was a control group, using Bahasa Indonesia (mother tongue) in learning Mathematics. Class 7A and 7B were the experimental groups, where 7A was in English and 7B used bilingual (English and Indonesian). Results of the study include the following; using English is not detrimental to the students in mark achievement that is shown by the average of the final mark of Mathematics that is not significantly different. The challenges that arise from learning Mathematics need to be reviewed from the process, readiness, independence, motivation of students and needs to be followed up critically so that students can achieve better results. Short and long-term programs need to be created and observed in order to support the learning process of Mathematics for students, such as training teachers to be able to teach mathematics in English, in supporting action study by teachers, managed by the school.
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Sinta, Nanda Aprila, and Yuli Astutik. "Difficulties in Writing Recount Text Faced by Senior High School Students in Indonesia." Proceedings of the ICECRS 2, no. 1 (July 28, 2019): 59. http://dx.doi.org/10.21070/picecrs.v2i1.2404.
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Writing an English for EFL learner is a difficult skill because English is a foreign language. Besides that, sometimes EFL learner is confused with organizing the idea, translating the language from Indonesia to English, follow the grammatical rule, find and write the proper vocabulary. In this research focus on the students' writing difficulties in recount text, the factors which influence the students' writing difficulties in recount text, and the way of the teacher solve the students' writing difficulties. This study investigates the writing difficulties of students in SMA Kemala Bhayangkari 3 Porong. In this study, the data served as a qualitative descriptive which took the students' exercise of recount text and interviewed the subject. The result shows that there are different difficulties for each students' ability. Internal and external factors also turned out to be one of the causes of difficulties faced by students in writing recount text. The results of interviews with teachers are known that teacher’s have used metacognitive strategies as solving problems faced by students in writing skills.
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Astrid, Annisa, Deta Desvitasari, and Aghor Aqdam. "The Language Attitude towards English Learning among EFL Learners: A Case at One Private Islamic Senior High School." Ta'dib: Jurnal Pendidikan Islam 25, no. 1 (June 22, 2020): 32–43. http://dx.doi.org/10.19109/td.v25i1.5253.
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Attitude is one of the considerable factors in learning and plays an essential role since it can influence language learning and performance. This study aimed at investigating students’ attitudes towards English language learning. Survey method was used in this study to describe the attitudes of the students at one Islamic private senior high school towards English language learning. The participants involved in this study were 217 students at one Islamic private senior high school in Indralaya. In collecting the data, we employed a Likert scale questionnaire consisting of 20 items which were divided into 5 components; (1) attitude towards native English speakers, (2) motivational orientation in learning English, (3) interest in English, (4) attitude towards English class, and (5) attitude towards English teachers. The result of this study indicated that the attitude of the students of one Islamic private senior high school in Indralaya South Sumatera towards English language learning was generally positive.
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Widyantoro, Arif. "Developing English Reading Material for the Second Grade of Vocational High School." CLLiENT (Culture, Literature, Linguistics, and English Teaching) 2, no. 02 (August 18, 2021): 12–32. http://dx.doi.org/10.32699/cllient.v2i02.1879.
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The purpose of this study are to describe how to develop English reading materials for the second grade of Vocational High School and to explain the advantages and disadvantages of developing English reading materials for the second grade of vocational high school.
Using English reading material for developing the students’ ability of the second grade of vocational high school is one of the ways to make the students interested in learning English. In teaching English reading materials, this paper applies two phases (planning phase, implementing phase, evaluating phase) and PQRST (Preview, Question, Read, Summarize, Test) method.
The advantages of developing English reading material for the second grade of vocational high school are: It can develop their vocabulary and grammar mastery. It is described that using reading materials in developing the students’ proficiency of English is very beneficial. The students get the systematic, effective, and efficient learning method, and also they can enjoy the teaching learning process. Encourage the student to improve their previous background knowledge of fundamental concepts. It can motivate the Students to actively reflect upon the material being studied prior to its presentation in class and to search for explanations or solutions on their own. While, the disadvantages are: It cannot develop the listening skill directly; It may happen that the students did not understand clearly about the generic structure and language feature of the text if they just pay attention with the meaning of each word.
The writer hopes that this paper can be used as a reference for the teachers who want to improve their students’ ability, especially in reading ability. Furthermore, it can be a reference for the students of English department who want to write a paper or a thesis.
Keywords: English Language, Reading, Vocational High School
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Jahanban-Isfahlan, Hasan, Nasrin Hadidi Tamjid, and Zohre Seifoori. "Educational Technology in Iranian High Schools: EFL Teachers’ Attitudes, Perceived Competence, and Actual Use." Education Research International 2017 (2017): 1–9. http://dx.doi.org/10.1155/2017/9738264.
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It goes without saying that technology has influenced virtually all spheres of our lives, and teaching English as a foreign language (EFL) is not an exception to this rule. Also, teachers’ undeniable and decisive role in the integration of technology into teaching is not to be taken a blind eye on. With this in mind, this study explored Iranian high school EFL teachers’ attitudes toward, their perceived competency in, and their actual use of instructional technology in their classrooms. 120 randomly selected junior and senior high school Iranian EFL teachers filled out The Survey of High School EFL Teachers’ Attitudes toward Computer Technology. Over 600 junior and senior high school students filled out Students’ Questionnaire Surveying the Use of Educational Technology by English Teachers in Classrooms. The results indicated that even though Iranian teachers have an overall positive attitude toward (computer) technology, they are not sufficiently competent to use it in their classes, and this lack of competence may be one of the main barriers to the full use of technology in their classes.
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Muslim, Ahmad Bukhori, Fuad Abdul Hamied, and Didi Sukyadi. "Integrative and instrumental but low investment: The English learning motivation of Indonesian senior high school students." Indonesian Journal of Applied Linguistics 9, no. 3 (February 10, 2020): 493–507. http://dx.doi.org/10.17509/ijal.v9i3.23199.
Full textAbstract:
Considered important for global competitiveness like ASEAN Economic Society, the English proficiency of Indonesian students is unfortunately not satisfactory yet. This condition is, one of which, due to low teachers’ professionalism and students’ motivation for English learning. The motivation of students may become weak because they have not found ways to identify, drive and sustain it. Of the various studies on motivation and challenges in EFL practice in the Indonesian context, research specifically addressing how learners find motivation triggers synergized into project-based learning for sustainable and continuous English learning is still limited. This survey and interview study investigates the motivation of Senior High School (SHS) students in West Java province of Indonesia on English learning and how to drive their motivation through a collaborative project as mandated by the 2013 National Curriculum. Results of questionnaires, interviews and document analysis show that despite having integrative and instrumental motivation to learn English, the participating SHS students show low investment as indicated by low learning enthusiasm in the classroom and poor English performance. This low motivation is also related to some socioeconomic status such as school geographical location, classroom learning situation, and parental supports. The study recommends students’ involvement in a cooperative learning project which can direct and energize their English learning motivation so that they can have increased motivation, good English proficiency and become global citizens with high competitiveness.
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Nugroho, Muhammad Aprianto Budie, and Nining Mayda. "Motivational Strategies in Teaching English as Foreign Language: A Case Study in Junior High School 7 Kuningan." English Review: Journal of English Education 4, no. 1 (December 1, 2015): 82. http://dx.doi.org/10.25134/erjee.v4i1.311.
Full textAbstract:
This research aims to analyze motivational strategies in teaching English as foreign language at 7th grade of Junior High School 7 Kuningan and to analyze students‟ attitudes towards motivational strategies that were applied by teachers in teaching EFL. The researchers used qualitative research by using classroom observation, interview, and questionnaires. The result taken from classroom observation and interview show teacher 1 and teacher 3 applied motivational strategies completely based on the phases of motivational strategies. Thus, the students responded these strategies positively. On the other hand, teacher 2 applied motivational strategies incompletely because the teacher missed the first phases. This was responded negatively by students. Therefore, the students were actively involved in teaching and learning process conducted by teacher 1 and teacher 2, but the students were passively involved in teaching and learning process conducted by teacher 2. Furthermore, the result taken from questionnaires shows that students gave positive attitudes towards the teacher 1 (88.25%), teacher 2 (79.02%), and teacher 3 (85.71%). Based on the findings, it can be concluded that the way the teachers applied motivational strategies in teaching EFL determined students‟ attitudes towards motivational strategies applied by teachers in teaching EFL.Keywords: motivational strategies, phases of motivational strategies, students attitudes, teaching EFL
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Tezel, Kadir Vefa. "Are Prospective English Teachers Linguistically Intelligent?" International Journal of Higher Education 6, no. 5 (September 22, 2017): 88. http://dx.doi.org/10.5430/ijhe.v6n5p88.
Full textAbstract:
Language is normally associated with linguistic capabilities of individuals. In the theory of multiple intelligences, language is considered to be related primarily to linguistic intelligence. Using the theory of Multiple Intelligences as its starting point, this descriptive survey study investigated to what extent prospective English teachers’ high school education contributed to the development of linguistic intelligence which is essential for language teachers. The data were collected, using the Teele Inventory of Multiple Intelligences. The results showed that of the seven intelligences in the inventory, linguistic intelligence was not the most dominant intelligence of the participants. Variables such as the type of high school the students graduated from, the number of years of English learning, and gender did not have any effect on the linguistic intelligence scores of prospective English teachers either. The findings indicate that a change in the criteria of selection needs to be made in admitting prospective language teachers to universities.
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Suratno, Anton, and Emilia Ninik Aydawati. "Exploring Students Perception and ICT Use in Indonesian High Schools." Celt: A Journal of Culture, English Language Teaching & Literature 16, no. 2 (June 21, 2017): 177. http://dx.doi.org/10.24167/celt.v16i2.735.
Full textAbstract:
The recent spread of technological innovation along with the sophistication of the ICT gadgets have shapped and transformed the realm of learning and teaching including in that of English Language. Alongside, ICT has become more and more inextricable part of human businesses and put a higher level of demand for technological literacy in the part of English learners in order for them to be convident in the digital era membership and participation. This study surveyed 400 high school students as regards: (a) their ICT gadgets perceived ownership; (b) their day-to-day outside and in-school use and; (c) their activities using ICT gadgets for English learning. Findings from the descriptive analyses of the mixed-method study, disclose the positive perception about the gadget ownership. Interestingly, the current study also discovers that there has been a mismatch between the positively perceived ownership of the ICT gadgets and the real day-to-day use as facilitative media for learning, in particular as a useful aids for English language learning. Focusing on the result discussion, issues with regard to discrepancies in the provision of infrastructures and the lack of the support system by school institutions emerge from the FGD analysis highlighting the importance for all decision makers, school institutions, and teachers to consciously start doing something about it. By highlighting the pivotal role of the technology, the researcher suggested a real action for responding to the call for a change in both policy makers and institutonal levels to start integrating the technology into the school curricula.