scholarly journals Pedagogical Implications on Error Analysis in the High school

2021 ◽  
Vol 5 (1) ◽  
pp. 247
Author(s):  
Ruiming Guo
Keyword(s):  
High School ◽  
High School Students ◽  
Error Analysis ◽  
Teaching Method ◽  
Senior High School ◽  
Learning Condition ◽  
School Students ◽  
High School English ◽  
English Teaching ◽  
English Writing

In senior high school English teaching, students make various errors in the process of learning English, and these errors are a way for learners to test their assumptions about the nature of the language they have learnt. Therefore, by analyzing students’ errors through error analysis, we can get feedback, effectively understand students’ learning condition, check the teaching effect, effectively improve the teaching method, and then reduce or avoid students making mistakes in English, so as to effectively improve the English writing level of Chinese high school students.

scholarly journals The Teaching Model of Follow-up Writing after Reading in Senior High School English Based on Interactive Perspective

2021 ◽  
Vol 2 (6) ◽  
Author(s):  
Fang Xia
Keyword(s):  
High School ◽  
High School Students ◽  
Curriculum Reform ◽  
Senior High School ◽  
School Students ◽  
High School English ◽  
Teaching Mode ◽  
Writing Ability ◽  
English Writing ◽  
Starting Point

With the continuous implementation of the new curriculum reform policy, new requirements have been put forward for the teaching mode reform of the majority of front-line teachers, and the teaching mode based on the perspective of interaction arises at the historic moment. According to the current actual teaching situation, there are some problems and deficiencies in the after-reading English writing class of senior high school. We need to take interactive teaching mode as the starting point to find a new teaching idea for enhancing the after-reading English writing ability of senior high school students.

Basic English Speech Support And Pronunciation Skills Of Senior High School Students

2021 ◽  
Vol 8 (3) ◽  
pp. 662-671
Author(s):  
Henry Orbasayan Alperito ◽  
Cristobal Millenes Ambayon
Keyword(s):  
High School ◽  
High School Students ◽  
Senior High School ◽  
Control Group ◽  
School Students ◽  
High School English ◽  
Management Students ◽  
Basic English ◽  
Experimental Group ◽  
Senior High School Students

The Basic English Speech Support is audio with transcription which is composed of the features of pronunciation that is purposely compiled to enhance pronunciation skills specifically, the sounds of English, stress, intonation, and linking. It is applied within the study with the aim of measuring its effectiveness to the pronunciation skills of Senior High School students. The study is designed to evaluate, validate and determine the effectiveness of Basic English Speech Support to the Senior High School, Grade 12, Accountancy, Business and Management students in Libertad National High School. English-teacher Evaluators evaluated the audio and its transcription. The design involved the experimental group and the control group which were carefully selected through the randomization process. The data gathered were analyzed using both descriptive and inferential tools such as mean, standard deviation, and t-test. The results revealed that students from the experimental group got a higher mean gain compared to the control group. It was factually and statistically confirmed that the utilization of Basic English Speech Support served as a significant element in teaching pronunciation and evidently, advances better learning among Senior High School students.

scholarly journals An Empirical Study of Application of Multimodal Approach to Teaching Reading in EFL in Senior High School

2020 ◽  
Vol 15 (02) ◽  
pp. 98
Author(s):  
Xuequan Pan ◽  
Zhixin Zhang
Keyword(s):  
High School ◽  
High School Students ◽  
Teaching Method ◽  
Reading Proficiency ◽  
Teaching Experiment ◽  
Senior High School ◽  
Teaching Approach ◽  
School Students ◽  
English Reading ◽  
Reading Teaching

English Reading skill is one of the most important skills for senior high school students who learn English as a foreign language (EFL). However, the present ELF teaching method is still teacher-centered which neglects students’ learning interest and their participation in the process of teaching. In 1990s, Western scholars proposed multi-modal theory which suggests that semiotic resources (sound, images, video, animation, motion, color, facial expressions, etc.) can be used to stimulate different senses of students so as to improve their learning efficiency. The present study is intended to apply the multi-modal approach to EFL reading teaching in senior high school and tries to find out whether the multimodal teaching can stimulate students’ interest in English reading and improve their reading proficiency. In this study, with students of a high school in Anhui in China as the research subjects, an English reading teaching experiment was carried out. The analysis of data collected from reading tests and questionnaires indicates that the application of multi-modal teaching approach in high school EFL reading teaching can stimulate students’ interest in English reading and improve students’ English reading proficiency, and that most students take a positive attitude towards multimodal teaching approach.

scholarly journals SENIOR HIGH SCHOOL ENGLISH TEACHERS’ PUNCTUALITY, ATTENDANCE AND STUDENTS’ ACADEMIC PERFORMANCE

2021 ◽  
Vol 8 (8) ◽  
pp. 564-570
Author(s):  
Saima Maulana ◽  
BAI DONNA ALIMAN ◽  
ZAIDA ULANGKAYA
Keyword(s):  
High School ◽  
Academic Performance ◽  
High School Students ◽  
Research Problem ◽  
English Teachers ◽  
Senior High School ◽  
School Students ◽  
High School English ◽  
Problem Number ◽  
Senior High School Students

This study sought to determine the Senior High School English teachers’ teaching practices in terms of punctuality, attendance and its relationship to students’ academic performance. Specifically, it determined the Senior High School English Teachers’ level of punctuality and attendance; the Senior High School Students’ level of academic performance in English; and the significant relationships of the teachers’ level of punctuality and attendance and their Senior High students’ level of performance in English. The study used the descriptive-correlational survey method. The respondents of the study were the twenty four (24) teachers of the twelve (12) senior high schools of Maguindanao, Philippines. There were two (2) Senior High English teachers that were chosen randomly from each senior high schools of Maguindanao. It has a total of twenty-four (24) Senior High English Teachers. In every teacher, there are 10 senior high school students chosen randomly with a total of two hundred forty (240) senior high school students. The immediate supervisors of the teachers from the twelve (12) secondary schools answered the research problem number 1, while the final grades in English of the two hundred forty (240) senior high students were taken from their English teachers to answer the research problem number 2. The respondents of this study were chosen randomly using lottery. Pearson’s Product - Moment Correlation Coefficient was used to determine the significant relationship of the level of punctuality and attendance of the English teachers to the students’ level of academic performance. Based on the findings of the study, it is concluded that the Senior High School English Teachers’ level of teaching practices is influenced by their punctuality and attendance. It further concluded that teachers’ punctuality and attendance contributed to students’ level of academic performance in English.   Keywords: Senior High School English Teachers, Punctuality, Attendance, Students’ Academic Performance

INOVASI PEMBELAJARAN DI DALAM BUKU AJAR KIMIA SMA UNTUK MENINGKATKAN HASIL BELAJAR SISWA

2013 ◽  
Vol 19 (2) ◽  
pp. 67 ◽  
Author(s):  
Hendra Gunawan Parulian ◽  
Manihar Situmorang
Keyword(s):  
High School ◽  
High School Students ◽  
Teaching Method ◽  
Senior High School ◽  
School Students ◽  
Text Book ◽  
Chemistry Students ◽  
Standard Textbook ◽  
Abstract Learning ◽  
Senior High School Students

Abstract Learning innovation of chemistry textbook to improve students achievement of senior high school students is explained. The study is carried out through development of innovative textbook, standardization to meet the standard textbook requirement based on BNSP and UNESCO standar, and implementation of the textbook as learning media in the class. Text book development is conducted to enrich chemistry materials based on the curriculum followed by innovation by integrating teaching method and learning media into the textboox. The developed textbook is the standarized by expert judgement. Finally the innovated textbook is then used as learning media on the teaching of chemistry to year XI senior high school students. The research showed that learning innovation into the textbook has successfully been done. Innovated textbook is found very effective to improve students achievemen in chemistry. Students achievement in experimental class which were taught by innovated textbook is found higher thatn that in control class that are taught by ordinary references. The students are interested to use innovated textbook. Innovated textbook is able to bring students to study independently and bring them moving from teacher centre learning into students centre learning

scholarly journals Influence of Native Language Transfer on Senior High School English Writing

2021 ◽  
Vol 11 (2) ◽  
pp. 170
Author(s):  
Yuhang Yuan
Keyword(s):  
High School ◽  
Second Language ◽  
High School Students ◽  
Native Language ◽  
Mother Tongue ◽  
Senior High School ◽  
Language Transfer ◽  
School Students ◽  
Quantitative Research Methods ◽  
English Writing

English writing is one of the important ways to show the comprehensive ability of second language. The native language transfer has long been concerned by language learners since it was proposed. This study adopts qualitative and quantitative research methods to explore the influence of mother tongue transfer on senior high school students' English writing and puts forward corresponding teaching strategies. Through the research, it can be found that native language transfer errors account for a large proportion of errors in English writing error types. In addition, native language transfer has a significant influence on students’ English writing level. It is helpful for students to improve their second language writing ability by adopting comprehensible input and other teaching methods related to mother tongue transfer.

scholarly journals Improving the Writing Paragraph Skills with Peer Teaching Method

2021 ◽  
Vol 5 (1) ◽  
pp. 61-70
Author(s):  
Masroya Budi Sri Mulyati
Keyword(s):  
High School ◽  
High School Students ◽  
Action Research ◽  
Teaching Method ◽  
Peer To Peer ◽  
Senior High School ◽  
Peer Teaching ◽  
School Students ◽  
Classroom Action Research ◽  
Teaching Learning

The peer teaching method is an exercise technique in learning in which students or participants present their ideas or opinions to other fellow participants. With this peer-to-peer method, it is expected that students' ability to write paragraphs will increase and be more directed based on the method given by the teacher. Therefore, this study aims to find out how to improve the ability to write paragraphs using the peer teaching method in senior high school. The research method used in this research is peer-to-peer method which is directed to describe the variable or ability to write paragraphs in senior high school students class X SMA Negeri 35 Jakarta with classroom action research (PTK). Based on the results of data analysis by looking at the results of the teaching-learning process, there was an increase in the ability to write paragraphs for aspects of unity, integration, development, as well as spelling and punctuation carried out by teachers from cycle I (78.31%) to cycle II (87.27%) with average of 13.46%. In addition, the evaluation obtained from each cycle also experienced increase of 35.13% in cycle II from Cycle I.Keywords: Pharagraps Writing skills; Peer Teaching Method; Classroom Action Research

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