scholarly journals INVESTIGATING CULTURAL CONTENTS OF READING PASSAGES IN THE TESTS DEVELOPED BY ENGLISH TEACHERS IN A SENIOR HIGH SCHOOL

2015 ◽  
Vol 15 (2) ◽  
pp. 239
Author(s):  
Ihsan Nur Iman Faris
Keyword(s):  
High School ◽  
Textual Analysis ◽  
Test Development ◽  
English Teachers ◽  
Senior High School ◽  
Careful Selection ◽  
Points Of View ◽  
Target Culture ◽  
Selection Of

AbstractCultural contents contained in reading passages need to be treated carefully due to their influence to shapethe readers’ points of view. Since a test can include reading passages, careful selection of reading passages should also be conducted in a test development. This research is aimed at investigating what cultures are contained in the reading passages of the tests developed by the English teachers in a senior high school and the reasons why the reading passages were included. The methods employed in this research were textual analysis and case study. The data for textual analysis were collected from 24 reading passages from the tests developed by the English teachers of a senior high school in Cianjur, West Java, Indonesia. The information related to the problems of inclusion of cultural contents in the tests was collected from an interview. Among 24 reading passages in the tests, 10 reading passages were culture-neutral, while 14 reading passages contained cultural items.The findings show that in 14 reading passages, the culture contained are the target culture (40%) in the forms of naming, place, and season, the international culture (40%) in the forms of naming, place, and season,and the source culture (20%) in the forms of naming and place. Theunbalance proportion of the source culture can influence the readers’ mindset and the result of the test due to familiarity issue of the materials. Regarding why this proportion is found in the tests, the teachers were not aware of the cultural content issue. Therefore, the proportion was not intentionally made. The unawareness of teacher can lead to the inclusion of inappropriate cultural contents in the tests. Hence, based on the findings, it is recommended that teachers be more aware of cultural contents in reading passages and develop a test with a more balance proportion of cultural contents in reading passages.Keywords: Cultural contents, the source culture, the target culture, the international culture, reading passages. AbstrakIsi budaya yang terkandung dalam wacana harus diperlakukan dengan hati-hati karena bisa mempengaruhi sudut pandang pembaca. Dikarenakan tes mencakup wacana, pemilihan wacana secara hati-hati juga harus dilakukan dalam pengembangan tes. Penelitian ini bertujuan untuk menyelidiki budaya apa yang terkandung dalam wacana-wacana di dalam tes yang dikembangkan oleh guru bahasa Inggris di SMA dan alasan mengapa wacana tersebut dimasukkan. Metode yang digunakan dalam penelitian ini adalah analisis tekstual dan studi kasus. Data untuk analisis tekstual dikumpulkan dari 24 wacana dari tes yang dikembangkan oleh guru bahasa Inggris dari SMA di Cianjur, Jawa Barat, Indonesia. Informasi yang berhubungan dengan masalah masuknya isi budaya dalam tes dikumpulkan dari wawancara. Di antara 24 wacana tes, 10 wacana netral dari budaya, sementara 14 mengandung temuan budaya. Hasil menunjukkan bahwa dari 14 wacana, budaya yang terkandung adalah budaya target (40%) dalam bentuk penamaan, tempat, dan musim, budaya internasional (40%) dalam bentuk penamaan, tempat, dan musim, dan budaya sumber (20%) dalam bentuk penamaan dan tempat. Proporsi budaya yang tidak imbang dapat mempengaruhi pola pikir pembaca dan hasil tes karena berkaitan dengan tingkat pengetahuan terhadap materi. Mengenai mengapa proporsi ini ditemukan dalam tes, guru tidak menyadari masalah konten budaya. Oleh karena itu, proporsi tidak sengaja dibuat. Ketidaksadaran guru dapat menyebabkan masuknya isi budaya yang tidak pantas ke dalam tes. Oleh karena itu, berdasarkan temuan, disarankan bahwa guru menjadi lebih sadar akan isi budaya dalam wacana dan mengembangkan tes dengan menjaga keseimbangan proporsi isi budaya dalam wacana.Kata kunci: Isi budaya, budaya sumber, budaya target, budaya internasional, wacana.

scholarly journals A Multiple Case Study that Looks at the Implementation of character Education in English Classroom

2018 ◽  
Vol 4 (1) ◽  
pp. 62
Author(s):  
Usep Syaripudin ◽  
Siti Aisyah
Keyword(s):  
High School ◽  
Character Education ◽  
Multiple Case Study ◽  
English Teachers ◽  
Senior High School ◽  
Public High School ◽  
Supporting System ◽  
Extracurricular Programs ◽  
Multiple Case

This research observed and analyzed the implementation of character education in English classrooms. It sought to find out how English teachers develop and select materials and strategies for implementing character education in their classroom, how the English teachers implement and integrate character education in their classroom, and what factors the teachers found to be the inhibiting and supporting system for implementing character education in their school. Three teachers from three schools – a public vocational school, a public senior high school, and a religious-based public high school – participated in this research as the respondents. The purpose of involving three different type of schools was that this research needed to observe the implementation of character education in three different settings. By implementing multiple case study, this research gathered data through interview and observation. This research found that teachers in the two schools – vocational and senior high school – begun the implementation of character education by developing a plan consisted of what character they need to develop and what materials that triggered students’ interest. Moreover, this research also found that the two schools share similar strategies in implementing character education as follows: using authentic materials, verbal instructions, and cultural approach. Meanwhile, in the religious-based senior high school, the teacher did not specifically develop and select materials intended to implement character education since the school had already subjects and extracurricular programs in religion teaching and intended to develop students’ character. Lastly, this research found that the three schools share similar supporting and inhibiting factors in implementing character education namely lack of good examples in school, family, and community, lack of partnership between school, parents, and community member, and lack of commitment among the school community members to support the character education in school. And the supporting system they had were that the schools had already developed code of conducts, rules, and extracurricular programs intended to develop students’ character.

scholarly journals A Narrative Case Study of Chinese Senior High School English Teachers’ Emotions: An Ecological Perspective

2021 ◽  
Vol 12 ◽  
Author(s):  
Xiaohui Sun ◽  
Liu Yang
Keyword(s):  
High School ◽  
Emotional Development ◽  
Ecological Factors ◽  
English Teachers ◽  
Senior High School ◽  
Ecological Perspective ◽  
High School English ◽  
Teacher Emotion ◽  
Narrative Case Study

Teacher emotion research is of great significance to teachers’ teaching effectiveness, professional development, and physical and mental health. Taken from an ecological perspective, this narrative case study used purposeful sampling to select two Chinese senior high school English teachers as research participants. Various data collection methods were used, including narrative framework, teacher interview and teacher reflection log, to describe the emotional episodes of Chinese senior high school English teachers before and after collective lesson presentation, trial teaching, and formal teaching in a teaching improvement project. The purpose of this collection of data was to explore the dynamic emotional development process and characteristics of Chinese senior high school English teachers in the interaction with ecological systems and those ecological factors that may influence their emotional development. Results indicated that the two participants developed 68 emotions: 39 positive and 29 negative emotions. At exosystem, they developed the most emotions (28 emotions). Teacher emotion changed with time quite obviously. They evolved from positive to negative and, finally, predominantly positive. Personal antecedents, contextual antecedents, and teachers’ emotional capacity are the main ecological factors that may influence the development of teacher emotion. Based on the research findings, implications for teachers’ professional development and teacher education were also provided.

scholarly journals Why Do the Students Do Disruptive Behavior in English Classroom? A Case Study On Senior High School Students in One of the Small Town in Indonesia

2019 ◽  
Vol 3 (2) ◽  
pp. 130-141
Author(s):  
Anida Fadhilah Jati ◽  
Endang Fauziati ◽  
Agus Wijayanto
Keyword(s):  
High School ◽  
High School Students ◽  
Disruptive Behavior ◽  
Learning Process ◽  
Senior High School ◽  
School Students ◽  
English Classroom ◽  
Teaching Learning ◽  
Senior High School Students

A conducive learning situation is essential in learning English. However, one problem that usually disturbs the learning situation is the appearance of disruptive behavior. Students' disruptive behavior is an inappropriate behavior conducted by students during the learning process which turns the classroom into unconducive. Exactly, there are several factors contribute to the occurrence of disruptive behavior in the English lesson, especially on senior high school students. Thus, the current study was a case study aimed to investigate several causes of students' disruptive behavior in English teaching-learning process in the classroom. The subjects of this study consisted of an English teacher and a class of twelfth-grade students in a small town in Indonesia. The data were collected using observation and interview. The result of this study showed that students' disruptive behavior in the English classroom was caused by internal factor and external factor. Feeling boredom, feeling anxiety, and seeking attention were internal factor that became the occurrence of disruptive behavior. While fatigue was the external factor that causes the emergence of students' disruptive behavior in the English teaching-learning process in the classroom.             Keywords Disruptive Behavior, English Classroom, Senior High School Students, Teachers’ Management

scholarly journals Role Controversy among Team Teachers in the JET Programme

2004 ◽  
Vol 26 (2) ◽  
pp. 223 ◽  
Author(s):  
Sean Mahoney
Keyword(s):  
High School ◽  
Negative Pressure ◽  
English Teachers ◽  
Senior High School ◽  
English Teaching ◽  
General Classroom ◽  
Using Data ◽  
Japanese English

This article attempts to identify and clarify incongruous and problematic perceptions of team-teachers' roles held by JET Programme Assistant English Teachers (AETs) and their Japanese English-teaching colleagues (JTEs). Confusion over who should do what, and especially the frustration resulting from belief conflicts between team teachers, produces negative pressure on partners that could be detrimental to English lessons and general classroom atmospheres. Using data collected from long-answer sections of a nationwide questionnaire involving over 1,400 junior and senior high school educators, the author investigates discord found between and within AET and JTE groups at both levels. While respondents generally concurred on the main (i.e. top three) roles expected of themselves and their partners, discrepancies did arise regarding other, less commonly perceived roles. 本稿はJETプログラムの英語指導助手（AET）と日本人英語教師（JTE）によるティームティーチング（TT）授業において、両者の役割に関する問題や齟齬を指摘し、詳述するものである。英語の授業におけるそれぞれの担当内容、特に教育方針の違いから生じる不満が積もると、両者に否定的なプレッシャーを与え、教室内の雰囲気に悪影響を及ぼすことになるだろう。中学校・高等学校で教えている全国1,400名以上の英語教師からの自由記述データを利用して、筆者がAET集団とJET集団間、及び、それぞれの集団内部の問題を検討する。全般的に、回答者からは各々のパートナーに期待されている主要な役割分担に関して共通の認識を持っている割合が高かったが、双方に差異が見られる場合、役割に関する共通認識の割合が低い傾向があった。

scholarly journals INTERNALISASI NILAI-NILAI MULTIKULTURAL DALAM PROSES PEMBELAJARAN PAI DI SMA DARUT TAQWA, PASURUAN

AL MURABBI ◽  
2019 ◽  
Vol 5 (1) ◽  
pp. 103-120
Author(s):  
Makhfud Syawaludin
Keyword(s):  
High School ◽  
Data Collection ◽  
Learning Process ◽  
Qualitative Approach ◽  
Senior High School ◽  
Interview Techniques

This research explains the internalization of multicultural values ​​in the learning process of PAI at Senior high school Darut Taqwa Sengonagung Purwosari Pasuruan. This Research uses a qualitative approach with the type of case study. The data collection was through by unstructured and opened interview techniques, unattended and opened observation, and documentation techniques. For analysis and interpretation of data using steps: a). Reduction data, b). Displaying data, and c). Conclusion drawing / verification. The results of the research shows that the internalization of multicultural values ​​in the learning process of PAI through two ways, namely through the material and using methods that reflect multicultural values.

scholarly journals ANALISIS PEMAHAMAN KONSEP HIMPUNAN MAHASISWA DITINJAU DARI ASAL SEKOLAH

2016 ◽  
Vol 1 (1) ◽  
pp. 43-52
Author(s):  
Sudirman
Keyword(s):  
High School ◽  
Private School ◽  
Sampling Technique ◽  
Senior High School ◽  
Vocational School ◽  
Subject Analysis ◽  
Study Approach ◽  
The Subject ◽  
Relationship Of

The purpose of this research is (1) analyze student’s concept in answering the association test, (2) analyze the concept of understanding  relationship  to  answer  the test depends on the student’s school origin.The method used in this research is qualitative with case study approach. In clustering sampling technique the subject was used in this research is 6 students, shared  in  3  groups.  They  are  2  students come from public vocational school, 2 students come from public senior high school and 2 students come from private senior high school and vocational school. Data was collected through test and interview.   Data   analysis   used   in   this research refers to Milles and Huberman in Moellong’s book; they are data reduction, data display and conclusion drawing. The result showed that the student’s understanding is various enough in answering the  set  test.  Depending on  the first subject analysis (S1) who came from private school, he did not understand about the concept of set. The second subject analysis (S2) and the third subject analysis (S3)  who  came  from  public  school,  they had understood. But, they need to be careful and patient to avoid the mistakes. The data which  had  gained from deeply interview, showed that the subject analysis (S1), (S2) and (S3) were able to indicate the relationship of school origin with the student’s concept of understanding within answering the set test.

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