Teaching English by Skype: Theoretical and Practical Considerations from the Perspective of Serbian English Teachers

2018 ◽  
pp. 97-119
Author(s):  
Marija Milojković
Keyword(s):  
English Teachers ◽  
Teaching English

PROBLEMS OF THE 2013 CURRICULUM:A CASE STUDY OF IMPLEMENTING ENGLISH ASSESSMENT IN THE 2013 CURRICULUM

JURNAL ELINK ◽  
2016 ◽  
Vol 4 (2) ◽  
Author(s):  
Arini Husnayain
Keyword(s):  
English Teachers ◽  
Assessment Process ◽  
Teaching English

The objectives of this study are to explain the implementation of assessment process in teaching English based on curriculum 2013 and to identify the problems faced by English teachers of MAN Lamongan when teaching English based on curriculum 2013.Keywords: implementation, curriculum 2013, assessment

scholarly journals Effect of Teaching English Literature on EFL Learners' Output

2017 ◽  
Vol 1 (9) ◽  
Author(s):  
Abdelraziq A bdelghani Mahil Ibrahim
Keyword(s):  
English Language ◽  
English Literature ◽  
English Teachers ◽  
Empirical Method ◽  
Teaching English ◽  
Efl Learners ◽  
Study Participants ◽  
Academic Year

This study aimed at investigating the effect of teaching English Literature on the EFL Learners' output. This study adopted a quasi-empirical method. The sample of the study consisted of (100) English teachers. The population of the study was all English teachers in Khartoum locality in the first period in the academic year 2017 / 2018. A questionnaire was constructed to the teachers to collect data. The study used the SPSS program to analyze the data. The results revealed statistically significant differences in students 'output because the study participants strongly agreed to (14) items in the questionnaire, which their  average ranged from (4.20 to 5.00) and that means that teaching English Literature is essential and necessary for EFL Learners because its effects on their output in English language. In the light of the study findings the researcher recommended that Curricula designers, educators, and experts should adopt literature-based syllabuses or include at least literature in the syllabuses.

PELATIHAN METODE PEMBELAJARAN FUN ENGLISH GAMES USING APPLICATION BAGI GURU BAHASA INGGRIS MAS NU BATAHAN

2021 ◽  
Vol 2 (2) ◽  
pp. 43-50
Author(s):  
Resdilla Pratiwi
Keyword(s):  
Community Development ◽  
Learning Process ◽  
Teaching And Learning ◽  
English Teachers ◽  
English Learning ◽  
English Teacher ◽  
Learning Method ◽  
Teaching English ◽  
Learning Methods

This article deals with the training of Fun English Games Learning Method for English Teacher in MAS NU Batahan, This article shows several learning methods by using English Games funny and easy to understand, such as, Word Connect Application, Spelling Bee application, Stop the Clock Application, Typing Paragraphs for speed. This activity intends to enlarge some learning methods by using English Games for fun, and to give comprehending that English learning’s easy and enjoying. The method of this study used community development that collaborating theory and practicing in which using fun English games learning method in teaching English for English teacher MAS NU Batahan. The result shows that Fun English Games learning Method’s successfully applied in the classroom, the students are happy and can understand English learning easily and quickly through Fun English Games Method. It has benefit for teachers in teaching 4 skill, reading, writing, speaking and listening that must be mastered by students. In addition, School can use this method to improve the quality of learning in achieving very satisfactory results. Based on the explanation above can be concluded that Fun English Games learning Method for English teachers is very useful dan helpful in teaching and learning process.

scholarly journals A SURVEY ON CRITICAL LITERACY AS A PEDAGOGICAL APPROACH TO TEACHING ENGLISH IN INDONESIA

2018 ◽  
Vol 7 (3) ◽  
pp. 531 ◽  
Author(s):  
Gin Gin Gustine
Keyword(s):  
Foreign Language ◽  
Critical Literacy ◽  
English Language ◽  
Methodological Approach ◽  
Group Discussion ◽  
English Teachers ◽  
Teaching English ◽  
Efl Context ◽  
The Usa ◽  
Approach To Teaching

In English-as-a-Foreign-Language (EFL) context, Foreign-Language (EFL) context,critical literacy as an alternative approach to teaching language and literature may be considered as something new, compared to its origin in some English-speaking countries such as Australia or the USA. Teachers wishing to adopt critical literacy stance in their class are often left with little knowledge or experience on what critical literacy is and how to develop this approach in their class. This article discusses the result of a survey involving twenty one English teachers in a teacher education university in Bandung, West Java province, Indonesia, related to their knowledge on critical literacy as an approach to teaching English language. Result of questionnaires followed up by a focus group discussion reveals that although these teachers have been teaching English for approximately five to seven years in different levels of schools, some teachers show lack of knowledge on critical literacy as a methodological approach to teaching English. Finally, this article concludes with suggestions for English teachers to develop a critical literacy-oriented classroom.

scholarly journals Emerging Challenges of Teaching English in Non-native English-Speaking Countries: Teachers’ View

2020 ◽  
Vol 2 (3) ◽  
pp. 112
Author(s):  
Nurul Hasanah ◽  
Pratiwi Tri Utami
Keyword(s):  
School Environment ◽  
Qualitative Method ◽  
English Teachers ◽  
English Speakers ◽  
English Teacher ◽  
Teaching English ◽  
Language Teacher ◽  
English Speaking ◽  
Research Questions ◽  
Native English Speaking

Teaching English to students, particularly non-English speakers, requires proper strategies and methods. By doing so, each teacher has his/her challenges. This study intends to unveil the emerging challenges faced by English teachers from non-native English-speaking countries (non-NESCs) such as China, Japan, Thailand, Senegal, Mongolia, Cambodia, and Laos. This study stands on to answer two research questions: 1. What are the challenges of teaching English in non-native English-speaking countries? 2. Is there any effort to overcome the challenges? If so, how do they overcome it? By utilizing the qualitative method, seven teachers are interviewed to tell their challenges. The result indicates three main problems, including learning materials which do not cover students’ need, too big classroom size and school environment, and also students’ low motivation. Some programs are conducted to overcome those challenges. For example, Japan has an Assistant Language Teacher (ALT) who comes once a week to cooperate with the English teacher in each school. Then, Volunteer English Teacher (VET) program helps English Teachers in Laos.

scholarly journals Natural Approach in English Classes in Primary Schools: Teachers' Perception and Implementation

2018 ◽  
Vol 6 (2) ◽  
Author(s):  
Pranata Giri ◽  
L. P. Artini ◽  
N. N. Padmadewi
Keyword(s):  
Elementary Schools ◽  
Foreign Language ◽  
Primary Schools ◽  
English Teachers ◽  
Teaching English ◽  
Teachers Perceptions ◽  
Natural Approach ◽  
Young Learners ◽  
English Classes ◽  
Public Elementary Schools

This study aimed at investigating teachers’ perceptions about natural approach in teaching English for young learners and its implementation in public primary schools in Gianyar Regency, particularly on teachers’ perceptions on natural approach in teaching English for young learners, how the English teachers implement naturalistic values in teaching English as a foreign language in Gianyar regency, and teachers’ perceptions about naturalistic values for young learners related to the strategies in teaching English as a foreign language in classroom. The subjects of the study were 3 English teachers in 3 different public elementary schools in Gianyar Regency. The research design of the study was mixed methods. This study used three instruments: observation sheets, questionnaires, and interviews. The observation sheet was used to find out how teachers implemented the naturalistic values in teaching English for young learners. The questionnaire was used to find out teachers’ perceptions on natural approach and the interview was used to find out how teachers’ perceptions related to their strategies in teaching English for young learners in their classrooms. This study showed that the relation between teachers’ perceptions and the implementation found that there were few results indicated inconsistency between both of them. The data were also supported by the result of interviews.

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