scholarly journals The Effect of White Line (Khat-e-Sefid) Educational Software on English Language Learning of Femalae Students of Grade One at High School in Sari

2013 ◽  
Vol 83 ◽  
pp. 915-919
Author(s):  
Saeed Safarian Hamedani ◽  
Amir Marzban ◽  
Maryam Sharifinik
Keyword(s):  
High School ◽  
Language Learning ◽  
English Language ◽  
Educational Software ◽  
English Language Learning ◽  
White Line ◽  
Grade One

scholarly journals Developing English Learning Materials through Character-Based Intstructional Materials with Card Media

2020 ◽  
Vol 7 (2) ◽  
pp. 52-65
Author(s):  
Rizki Fiprinita ◽  
Roswati Roswati ◽  
Idham Syahputra ◽  
Nurdiana Nurdiana
Keyword(s):  
High School ◽  
Language Learning ◽  
Junior High School ◽  
English Language ◽  
English Language Learning ◽  
English Learning ◽  
Learning Materials ◽  
Media Design ◽  
Student Achievements ◽  
Research Findings

Abstract The integration between English language learning and character values is paramount to improve student achievements include cognitive, psychomotor, and affective. Yet, the implementation of this integration has insufficient results.  Therefore, this research aimed to develop English learning materials integrated with character values. The research design was research and development (RnD) developed by Borg and Gall and modified by Sugiyono with 4-D (define, design, develop, and disseminate) model. The research was conducted at grade VII of  State Junior High School 4 Pekanbaru. The techniques of collecting data were questionnaire, interviews, and observation. The module was validated by experts and practitioners. The data were analyzed both quantitative and qualitative by concerning 3 aspects: content (english learning materials and character values), media design, and practicality. Based on research findings, the module was practical (79%) and very valid in terms of media design (86%) and content (95%). Hence, this module can be used as an assisting tool for students not only to understand and practice the language, but also develop their attitude in communication.

scholarly journals Exploring the Development of English Club Activities in Junior High School English Language Learning

2019 ◽  
Vol 3 (1) ◽  
pp. 31-34
Author(s):  
Wei Cheng
Keyword(s):  
High School ◽  
High School Students ◽  
Language Learning ◽  
Junior High School ◽  
English Language ◽  
Junior High ◽  
English Language Learning ◽  
School Students ◽  
High School English ◽  
Membership Management

Abstract: English language activities are enjoyable and respect the students’ subjectivity, which stimulates their enthusiasm for using English communication. Therefore, it is widely welcomed by junior high school students. The development of the English club and their activities, such as membership, management systems, event planning, advisory lecturers and cooperation with school management, among others, all directly affect the club activities. Therefore, it is essential to promote their club activities in junior high school English language learning. This paper analyzes the role of the English club and explores their process of conducting specific activities. It is hoped that this paper will be used as a reference for future studies.

scholarly journals Motivation of Saudi Arabia Tertiary Level Students Learning English as a Foreign Language

2016 ◽  
Vol 4 (2) ◽  
pp. 70-84
Author(s):  
ABDULLAH AL MAMUN BHUIYAN
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
English Language ◽  
Elementary Level ◽  
English Language Learning ◽  
Tertiary Level ◽  
Educational Model ◽  
Saudi Arabian Students ◽  
Grade One ◽  
Learning English

In this paper the author focuses on the motivation of Saudi Arabian students in learning English at the tertiary level. To show the significance of motivation in this paper the author uses Gardner’s socio-educational model of SLA. It centers on government initiatives, parents’ inspiration, classroom atmosphere, and teachers’ inspirations at elementary and tertiary levels in English language learning. Here a questionnaire has been used to collect data. The attitudinal scale is used with close-ended questions on a four points Likert scale. In the survey it has been revealed that English should be taught from grade one at elementary level and qualified English teachers are required there. In terms of motivation it has been recognized that family awareness plays a crucial role. It is also found that parents should care about the language efficiency of their children rather than grades in examinations.

scholarly journals The Relationship between the Type of High School and the Students' English Language Proficiency

2016 ◽  
Vol 4 (2) ◽  
pp. 107
Author(s):  
Mohammad Reza Ghamari ◽  
Farzad Hosseini
Keyword(s):  
High School ◽  
Language Learning ◽  
Student Performance ◽  
Language Proficiency ◽  
English Language ◽  
English Language Proficiency ◽  
English Language Learning ◽  
Non Profit ◽  
Reading And Writing ◽  
The Relationship

<p>This study investigated the English language learning status in 18 high schools in Tehran, Iran. The aim was to examine the extent to which the students have achieved English proficiency, due to the type of high school (non- profit and ordinary- governmental) in which they studied. Also, an attempt was made to explore whether the student' performance on vocabulary, listening, speaking, reading, and writing would be different in terms of students' attendance in language institutes. Furthermore, in this study, the subjects' attitude toward English and its effect on the skills was taken into account.</p>

scholarly journals Evaluation the Lesson Plan of English Language Learning in Junior High School, Seraphine Bakti Utama West Jakarta

2019 ◽  
Vol 7 (07) ◽  
Author(s):  
Hendrico Dolok Mauliate ◽  
Aceng Rahmat ◽  
Siti Wachidah
Keyword(s):  
High School ◽  
Language Learning ◽  
Junior High School ◽  
English Language ◽  
Junior High ◽  
Evaluation Model ◽  
Lesson Plan ◽  
English Language Learning ◽  
Learning Assessments ◽  
A Value

The study aims to evaluation the lesson plan of english language learning. This research was conducted at the Junior High School, Seraphine Bakti Utama West Jakarta. The research methodology used is evaluative through the flow of the gap model (discrepancy evaluation model). Data collection through interviews, document tracing, and observation. Key informant is the principal, teacher, and student. The results showed that: (1). The use of the lesson plan drafting principles occurs a negative (-) gap that resides in the quadrant (-2) because it earns a value of 40%, particularly on the full aspects of the basic competency of spiritual attitudes, attitudes Knowledge and skills, centered on students, context, kinship, feedback and alignment. (2). The implementation of lesson plan preparation of the (+) gap occurred at the Quadrant (2) because it gained a value of 60%, especially in the aspect of syllabus assessment, and the development of learning assessments. (3). In the implementation of lesson plan there is a negative positive (-) gap that resides in the quadrant (-2) because it has a value of 40%, especially in the introduction of activities, core activities and closures. In conclusion, the preparation of lesson plan should refer to Permendikbud No. 103 year 2014 about learning in primary education and secondary education.

scholarly journals Students’ Readiness in Implementing Mobile Learning for English Language Learning Purposes

2021 ◽  
Vol 6 (1) ◽  
pp. 19-31
Author(s):  
Muhammad Fathur Rahman Khalik ◽  
Nur Hidayanto Pancoro Setyo Putro
Keyword(s):  
High School ◽  
High School Students ◽  
Language Learning ◽  
Self Efficacy ◽  
English Language ◽  
English Language Learning ◽  
Self Directed Learning ◽  
School Students ◽  
Directed Learning ◽  
Senior High School Students

Background: The application of mobile learning (m-learning), especially in the area of language learning, has gained interest in the last several years due to the benefits offered by mobile devices. However, to maximize the effectiveness of m-learning, students are required to be ready. Thus, it is crucial to assess students’ readiness before implementing m-learning. By focusing on rural schools, this quantitative study aims to examine students’ readiness in implementing m-learning in their English language learning. Methodology: This study employed a survey design to measure m-learning readiness of senior high school students by investigating three factors, namely mobile self-efficacy, optimism, and self-directed learning. Through an online questionnaire, 140 responses were successfully collected from students in two public senior high schools (one high school and one vocational high school) located in a rural area in Soppeng, Indonesia. The data collected were subsequently analyzed using SPSS Statistics ver. 25. Findings: The results revealed that senior high school students from a rural area in Soppeng, Indonesia, had a high level of self-efficacy and optimism in implementing m-learning in their English language learning. However, their self-directed learning was still at a moderate level. Moreover, further analysis showed that type of school significantly affected students’ mobile self-efficacy and optimism, while self-directed learning was not affected. Conclusion: Students from rural senior high schools in Soppeng, Indonesia, showed readiness in implementing m-learning for English language learning purposes.

scholarly journals Penggunaan Bahasa Sunda Pada Pembelajaran Bahasa Inggris

2020 ◽  
Vol 10 (1) ◽  
pp. 45
Author(s):  
Lystiana Nurhayat Hakim ◽  
Pipit Prihartanti Suharto
Keyword(s):  
High School ◽  
Data Collection ◽  
Qualitative Study ◽  
Language Learning ◽  
English Language ◽  
English Language Learning ◽  
Positive Perception ◽  
Teaching Materials ◽  
English Class ◽  
L1 And L2

ABSTRAK Bahasa Sunda merupakan bahasa pertama masyarakat Jawa Barat dan tidak sedikit orang yang menggunakan bahasa sunda diberbagai aspek kehidupan, salah satunya dalam pendidikan.Sekarang ini banyak dijumpai peomena penggunaan bahasa sunda sebagai bahasa pertama dalam pembelajaran bahasa Inggris. Beberapa ahli memperdebatkan penggunaan bahasa pertama dalam pengajaran bahasa asing yang dinilai akan menganggu makna, tujuan, dan fungsi bahasa Inggris. Oleh karena itu penting sekali bagi peneliti untuk melakukan penelitian dengan tujuan untuk mencari tahu fungsi dan alasan penggunaan bahasa sunda dalm pembelajaran bahasa Inggris dan mencari tahu persepsi siswa terhadap penggunaan bahasa sunda dalam proses belajar mengajar bahasa Inggris. Penelitian ini menggunakan studi kasus dimana tiga orang guru bahasa Inggris dan 20 orang siswa menjadi subjek penelitian. Instrumen penelitian yang dipakai ialah obesrvasi, wawancara, dan kuesioner. Hasil dari penelitian ini ialah Bahasa Sunda digunakan dalam pemberian instruksi, pemberian motivasi, penjelasan kosakata dan materi ajar, menunjukan ekspresi marah, kecewa, dan bahagia, penggunaannya dilakukan dengan tujuan untuk memberikan rasa nyaman dan kemudahan ketika berkomunikasi dan berinteraksi baik dengan guru maupun teman sejawat, serta untuk menghindari kesalahpahaman makna baik dalam komunikasi biasa ataupun dalam pemeberian materi ajar. Selain itu hasil dari penelitian ini ialah siswa menunjukan persepsi positif terhadap penggunaan Bahasa Sunda dalam pembelajaran Bahasa Inggris di kelas. ABSTRACT The purposes of this research were to investigate learners’ perception toward the use of Bahasa Sunda in English class, the function of Bahasa Sunda in EFL class, and the reasons of using Bahasa Sunda in English class. The participants were 20 students in one of Senior High School in West Java, Indonesia. This research was designed in qualitative study by distributing a questionnaire and conducting observation and interview as the data collection techniques. The findings showed that Bahasa Sunda used for giving instruction and motivation, explaining vocabulary and teaching materials, and showing several expressions of angry, disappointed, and happy. In addition, the purposes of using Bahasa Sunda in English language teachings are to create comfort atmosphere, to help students in communicating and interacting with the teachers and friends, and to avoid misunderstanding both in verbal communication and in giving teaching materials. Furthermore, they also welcome the L1 (Bahasa Sunda) and they have positive perception toward the use Bahasa Sunda in English language learning. In view of this, the use of both their L1 and L2 should be balanced.  

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