EVALUASI KUALITAS PEMBELAJARAN BAHASA DI SMA SEDERAJAT DI DKI JAKARTA

2015 ◽  
Vol 14 (1) ◽  
pp. 1-15
Author(s):  
Ninuk Lustyantie ◽  
Emzir Emzir ◽  
Akbar Akbar3
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Statistical Data ◽  
Evaluation Model ◽  
Language Teachers ◽  
Teaching Skills ◽  
Teacher Language ◽  
Foreign Language Teachers ◽  
Learning Language

Abstrak Tujuan penelitian adalah mengumpulkan informasi berkenaan dengan evaluasi kualitas pembelajaran bahasa di SMA. Pendekatan yang digunakan dalam penelitian ini adalah survei deskriptif dan evaluative denganmodel evaluasi countenance stake (antecedents, transactions, dan outcomes) dengan jumlah responden 80. Data diperoleh menggunakan angket dan pengolahan data menggunakan analisis statistik. Hasil penelitian yaita^4ntecendents atau persiapan pembelajaran bahasa. Frekuensi responden yang memilih kata Selalu 36,5 % atau 175 Frekuensi, kata sering 20,4 % atau 98 Frekuensi, kata kadang-kiadang 27,7% atau 133 Frekuensi, jarang 45 frekuensi atau 9,4% dan tidak pernah 29 Frekuensi atau 6.0 % dengan total frekuensi 480. Transaction atau proses berlangsung pembelajaran bahasa .Frekuensi responden yang memilih kata Selalu 42,7 % atau 546 Frekuensi, kata Sering 19.9 % atau 255 Frekuensi, kata Kadang-kcadang 179% atau 229 Frekuensi, Jarang 10,5 % atau 134 frekuensi dan Tidak pernah 9.1% atau 116 Frekuensi dengan total frekuensi 1280. Outcomes/guru bahasa menutup pembelajaran. Frekuensi responden yang memilih kata Selalu 48.0 % atau 307 Frekuensi, kata Sering 24,4 % atau 156 Frekuensi, kata KadangTiadang 18.1% atau 24,4 Frekuensi', kata Jarang 5,9 % atau 38 frekuensi dan Tidak pernah 3,6.% atau 23 Frekuensi dengan total frekuensi 640' hasil analisis evaluasi countenance stake disimpulkan bahwa evaluasi kualitas pembelajaran bahasa mulai dari persiapan pembelajaran, keberlangsungan kegiatan inti dan menutup pembelajaran yaitu diperoleh data statistic rata-rata 430 frekuensi atau 30,5% dari total 1410 frekuensi dari responden yang menyatakan/memilih selalu mengerjakan tiga fase dalam pembelajaran bahasa (Indonesia, Inggris dan Asing) artinya guru bahasa masih perlu meningkatkan kemampuan dan keterampilan mengajar melalui pelatihan pembelajaran, kebiasaan pnlaku positif, integritas, komitmen dalam menjalan kewajiban sebagai guru bahasa yang professional yang berdampak pada kualitas pencapaian hasil belajar bahasa. Kata Kunci: antecedents, transactions, dan outcomes Abstract The research objective obtained information with regard to the evaluation of the quality of language learning in high school that focused on three indicators of language learning were the preparation before the core of learning, the learning process of learning takes place and when it closed. The approach used in this research was descriptive and evaluative survey. The method used was program evaluation. Model evaluation model used countenance stake (antecedents, transactions, and outcomes) by the number of respondents 80. The data were obtained using a questionnaire and data processing using statistical analysis. The research results concluded that, Antecedents or preparation of language learning. Frequency of respondents who has chosen the word was always 36.5% or 175 frequency, often said 20.4% or 98 frequency, said sometimes 27.7% or 135 frequency, a frequency rarely 45 or 9.4% and never 29 Frequeny or 6.0% with a totalfrequency 480. Transaction or the process of language learning The frequeny of respondents who has chosen the word was always 42.7% or 546frequeny, said Often 19.9% or 255frequeny, said sometimes 179% or 229 Frequeny, Sparse 10.5% or 134 frequeny and Never 9.1% or 116 frequeny with total frequeny 1280. Outcomes / teacher language learning closes. Frequeny of respondents who has chosen the word was always 48.0% or 307frequency, said Often 24.4% or 156 frequency, said Sometimes 18.1% or 24.4 Frequency ', said Rarely 5.9% or 38 frequencies and Never 3.6% or 23 frequencies with a totalfrequeny of 640. So based on the analysis results of stake countenance evaluation concluded that the evaluation of the quality of language learningfrom the lesson preparation, the continuity of core activities and close the learning that was obtained statistical data on average 430frequeny or 30.5% of the total in 1410 the frequeny of respondents who expressed three steps in learning language (Indonesian, English and foreign) language teachers means they need to improve teaching skills through training and learning, positive behavior habits, integrity, commitment to running the obligation as a professional language teachers who have an impact on the quality of language learning achievement. Keywords: antecedents, transactions, and outcomes

scholarly journals SCIENTIFIC AND PEDAGOCICAL APPROACHES TO THE FORMATIONOF PROFESSIONAL METACOMMUNICATIVE COMPETENCE OF FUTURE TEACHERS OF HIGHER EDUCATION INSTITUTIONS IN A SPECIALIZED SCHOOL

2020 ◽  
Vol 66 (2) ◽  
pp. 89-94
Author(s):  
Z.K. Zhanazarova ◽  
◽  
T.A. Kulgildinova ◽  
Keyword(s):  
Foreign Language ◽  
Working Conditions ◽  
Language Education ◽  
Component Composition ◽  
Foreign Language Education ◽  
Language Teachers ◽  
Foreign Language Teachers ◽  
Specialized School ◽  
Basic Approaches

The article discusses the scientific and methodological platform for the formation of professional metacommunicative competence of foreign language teachers in a specialized school. The content of the article reveals the basic approaches and principles of the formation of professional metacommunicative competence, which refers to the ability of students to use a foreign language for educational purposes as a tool for the development of foreign language education in a professional metalanguage aspect. The features of the component composition in determining the level of formation of professional metacommunicative competence of students are revealed. The tactical goal of training a foreign language teacher for specialized classes are described, which provides for improving the quality of training for students with the goal of mastering such technologies that give the prospect to a future teacher the ability to speak a meta- branch language in various working conditions.

scholarly journals Building professional learning communities of foreign language teachers in higher education

2020 ◽  
Vol 84 ◽  
pp. 1-12
Author(s):  
Qiufang Wen ◽  
Hong Zhang
Keyword(s):  
Higher Education ◽  
Professional Learning Communities ◽  
Foreign Language ◽  
Learning Communities ◽  
Conceptual Model ◽  
Professional Learning ◽  
Language Teachers ◽  
Foreign Language Teachers ◽  
Leadership Management

In recent decades there has been increasing interest in identifying the critical features of effective professional learning communities (PLCs). This identification is useful for evaluating the quality of a PLC, but not for building one. This study aims at describing a conceptual model for developing a new PLC, illustrating its application with an example. The model is explained in terms of four constitutive elements (PARTICIPANTS, OBJECTIVES, MEDIATORS, and MECHANISM), and their interactive relations. The development of a PLC of foreign language teachers (PLC-FLTs) at Beijing Foreign Studies University is used to illustrate how the model can function successfully. The illustration is coupled with a discussion of the PLC’s decades of experience in collective leadership, management of the four elements, and tips for tackling various challenges in keeping the PLC going.

Online Informal Language Learning Among Foreign Language Teachers

2020 ◽  
pp. 315-332
Author(s):  
Violeta Jurkovič ◽  
Vita Kilar ◽  
Nives Lenassi ◽  
Darja Mertelj
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Social Group ◽  
Age Groups ◽  
Language Teachers ◽  
Online Resources ◽  
Structured Interviews ◽  
Foreign Language Teachers ◽  
Online Behaviour ◽  
Insight Into

Today's online world provides foreign language users and learners with a multitude of opportunities to engage in a variety of language activities. A social group that can derive major benefits from the availability of online resources in different languages is foreign language teachers. Based on an ‘emic' approach, this study involves case studies of three experienced foreign language teachers that used diaries over a period of eight weeks to report on every instance of online use of their predominant foreign language and English. Semi-structured interviews were used to obtain insight into online behaviour that was not specifically related to the eight-week period of diary-keeping. The results indicate that the online uses of the three participants, although they belong to the same social and age groups, display great variety in terms of online activities and the predominant language used to perform these activities.

scholarly journals English language pre-service and in-service teachers’ self-efficacy and attitudes towards integration of students with learning difficulties

2017 ◽  
Vol 5 (1) ◽  
pp. 20-38 ◽  
Author(s):  
Ivana Cimermanová
Keyword(s):  
Foreign Language ◽  
General Education ◽  
Language Learning ◽  
Elementary School Teachers ◽  
Regular Education ◽  
English Language ◽  
Language Teachers ◽  
Foreign Languages ◽  
Special Educational Needs ◽  
Foreign Language Teachers

Abstract The study of foreign languages is obligatory for all pupils in Slovakia, where the first foreign language is English. Conforming to integration legislation, pupils with special educational needs (SEN) are taught in mainstream classes. Foreign language teachers, however, lack training and where not prepared how to apply teaching methods and techniques for pupils with SEN in the regular language learning class. In the study presented, 187 elementary school teachers filled out questionnaires dealing with integration of pupils with SEN and possible inclusion of learners with disabilities in Slovakia and a group of 56 university FLT students - teachers-to-be. Teachers are not forced and/or encouraged to take part in in-service courses or other education on how to teach these pupils. The pre-service teachers are offered courses on SEN teaching, however, these are not compulsory and mostly general education oriented. The majority of in-service and pre-service teachers felt that pupils with SEN should be taught in regular education class. The article also describes the current situation concerning integration of students with SEN using the official statistical data.

The FI Program in 1963

PMLA ◽  
1964 ◽  
Vol 79 (2) ◽  
pp. 24-28 ◽  
Author(s):  
Donald D. Walsh
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Language Teachers ◽  
Foreign Languages ◽  
Foreign Language Teachers ◽  
Language Program ◽  
Activity Increase ◽  
Teachers And Students ◽  
Long Range Planning ◽  
Telephone Calls

Describing a year's activity in a half-hour report is an annual challenge that grows more difficult as the pace and scope of the activity increase. The Foreign Language Program is in some ways the victim of its success. One of our early goals was to become an information center and we have succeeded beyond our wildest dreams. Requests for materials, information, opinions, and assistance threaten to overwhelm us daily. Three members of the staff do nothing but answer these requests. The ones that are unanswerable are put in my in-basket. Telephone calls and visitors multiply. All this activity we are tempted to think of as interruptions to our real job, long-range planning, deep thinking, foreign languages in the next century. But in a very real sense the magnitude of the interruptions to our job is the sign that we are succeeding, that more and more foreign-language teachers and students and more and more people in general want to know the answers to questions and the solutions to problems of which they were hardly conscious a few years ago. There has been a revolution in language learning in this country and among recent visitors to our office have been language teachers and administrators from all over the world (France, England, Denmark, Germany, Japan, Africa, Australia), who have come to find out what we are doing.

scholarly journals A Study of Self-development of EFL Teachers in the Universities of Sichuan Province in China

2018 ◽  
Vol 8 (7) ◽  
pp. 766
Author(s):  
Lina Guan
Keyword(s):  
Foreign Language ◽  
English Teachers ◽  
Sichuan Province ◽  
Language Teachers ◽  
Foreign Language Teachers ◽  
College English ◽  
Self Development ◽  
Efl Teachers ◽  
Service Training

The quality of foreign language college English teachers will affect the quality of college English teaching. This article investigated 80 college foreign language teachers of SiChuan Province and writer found college English teachers had great pressures. They were eager to get the in-service training and they should be taught how to have self-development. Teachers should co-operate each other and break the isolation among them.

scholarly journals Necessity of improvement of foreign language teaching in the Slovak Republic

2021 ◽  
Vol 12 (2) ◽  
pp. 251-263
Author(s):  
Marcela Šarvajcová ◽  
Monika Štrbová
Keyword(s):  
Focus Group ◽  
Foreign Language ◽  
Language Learning ◽  
Information Technologies ◽  
Slovak Republic ◽  
Foreign Language Learning ◽  
Language Education ◽  
Foreign Language Education ◽  
Language Teachers ◽  
Foreign Language Teachers

Aim. The aim of the research study was to investigate the opinions of the Slovakian secondary school foreign language teachers and learn about their views on the system of education in the field of enhancement of teachers` professional qualifications. Methods. To perform the results of the study the method of focus group was used. Results. The results of the presented research show the differences between the perception of foreign language education in the past and how it appears today through the views of selected number of foreign language teachers in Slovakia. The pivotal role is played by the technological skills of the students and their ability to use information technologies instructed in foreign languages. The research results also indicate the possibilities of teachers to get in direct contact with the target foreign language as a part of their professional development. The research participants also specified the factors that they considered the most influential in the process of foreign language learning. Conclusion. The purpose of the article is to discuss the urge to achieve highly professional foreign language education in today`s technological society. As shown by the results obtained from the focus group, the teachers/participants agreed on a single highly impactful factor: family.

scholarly journals EFFICIENCY OF PROFESSIONAL ACTIVITY OF FOREIGN LANGUAGE TEACHERS IN HIGHER EDUCATION INSTITUTIONS IN THE CONTEXT OF SIOP MODEL

2021 ◽  
Author(s):  
Olha Demianenko ◽  
◽  
Rymma Maiboroda ◽  
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Foreign Language ◽  
Student Teachers ◽  
Higher Education Institutions ◽  
Educational Process ◽  
Language Teachers ◽  
Professional Activity ◽  
Teaching Skills ◽  
Foreign Language Teachers

As the title implies, a scientific paper reveals the issue of an efficiency of professional activity of foreign language teachers in higher education institutions in the context of SIOP model. The problem of this study is that in spite of the stressed importance of teaching skills, student teachers lack many of the English as a foreign language (EFL) teaching skills which may have a negative impact on their teaching performance that in turn affects their teaching self-efficacy. The methods of applying SIOP model and the effect of using SIOP model on developing EFL student teachers’ teaching skills are studied. It is emphasized that among the multiple factors that affect students’ achievement is teacher effectiveness. Thus, the challenge remains to improve and promote the effectiveness of teachers in an effort to increase students’ academic achievement. The positive and negative aspects of the education shift towards SIOP model are identified, the principles of enhancing innovative educational process effectiveness are revealed. It is worth noting that any professional development of foreign language teachers in higher education institutions must address specific knowledge and attitudes that are relevant to teaching foreign language learners. Teachers need to understand basic constructs of the second language development, the nature of language proficiency, the role of the first language and culture in learning, and the demands that mainstream education places on culturally diverse students. There is growing evidence that professional development approaches that are guided by teacher input and that view teacher learning as continual and transformative makes higher education institutions a better place for students and staff. The results indicated that introduction of SIOP model has opened up a number of problems associated with the introduction of such training services. It is stressed that the factors of SIOP model can guide limited English proficient students and suggest some useful strategies for language teachers to handle the students’ difficulties in language comprehension. It should be stressed that the introduction of SIOP model in modern educational process opens up wide horizons and unlimited possibilities for the efficiency of professional activity of foreign language teachers in higher education institutions, which have yet to be studied and mastered by modern pedagogical science.

scholarly journals How do foreign language teachers motivate students in language learning?

2020 ◽  
Vol 7 (1) ◽  
pp. 181-193
Author(s):  
Diana S Rahman ◽  
Wening Sahayu
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Learning Process ◽  
Extrinsic Motivation ◽  
Language Teachers ◽  
Foreign Languages ◽  
Foreign Language Teachers ◽  
Visual Method ◽  
Intrinsic And Extrinsic Motivation ◽  
Instrumental Motivation

Motivation is one of the keys to success in the language learning process. It is a crucial factor for students in learning a foreign language, and the teachers’ ways to motivate students are also essential. This study aims to investigate language teachers’ ways in motivating students in learning foreign languages. The participants in this study are eight foreign language teachers including English, Arabic, and French teachers. Data were collected through open-ended questionnaires with the teachers. The results of this study showed that most of the foreign language teachers motivated the students in learning a foreign language by sentences (verbal) and this method encouraged students’ instrumental motivation. Next, referring to the time of motivation, four teachers motivated the students at the beginning of each learning process, meanwhile three teachers gave motivations at the beginning and at the end of each learning process. Finally, referring to the types of motivation, only two teachers (i.e. French teachers) could identify motivation types of learners, which are in the form of internal, external, intrinsic, and extrinsic motivation. Meanwhile, other teachers (i.e. English and Arabic teachers), did not mention specifically the names of the motivation types that they knew. To conclude, most of the teachers of this study did not motivate their students maximally in the classrooms. Consequently, this study offers some methods to motivate learners in learning foreign languages, those are the Verbal Method (VM1) and the Visual Method (VM2), and they are further discussed in the paper.

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