scholarly journals EFL Teachers’ Perception toward the Use of “Beyond” International Textbook

2021 ◽  
Vol 15 (2) ◽  
pp. 177-182
Author(s):  
Muhammad Muzakky ◽  
Albiansyah Albiansyah
Keyword(s):  
Language Skills ◽  
English Teachers ◽  
Cognitive Level ◽  
Positive Perception ◽  
Qualitative Design ◽  
Good Book ◽  
Basic Language ◽  
Language Knowledge ◽  
Efl Teachers ◽  
Teacher's Perception

This study aims to explore the teacher’s perception on using the “beyond” textbook that is from an international publisher. The study used descriptive qualitative design. The open-ended questionnaire was used to explore the teachers’ perception. The participants of the study were three English teachers, two of them are from SMPIT Al Muqorrobin-Depok and one is from SMPI Al Ikhlas-South Jakarta. The finding revealed that the teacher has a positive perception of the textbook. It has accordance with the requirements of the good book. The content is aligned with the Indonesia curriculum. It also involved four basic language skills as well as its language knowledge. However, the textbook has very minimal local cultural understanding and doesn’t facilitate all learners’ cognitive level. For further research, it is suggested to have the study in Bilingual or senior school in order to find the maximum result toward the implementation of the textbook.

scholarly journals Exploring Perception of EFL Teachers towards Use of Media in Teaching English

2020 ◽  
Vol 5 (1) ◽  
pp. 29-44
Author(s):  
Nany Soengkono Madayani ◽  
Muhassin Muhassin
Keyword(s):  
English Teachers ◽  
Survey Study ◽  
Positive Contribution ◽  
Positive Perception ◽  
Teachers Perceptions ◽  
Efl Teacher ◽  
Efl Teachers ◽  
Teachers And Students ◽  
Teaching Learning ◽  
The City

This Research is against the backdrop of demand in mastering English. EFL teacher becomes one of the main important parts of teaching-learning English to handle a certain role in maximal the students’ achievement. The students’ achievement here means not only someone that has a lot of knowledge and high value but also someone that can give a positive contribution to other people. Because of that, the teachers have a big responsibility to facilitate students in learning. One of the facilitation of teaching-learning that has to be prepared by teachers is media. This study aims to investigate the teachers’ perceptions of ELT media. This study is classified into three main dimensions of perception proposed by Vernon (1987) namely understanding, outlook and action. By conducting a survey study, the researcher collected, analyzed, elaborated and eventually drew conclusions dealing with the teachers’ perceptions of ELT media. The main data of this study were collected with an interview and a questionnaire, which was distributed to 29 English teachers in the city of Tulungagung. The findings showed that Media is able to be a benefit for both teachers and students, be applicable to every class. To select criteria of Media is based on Media Mastery or flexibility due to different reference and less facility. Besides that, The teachers have positive responses towards the two of the dimensions, understanding, and view. The teachers, however, do not show positive responses toward the action. However, in general, the English teachers’ perceptions of ELT media in this study were categorized as a good perception. In other words, all the teachers have a positive perception of ELT media.   

scholarly journals Teacher’s Perception of Using ESA Elements in Boosting Speaking Ability of EFL Learners: A Task-based Approach

2017 ◽  
Vol 8 (3) ◽  
pp. 577
Author(s):  
Hooshang Khoshsima ◽  
Hadi Shokri
Keyword(s):  
Student Engagement ◽  
Experienced Teachers ◽  
Classroom Setting ◽  
Positive Perception ◽  
Instructional Approach ◽  
Efl Learners ◽  
Learning Techniques ◽  
Efl Teachers ◽  
Teaching Learning ◽  
Teacher's Perception

There has always been tremendous studies regarding teachers’ perception of using a definite approach in boosting speaking ability of EFL learners; however, fewer studies have stressed the essentiality of student engagement through Harmer’s ESA elements involved in enhancing speaking performance of EFL learners. The aim of the present study is to put an effort into investigating teachers’ perception of teaching-learning techniques through the utilization of three engage, study and activates (ESA) elements involved in teaching of tasks in mastering Iranian intermediate EFL learners’ speaking skills. Based on this notion, a number of 10 EFL experienced teachers were enrolled in conduction of the study. In order to analyze teachers’ apprehension of ESA elements, a questionnaire which contained a five- point 37 Likert-type close-ended items was utilized. The results of the teachers’ questionnaire revealed that most of the teachers hold a positive perception of implementing ESA elements in their classroom settings as an instructional approach in boosting speaking ability of EFL learners. In conclusion, findings of the study approve implementation of ESA in classroom setting. It is expected that the implications of the study may significantly contribute to the work of EFL teachers, EFL learners, syllabus designers, supervisors, material producers, textbook writers and researchers.

scholarly journals The Analysis of Teachers’ Code Switchings Based on The Perceptions of The Eighth Grade Students of SMP Negeri 2 Sawan

2020 ◽  
Vol 4 (2) ◽  
pp. 158
Author(s):  
I. G. Juliadnyana ◽  
I. W. Suarnajaya ◽  
D. P. Ramendra
Keyword(s):  
Positive Response ◽  
English Teachers ◽  
Positive Answer ◽  
Code Switching ◽  
Eighth Grade ◽  
Positive Perception ◽  
Qualitative Design ◽  
Interview Guide ◽  
Eighth Grade Students ◽  
Descriptive Qualitative

This research aimed to identify the types of code switching and the students’ perception about code switching used by the English teachers in the eighth grade students of SMP Negeri 2 Sawan. This research was conducted in descriptive qualitative design. The subjects of this research were the eighth grade students and the eighth grade English teachers. The instruments used in this study were observation sheet, questionnaire, and interview guide. The results of this research showed that there were three types of code switching used by the English teachers. The data showed there were (31.7%) of intra sentential code switching, (54.8%) of inter sentential code switching and  (13.4%) of inter personal code switching.The results of the questionnaire showed that the average responses of the students were (70.74%), it means that students were catagorized to have positive perception about the use of code switching by the English teachers. The interview shows that the students had positive response about the use of code switching by the English teachers. There were two reasons concerning the students’ positive answer, that is, code switchings that make the students understand the material more easily, and code swicthings that reduce the students’ stress in learning.  

Implementing of Kinematic Synergy Strategies to Develop basic Language Skills for A Sample of Special Needs Students

2020 ◽  
Vol 24 (04) ◽  
pp. 3533-3543
Author(s):  
Dr. Ayman Ramadan Soliman Zhran ◽  
Dr. Turki Fahed Almasaeid ◽  
Dr. Mostafa Mohamed Abo Elnour
Keyword(s):  
Special Needs ◽  
Language Skills ◽  
Special Needs Students ◽  
Basic Language

scholarly journals The Role of the Portal to English Syllabuses in Developing the Language Skills of Preparatory School Students

2021 ◽  
Vol 2 (2) ◽  
pp. 44-48
Author(s):  
Telal Mirghani Khalid
Keyword(s):  
Group Work ◽  
Language Skills ◽  
School Students ◽  
Preparatory School ◽  
Preparatory Schools ◽  
Efl Teachers ◽  
Efl Students ◽  
Oral Interaction ◽  
Learning English

Teaching English through an effective curriculum enables EFL students to establish and achieve effective communication. The study aims to investigate issues affecting EFL students by learning English and discussing the role of Portal to English syllabuses in developing the language skills of Qatari school students. Research has harmonized the analytical approach. The required information was collected from a questionnaire distributed to twenty (20) Qatari EFL teachers in preparatory schools. Then, the data was analyzed according to the SPSS system. The results show that the Portal course syllabuses of Qatari preparatory schools introduce language activities that promote oral interaction in addition to the previous syllabuses. This current syllabus motivates students and builds a good understanding of learning English and improving language skills. The textbooks emphasize the use of English in social media and in the practice of Qataris customs and traditions. Portal lessons emphasize oral interactions with group work and discussions. Vocabulary and writing activities are presented and tested in many units in the Portal course series.

scholarly journals Classroom Discourse and Teachers’ Experience: A Cognitive View

2021 ◽  
Vol 11 (10) ◽  
pp. 1308-1317
Author(s):  
Bibi Malihe Vamagh Shahi
Keyword(s):  
Novice Teachers ◽  
Community Of Practice ◽  
Cognitive Processes ◽  
Classroom Discourse ◽  
English Teachers ◽  
Experienced Teachers ◽  
Years Of Experience ◽  
Efl Teachers ◽  
Action Verbs

In this article, we intend to investigate the role of experience in EFL teachers’ discourse using a cognitive taxonomy. In this line, we are going to examine whether there any significant differences between novice and inexperienced groups of teacher in their discourse with regard to a cognitive taxonomy. The selected sample comprises twenty-seven English teachers engaged in EFL classes. Totally, six categories of cognitive processes were introduced. The categories are from the most concrete to the most abstract: (1) knowledge; (2) comprehension; (3) application; (4) analysis; (5) synthesis; and (6) evaluation. According to the results, it was revealed that experienced teachers used more action verbs in all the categories of this taxonomy (428 action verbs out of 805), whereas novice teachers (teachers which has less than 4 years of experience) used 377 action verbs. It can be concluded that experienced teachers teach in more fruitful and meaningful way. Novice teachers can learn and construct meaning from their experiences when they are actively engaged in authentic activity that will help them to learn to think and act in a community of practice.

scholarly journals Asessing Teacher’s Perception in the Use of Pre-Reading Activities in EFL Classroom

2020 ◽  
Vol 4 (2) ◽  
pp. 236
Author(s):  
Karolis Anaktototy ◽  
Mathilda Huwae
Keyword(s):  
Research Method ◽  
English Teachers ◽  
Text Structure ◽  
Junior High Schools ◽  
Survey Method ◽  
Teaching Reading ◽  
Teachers Perceptions ◽  
Asking Questions ◽  
Reading Activities ◽  
Teacher's Perception

This study was aimed at finding out kinds of pre-reading activities commonly used, and teachers’ perceptions on the use of pre-reading activities. Survey method was used as research method. To collect data, questionnaire and observation checklist were used as research instruments. There were 33 English teachers from 11 Junior High Schools as participants. The result of the study revealed that pre-reading activities were used by English teachers to engage students in reading activities. Pre-reading activities such as asking questions, identifying text structure, previewing, showing picture, brainstorming, and making prediction were the preferable activities applied by teachers. The teachers believed that the use of pre-reading activities in teaching reading is an effective way to improve students’ reading comprehension.

scholarly journals Teaching Media Literacy to ESL and EFL Students in the Age of COVID-19

2020 ◽  
Vol 30 (1) ◽  
Author(s):  
Joshua Gaston
Keyword(s):  
Media Literacy ◽  
English Language ◽  
Language Skills ◽  
Virtual Learning ◽  
Literacy Education ◽  
Literacy Skills ◽  
Media Literacy Education ◽  
Efl Teachers ◽  
Efl Students ◽  
English Language Skills

Media literacy education is a field that is fraught with disagreement over definitions, approaches, principles, and purposes, but teaching media literacy is arguably needed now more than ever before, especially for ESL and EFL students. From the research available, it appears as though many ESL and EFL students are not taught media literacy in their home countries. Additionally, much of the research that does exist in regards to teaching media literacy to ESL and EFL students focuses on forms of media that are no longer relevant to most learners. Since ESL and EFL teachers support the development of their students’ English-language skills, it is justifiable that at least some of the responsibility of media literacy education should fall on their shoulders. The widespread transition to virtual learning as a result of COVID-19 presents a unique opportunity for ESL and EFL teachers to teach media literacy to their students. However, because this period also presents numerous challenges to the public’s collective media literacy skills, it is imperative that teachers integrate media literacy education into their pedagogy. Keywords: media literacy, ESL, EFL, COVID-19

scholarly journals EFL Teachers' Competence in the Context of English Curriculum 2004: Implications for EFL Teacher Education

2015 ◽  
Vol 16 (1) ◽  
pp. 79
Author(s):  
Nenden Sri Lengkanawati
Keyword(s):  
Teacher Education ◽  
Reading Comprehension ◽  
English Teachers ◽  
West Java ◽  
English Curriculum ◽  
Efl Teacher ◽  
Efl Teachers ◽  
Efl Teacher Education ◽  
Descriptive Method

This is a report of a study which was intended to respond to criticism of the English curricula used in Indonesia which have been claimed by some as failure to make Indonesian students ready in competing with those from other nations. The study tried to portray EFL teachers' competence in West Java and the implications for teacher education. Using a descriptive method, the study investigated proficiency of English teachers in West Java as a tool to assess their readiness in facing the challenge of the implementation of the 2004 English Curriculum and its implication for teacher education. The data concerning teachers' proficiency in Listening, Structure, and Reading Comprehension were collected using a TOEFL-eq

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