scholarly journals Assessing intercultural competence (IC) of state junior high school English teachers in Yogyakarta

2020 ◽  
Vol 9 (3) ◽  
pp. 628-636
Author(s):  
Mas Muhammad Idris
Keyword(s):  
High School ◽  
Junior High School ◽  
Intercultural Competence ◽  
English Language ◽  
Junior High ◽  
English Teachers ◽  
English Language Teaching ◽  
High School English ◽  
Norms And Values ◽  
Different Cultures

Intercultural competence (IC) is a concept which has gained importance in recent years. It seems to be transparent, accepted as well as used both in formal and informal situations. This concept can be defined as an individual’s capability to communicate effectively and appropriately with other people who have different cultures, norms, and values. In order for a person to be labeled as an intercultural speaker with intercultural competence, s/he should have the competence of intercultural attitude, skill, and knowledge. However, this competence has not been noticed and assessed comprehensively inside and outside academia, particularly in the setting of English language teaching. Hence, this study aims to assess and determine the level of intercultural competence of state junior high school English teachers in Yogyakarta. This study involved 260 participants taken using cluster random sampling from the whole population of 790 state junior high school English teachers. Data were collected using a valid and reliable questionnaire. Afterward, the data were analyzed with descriptive statistics and Kruskal Wallis test along with prerequisite of normality. This study revealed that the level of IC of state junior high school English teachers in Yogyakarta was high. Moreover, it has been found that their level of intercultural attitude (IA), intercultural skill (IS), and intercultural knowledge (IK) were categorized as high. In other words, these results indicate that the state junior high school English teachers in Yogyakarta have a capability to mingle with diverse people using a language effectively and appropriately. Importantly, this study showed that there were no significant differences in their IC level according to where they teach in four districts and one city. These mean that the locations where they teach do not affect their level of intercultural competence.

scholarly journals High School teachers' Experiences in classroom Ecology of Language Teaching: A Study from the Phenomenological Perspective

2020 ◽  
Vol 4 (4) ◽  
pp. 466-482
Author(s):  
Mani Ram Sharma
Keyword(s):  
High School ◽  
English Language ◽  
Language Teaching ◽  
English Teachers ◽  
English Language Teaching ◽  
High School English ◽  
Classroom Ecology ◽  
Teachers Experiences ◽  
Phenomenological Perspective ◽  
Ecology Of Language

The present study aims to look into ecological classroom practices adopted by teachers while teaching English language courses at colleges in Kathmandu, Nepal. The study specifically explains how three high school English teachers in the class felt about ecology of language teaching, how they experienced teaching, and how they provided meaning to it. Three high school English teachers’ experiences were recalled through an in-depth phenomenological interview. The results revealed that the need of classroom ecology was not emphasized. The teachers' experiences in the form of narratives, collected, transcribed, coded, thematic analyses and presented in the notion of  emerging themes that English language teaching helped to explore the effective classroom ecological practices in detail. The study is expected to contribute in making EFL teaching successful in linguistic landscapes of Nepal.

scholarly journals Culture teaching in EFL classes: Teachers’ beliefs, attitudes, and classroom practices

2022 ◽  
Vol 9 (1) ◽  
pp. 237-257
Author(s):  
Lucky Amatur Rohmani ◽  
Erna Andriyanti
Keyword(s):  
High School ◽  
Junior High School ◽  
Teaching And Learning ◽  
Junior High ◽  
English Teachers ◽  
High School English ◽  
Cultural Elements ◽  
Teachers Beliefs ◽  
Culture Teaching ◽  
Beliefs And Attitudes

It is inevitably believed that culture teaching is the pivotal feeling of integrating culture into the teaching of a language, including in the EFL setting. This study aims to explore the English teachers’ beliefs, attitudes, and the reflection of their beliefs and attitudes on the teaching syllabi. The sequential explanatory mix-methods design was applied in junior high schools in Ngawi. The data were obtained from 144 English teachers’ answers to a questionnaire and interviews with six teachers. Then, the data were analysed by using descriptive statistics, the independent sample T-test, and the Mann-Whitney test. The results indicated that the majority of junior high school English teachers believed in the importance of incorporating culture into their teaching of the language taught and students’ learning process. Moreover, both state and private junior high school English teachers showed similar beliefs and attitudes related to culture teaching. When they taught English, the culture associated with that language had also been taught so that the misconception of learning the language can be minimized. The result of teachers’ practices strongly indicates that the English teachers in Ngawi had implemented the teaching of culture and inserted various cultural elements in the process of their teaching and learning in the EFL classes.

Relation of Students' Behavioral Style to Estimated and Measured Intelligence

1971 ◽  
Vol 33 (1) ◽  
pp. 11-14 ◽  
Author(s):  
Richard M. Lerner ◽  
Ronald D. Miller
Keyword(s):  
High School ◽  
Junior High School ◽  
Junior High ◽  
English Teachers ◽  
Seventh Grade ◽  
High School English ◽  
Behavioral Style

Two junior high school English teachers estimated the intelligence and behavioral style of their 87 seventh-grade students. Teachers' estimates of pupils' intelligence correlated highly (.94) with measured intelligence. The correlation between behavioral style and measured intelligence was also high and positive (.62). The results were discrepant with those of previous research. Alternative explanations of the differences are discussed. It is concluded that the relation between behavioral style and measured intelligence is a result of a developmental interaction between the child's temperamental characteristics and the environment.

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 Advantages and Disadvantages of Using Webquests in Junior High School English Classes in Iran

2020 ◽  
Vol 1 (1) ◽  
pp. 35-43
Author(s):  
Mahdi Amini, Masoud Asgari, Zahra Asgari
Keyword(s):  
High School ◽  
Junior High School ◽  
Junior High ◽  
English Teachers ◽  
School Curriculum ◽  
High School English ◽  
Learning And Teaching ◽  
Isfahan Province ◽  
Advantages And Disadvantages ◽  
English Classes

Webquest is an Internet-based learning and teaching tool, within which is a process involving students and teachers to use it for educational purposes. As an educational tool, the webquest has gained popularity in the education field across subjects and settings and is generally well-received by both teachers and students. Many junior high school English teachers use webquests to support modern teaching methods to improve students’ instructions and learning processes in new opportunities of using webquest resources in English classes, as well. This study aimed at investigating the advantages and disadvantages of using webquests in Iranian junior high school English classes. This study also examined the application of webquests to motivate high school English teachers to teach more efficiently and provided the learners with a wonderful situation to learn English well. The present descriptive-analytical study was conducted in 2019 in four cities of Isfahan Province, Iran. The participants included 16 Iranian English teachers chosen based on the stratified random sampling method from junior high schools. The questionnaires and interviews were used to collect the data and the participants’ insights about the advantages and disadvantages of using webquests in their English classes. Many English teachers considered webquests helpful and believed that it could help students do duties better and that the teachers could teach English more effectively and meaningfully. Webquest resources, likewise, help teachers work in groups and share ideas associated with the school curriculum.

English Teachers Classroom Assessment Practices

2016 ◽  
Vol 5 (1) ◽  
pp. 82
Author(s):  
Saefurrohman Saefurrohman ◽  
Elvira S. Balinas
Keyword(s):  
High School ◽  
Junior High School ◽  
Classroom Assessment ◽  
Junior High ◽  
English Teachers ◽  
The Philippines ◽  
Final Report ◽  
Assessment Practices ◽  
Sources Of Information ◽  
High School English

The new language assessment policies in the Philippines and in Indonesia have impact on English teachers’ assessment practices. Classroom assessment; as mandated in the current curriculum of both countries swifts from sources of information to the inseparable process of teaching and learning. This study describes Filipino and Indonesian high school English teachers’ classroom assessment practices in ELL classes.This study was conducted using a mix method design with 48 Filipino and Indonesian junior high school English teachers as respondents who completed the questionnaire on classroom assessment practices. Twelve respondents participated in an interview and observation to further clarify their practices on classroom assessment. The study found that both Filipino and Indonesian junior high school English teachers used assessment for learning as the main purpose of assessment. The majority of Filipino Junior High school English teachers prepared and made their own assessment, while Indonesian junior high school English teachers used items from published textbooks as their primary sources for constructing assessment items. Both Filipino and Indonesian junior high school English teachers used written comments as their primary method for providing feedback. Total score test and a letter grade were the highest percentage methods for providing a final report for both Filipino and Indonesian junior high school English teachers.

scholarly journals Teachers Reflection on the Factors Contributing Their Success in Conducting Action Research

2020 ◽  
Vol 5 (12) ◽  
pp. 1749
Author(s):  
Esa Maulisakina Wilma Ariyani ◽  
Moh. Adnan Latief
Keyword(s):  
High School ◽  
Action Research ◽  
Junior High School ◽  
Junior High ◽  
English Teachers ◽  
Structured Interviews ◽  
High School English ◽  
Classroom Action Research

<div align="center"><table width="645" border="1" cellspacing="0" cellpadding="0"><tbody><tr><td valign="top" width="439"><p><strong>Abstract: </strong>This study aimed to explore the experiences of public junior high school English teachers in Malang in conducting classroom action research in terms of the factors that contribute to their success in conducting action research. The main data of this study were collected through individual semi-structured interviews administered to 3 public junior high school English teachers in Malang, Indonesia. The findings suggest that teachers’ eagerness in helping their students learning better as well as improving themselves to be better teacher may be the ‘it’ factor contributing to their success in conducting action research. On the basis of aforementioned findings implications were discussed and recommendations were made for the teachers, schools, and future researchers.</p><p class="Abstract"><strong>Abstrak:</strong> Studi ini bertujuan mengeksplorasi pengalaman guru bahasa Inggris di sekolah menengah pertama negeri di Malang dalam melaksanakan penelitian tindakan kelas yang mencakup faktor-faktor yang mendasari keberhasilan mereka dalam melaksanakan penelitian tindakan. Data utama dalam penelitian ini dikumpulkan melalui wawancara individu semi terstruktur pada tiga guru bahasa Inggris di sekolah menengah pertama negeri di Malang. Hasil dari penelitian ini memberikan kesan bahwa keinginan kuat guru untuk membantu muridnya dalam belajar dan meningkatkan kemampuan dirinya untuk menjadi guru yang lebih baik mungkin menjadi faktor kunci kesuksesan mereka dalam melaksanakan penelitian tindakan. Berdasarkan hasil penemuan yang telah disebutkan implikasi didiskusian dan rekomendasi dibuat untuk guru, sekolah, dan peneliti selanjutnya.</p></td></tr></tbody></table></div>

Sign in / Sign up

Export Citation Format

Share Document