Teacher attributes and student motivation: the exploration of specific attributes of English teachers teaching English as a foreign language in high schools of China

2019 ◽  
Author(s):  
Huifang Grace Liu
Keyword(s):  
High Schools ◽  
Foreign Language ◽  
Student Motivation ◽  
English Teachers ◽  
Teaching English ◽  
Teacher Attributes

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 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.

scholarly journals Factors Contributing to Teachers’ Resistence in Integrating ICT in EFL Classroom in Senior High School

2017 ◽  
Vol 1 (2) ◽  
Author(s):  
Nur Kamilah, Mirjam Anugerahwati
Keyword(s):  
High School ◽  
High Schools ◽  
School Facilities ◽  
English Teachers ◽  
Pedagogical Knowledge ◽  
Teaching English ◽  
Ict Integration ◽  
Resistance Factors ◽  
Ict Competence ◽  
Zero Resistance

ICT has become powerful media for teaching English, especially in improving students’ learning autonomy. However, studies have revealed that English teachers are sometimes resistant to ICT integration in the class, in which the resistance fails the effective ICT integration. The purpose of this study is to explain English teachers’ resistance towards ICT integration in the class by presenting and the categories of the resistance. There were seven teachers from six different senior high schools investigated in this study. Using semi-guided interview, observation and documentation, the study yielded the findings. There were three categories of resistance found; extreme, moderate and zero resistance. The factors contributing to the resistance were coming from external and internal, such as the unwillingness to learn and use ICT, lack of ICT competence and pedagogical knowledge, concerns about ICT for students, and unsupportive school facilities. It was also found that age might not matter much in contributing to the resistance and that the teachers’ perception is not always reflected in their teaching practice.Keywords: ICT integration, teacher’s resistance, factors of resistance, category of resistance.

scholarly journals The causes of the English teachers’ problems on professional competence at Vocational High School

2018 ◽  
Vol 1 (2) ◽  
pp. 1-16
Author(s):  
S Syamsinar ◽  
K Khaeruddin
Keyword(s):  
High School ◽  
High Schools ◽  
Professional Competence ◽  
Teaching Method ◽  
English Teachers ◽  
Structured Interview ◽  
Vocational High School ◽  
Teaching English ◽  
Vocational High Schools ◽  
The Government

The objectives of this research aimed at (i) finding out the causes of the problems in teaching English at vocational high schools and (ii) finding out the possible solution toward the problems of the teachers in teaching English subject at vocational high schools. The researcher applied purposive sampling technique in selecting the participants. The participants consisted of two advanced teachers and two beginner teachers at vocational high schools in Somba Opu sub-district. The additional participants were two headmasters that focused on the possible solution dealing with the problem found by the English teachers at VHS. This research under applied descriptive approach and qualitative method. The data were collected by using two instruments namely semi-structured interview and observation checklist. The data were analyzed by using the framework of Miles and Huberman’s (2012) namely data reduction, data display, and drawing then verifying conclusion. The results of this research mentioned nine causes of the problems on the professional competence of English teachers in teaching at vocational high school and the possible solution toward the causes. The outline of the causes of the problems on professional competence are the less effort of the English teachers to improve the linguistic aspects, lack of English for Spesific Purpose knowledge, less of communicative competence, less preparation of teaching contents, less in using ICT as a teaching method and lack in managing the time and managing the class. The possible solution can draw in this research that the English teachers at VHS have to consider the students’ need, prepare the teaching planning and involved in the teaching training. Thus, this research might become a recommendation to the government and the Educational trainer for facilitating the English teachers at VHS with education training of ESP knowledge and supporting the teachers in developing their professional competence.

scholarly journals AN ANALYSIS OF THE IMPLEMENTATION OF LEARNING AND INNOVATION SKILLS IN 21ST CENTURY EDUCATION IN TEACHING ENGLISH AS FOREIGN LANGUAGE IN SMA NEGERI 2 SINGARAJA

2020 ◽  
Vol 8 (2) ◽  
pp. 42
Author(s):  
H. Prayoga ◽  
N. N. Padmadewi ◽  
D. A. E. Agustini
Keyword(s):  
Foreign Language ◽  
21St Century ◽  
English Teachers ◽  
English Teacher ◽  
Research Subjects ◽  
Teaching English ◽  
21St Century Education ◽  
English As Foreign Language ◽  
Skills Learning ◽  
Different Levels

The 21st century education brings changes in the classroom practices that are increasingly complex along with the development of the technology. This demands the teachers to adapt their teaching and insert 21stcentury skills in the classroom. This research aimed data analyzing how English  teachers implements learning and innovation skills of 21st century education in teaching English as a foreign language in SMA Negeri 2 Singaraja. A mixed-method was implemented as the method in this study. The research subjects were4 English teachers in SMA Negeri 2 Singaraja. Due to pandemic situation of Corona virus, the data were collected using questionnaire and interview without observations. The results of the questionnaire and interview showed that English teacher inserted learning and innovation skills in their objectives and activities in lesson plans and the English teacher taught the students by inserting the learning and innovation skills. However, the teachers faced problems especially in choosing appropriate materials for their students who are in different levels of abilities.Keyword: 21st century skills, learning and innovation skills

scholarly journals English Teachers' Perception and Classroom Practiceof Behaviourism Values in Bali Kiddy Primary School

2018 ◽  
Vol 6 (1) ◽  
Author(s):  
Karina Sukma
Keyword(s):  
Foreign Language ◽  
Primary School ◽  
Research Design ◽  
Quantitative Data ◽  
English Teachers ◽  
Teaching English ◽  
Teachers Perceptions ◽  
Young Learners ◽  
Young Learner ◽  
Descriptive Qualitative

This study describes teachers’ perception regarding behaviourism values in teaching English for young learners in Bali Kiddy Primary School. This study involved 3 English teachers of Bali Kiddy Primary School. The objectives of this study were (1) to find out the perceptions of the English teachers in Bali Kiddy Primary School on behaviourism values in teaching English for young learners, (2) to find out how do the English teachers implement behaviorism values approach in teaching English as a foreign language in Bali Kiddy Primary School, and (3) to find out teachers’ perceptions about behaviourism values related to their strategies in teaching English for young learners in the classroom. The data was collected through observation sheets, questionnaires, and interviews. The research design was mix method. The data were analysed through descriptive qualitative which supported by quantitative data.  The results indicated that the stated beliefs about behaviourism values in teaching English for young learner reflect their implementation in the classroom. There were some inconsistency between the perception and implementation based on teachers’ consideration on students’ condition

scholarly journals VERBAL AND NONVERBAL LANGUAGE: PRE-SERVICE TEACHERS’ DECISIVENESS IN TEYL

2021 ◽  
Vol 21 (1) ◽  
pp. 1-12
Author(s):  
Yuli Astutik ◽  
Oikurema Purwati
Keyword(s):  
Foreign Language ◽  
Elementary Students ◽  
Teaching Practice ◽  
English Teachers ◽  
Research Subjects ◽  
Teaching English ◽  
Essential Point ◽  
Verbal Language ◽  
Young Learners ◽  
Different Levels

The ability to communicate in the classroom is an essential point for teachers to convey lessons material well. Some experts state that communication is a form of verbal and nonverbal language. This study analyzes how pre-service teachers prepare to become professional English teachers in teaching English as a foreign language. By using two different theories, Brown (2007) and Hall (1959), the researchers investigate the extent to which pre-service teachers use verbal and non-verbal language in the practice of teaching English to elementary students. In collecting data, researchers conducted observations and interviews to research subjects. The researchers then analyzed the data in several stages and made conclusions. In a nutshell, all pre-service teachers with different levels, low and competent, use verbal and nonverbal language during their teaching practice. However, they have different academic contributions to their performance in teaching English to young learners.

scholarly journals Professional Survival in Teaching English in Indonesia

JET ADI BUANA ◽  
2017 ◽  
Vol 2 (2) ◽  
pp. 101-113
Author(s):  
V. Luluk Prijambodo
Keyword(s):  
Professional Development ◽  
Foreign Language ◽  
Career Advancement ◽  
English Teachers ◽  
Teaching English ◽  
English Teaching ◽  
Heavy Burden

Teaching English as a foreign language (TEFL) in Indonesia offers not only challenges but also reward. Some teachers perceive the challenges as the professional consequences for their determination to be English teachers. Such a perception leads them to the enjoyment and optimism toward their sustainable professional development or career escalation. Some others consider the challenges as such a heavy burden of life that they feel unmotivated to elevate their professional development. In this era of education standardization, teachers are faced with two dichotomous options: satisfying the standard optimally in order to deserve the professional rewards or benefits or just fulfilling it minimally and accordingly miss the career advancement and the professional reward. This paper shares the ideas of what English teachers need to do to survive professionally in their English teaching and gain the professional benefits offered.

scholarly journals Teachers' Perspectives of Difficulties Face Teaching English Language as a Foreign Language at the Intermediate Schools

2019 ◽  
Vol 6 (3) ◽  
pp. 420
Author(s):  
Qusay Mahdi Mutar
Keyword(s):  
Foreign Language ◽  
English Language ◽  
English Teachers ◽  
Teaching English ◽  
Intermediate School ◽  
Intermediate Schools ◽  
Female Teachers ◽  
Significant Difference ◽  
Spss Software ◽  
Teachers Perspectives

The study attempts to determine the most influential difficulties that face Iraqi-English teachers as they have experienced through teaching process and the extent to which the variable of gender could influence teachers’ perspectives toward the difficulties of teaching. A sample of (34) intermediate-school teachers were chosen randomly from different schools at Al-Karkh side of Baghdad city. A questionnaire of (37) items was administered to the study sample to collect the needed data. SPSS software version (20) was run to analyze the collected data. The findings of study revealed that there is no statistically significant difference between male and female teachers at the level (a=0.05) in their perspective toward the difficulties in teaching English. Additionally, the most influential difficulties encounter Iraqi-English teachers are the scarcity of equipment and facilities and difficulties with students. The study came out with a number of recommendations.

Sign in / Sign up

Export Citation Format

Share Document