scholarly journals BUILDING CHARACTER OF ALTRUISM PRAXIS IN ENGLISH TEACHING AND LEARNING AT MAN KARAWANG

2020 ◽  
Vol 6 (2) ◽  
pp. 104-118
Author(s):  
Fina Aufar Laela Ibrahim
Keyword(s):  
High School ◽  
Prosocial Behavior ◽  
Teaching And Learning ◽  
Senior High School ◽  
English Teaching ◽  
Classroom Activities ◽  
Arousal Reduction

This study aimed at investigating the altruism praxis in English teaching and learning classroom activities in Senior High School. This study employed a case study and conducted in MAN Karawang. The data in this study were the occurence of altruism aspects in English teaching and learning classroom activities. This study employed two instruments in collecting data, namely observation and interview. This study revealed that three aspects of altruism, empathy; prosocial behavior and aversive-arousal reduction appeared in English teaching and learning classroom activities and the most dominant is prosocial behavior. In other words, it can be concluded that MAN Karawang has contributed in altruism praxis in English teaching and learning classroom activities. The contribution is shown by habituating and maintaining the behaviors that represent aspects of altruism, such as Student follows teacher`s instruction; Student lends others stuffs they do not have and student uses positive language during discussion.

scholarly journals The effectiveness of English teaching program in senior high school: A case study

2015 ◽  
Vol 1 (2) ◽  
pp. 114 ◽  
Author(s):  
Alfred Irambona ◽  
Kumaidi Kumaidi
Keyword(s):  
High School ◽  
Mixed Method ◽  
Qualitative Data ◽  
Descriptive Analysis ◽  
Senior High School ◽  
Teaching Program ◽  
Teaching Materials ◽  
English Teaching ◽  
Process Component

This research seeks to evaluate the effectiveness of the English teaching program in senior high school: Case of SMAN3 Yogyakarta, grade eleven. This study was a summative case study using a mixed-method. Descriptive statistics were used to analyze quantitative data and qualitative data followed a descriptive analysis following the CIPP model. The informants were 43 students of SMAN3 and two English teachers. The context findings showed that program objectives, classroom condition, students’ needs and barriers were in effective category. In input component, it is found that both teachers were qualified and experienced. The teaching training was not enough; students’ textbooks and course designs were in effective category. The process component showed that teaching materials, teaching methods, teaching activities and assessments were in effective category. The product component showed that English marks, students’ needs and barriers were in effective category. However, the teaching materials were in ‘not effective’ category.

scholarly journals STUDENTS PERCEPTION OF GAMIFICATION TO PROMOTE CLASSROOM ENGAGEMENT AND MOTIVATION IN SENIOR HIGH SCHOOL

2020 ◽  
Vol 1 (1) ◽  
Author(s):  
Gilang A. Pratama
Keyword(s):  
High School ◽  
Data Collection ◽  
Teaching And Learning ◽  
Senior High School ◽  
Classroom Engagement ◽  
Related Field ◽  
Data Collection Process ◽  
Rapid Changes ◽  
Motivation And Learning

The development of English teaching and learning is also influenced by rapid changes in technology as we enter the industry of 4.0. Education and teaching-related field areas such as pedagogy, teaching media, the courses, etc. are the subjects which have been impacted by technology. Meanwhile, the lack of motivation is one of the obstacles that students faced. In this research, the researcher used one online-gamification tool called 'Kahoot!' in a senior high school to promote their engagement and motivation. The case study and questionnaire were used for the method of data collection. The data collection process was conducted for two months on campus. The meaningful gamification concept was applied through Kahoot! at the end of the meeting, and the last session they answered the questionnaires. Thirty-five students participated in this study, and the result of the study showed students’ responses which are discussed under two main topics; Students’ engagement and motivation, and learning outcomes.

scholarly journals Students’ Perception of The Implementation of Content and Language Integrated Learning (CLIL) at Senior High School

2021 ◽  
Vol 13 (1) ◽  
pp. 41-48
Author(s):  
Amira Muflicha Daraini ◽  
Endang Fauziyati ◽  
Dewi Rochsantiningsih
Keyword(s):  
High School ◽  
Learning Process ◽  
Policy Making ◽  
Teaching And Learning ◽  
Qualitative Approach ◽  
Senior High School ◽  
Integrated Learning ◽  
Case Study Method ◽  
Interview Session

This research scrutinized the students' perception of Content and Language Integrated Learning (CLIL) in the teaching and learning process. A qualitative approach as a primary framework was employed with a case study method. Twenty students were involved in this research. The information was gathered through questionnaires and interviews. Of the twenty participants, only three participated in the interview session. The results reveal that most students gave tremendous perceptions of CLIL implementation, understanding the teachers’ instructions, being comfortable at some point in the class, and enriching their vocabulary. The findings of the study are envisioned to bring light to other teachers to reflect and develop themselves. Moreover, the study aimed to contribute to the schools’ policy-making, which means undertaking the CLIL program.

scholarly journals THE USE OF GOOGLE CLASSROOM IN ENGLISH TEACHING AND LEARNING PROCESS AT SENIOR HIGH SCHOOL LEVEL

2021 ◽  
Vol 1 (2) ◽  
pp. 123-133
Author(s):  
Herlia Nursyahrina ◽  
Ledy H. Retami ◽  
Rika Pratama ◽  
Syahla Putri Salsabil ◽  
Muhammad Taufik Ihsan
Keyword(s):  
High School ◽  
Online Education ◽  
Digital Media ◽  
Learning Process ◽  
Teaching And Learning ◽  
Senior High School ◽  
School Level ◽  
High School Level ◽  
Education Services ◽  
English Teaching

The Covid-19 pandemic requires almost all human activity to move to digital media, including education services. Recently, education services must adapt to online learning methods. In response to these changes, many states, institutions, and organizations have been working on strategic plans to implement online education. The objective of this paper was to describe the usage of google classroom in the English teaching and learning process at the senior high school level. The method used in writing this paper was literature-based by collecting data and information that related to Google Classroom as a media for learning the English language. The results indicated that there are many advantages of using Google Classroom in implementing education in Indonesia are to enhance teachers' and students' ability to use technology wisely, particularly for learning processes, to save time, to be environmentally conscious, to overcome the distance of residence, to increase collaboration among students, to provide timeless communication, and to serve as secure document storage.

scholarly journals Increasing Student Speaking Capability by Using Substitution and Convert Drills at State Senior High School Number 5 Kota Jambi

2019 ◽  
Vol 19 (1) ◽  
pp. 166
Author(s):  
A Rasyid Ali
Keyword(s):  
High School ◽  
Teaching And Learning ◽  
Teaching Quality ◽  
Senior High School ◽  
Teaching English ◽  
English Teaching ◽  
Learning English

The aim of this research is to investigate and to know about the strategy of learning speaking in English teaching, because there are many problems on teaching English, namely facility, method, media, and competency of teacher, capability of teacher, willingness of teacher, management of head Master, commitment of teacher, and discipline of teacher and student’s competency. All the problems that previous above are very influence of English teaching quality, on particularly Learning Speaking, that is why the writer   ( researcher ) eager to express of sharing idea,  what happen on teaching and learning English, especially on Learning  Speaking. Various strategies is very important  on each teaching in order student does not feel bore to follow on learning English, Specially on Speaking, therefore in this opportunity the  researcher  introduce  the strategy that used  which is entitled “ Substitution and Convert  Drills“.

TEACHER-STUDENTS DISCOURSE IN ENGLISH TEACHING AT HIGH SCHOOL (CLASSROOM DISCOURSE ANALYSIS)

2015 ◽  
Vol 1 (2) ◽  
pp. 11-26
Author(s):  
Alamsyah Harahap ◽  
Emzir Emzir
Keyword(s):  
High School ◽  
Discourse Analysis ◽  
Classroom Discourse ◽  
Teaching And Learning ◽  
Analysis Model ◽  
High School English ◽  
Classroom Discourse Analysis ◽  
English Teaching ◽  
Teacher Students ◽  
English Classroom

English classroom's process of teaching and learning is an important aspect of successful English teaching and learning. The analysis of classroom discourse is a very important form which the classroom process research has taken place. The present study focuses on SMA (high school) English classroom discourse. The microethnography of Spradley was the research method deployed. Through a detailed description and analysis of the collected data referring to Sinclair and Coulthard’s classroom discourse analysis model, the problem of patterns of the classroom discourse is made clear. On the basis of the discourse patterns' problem found, a few strategies for high school English teachers are put forward through the teacher training in order to improve English teaching and learning at high school in Indonesia. The research results showed that teacher talk highly dominated the English classroom discourse; 94% of teacher-students talk. IRF Model of Sinclair and Coulthard was not found in the English classroom (only IF pattern) and no lesson achieved.

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。

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