scholarly journals Exploring the Influence of Computer-Based National Examination on English Teaching Process: Voices from Indonesian EFL Teachers

2020 ◽  
Vol 4 (2) ◽  
pp. 197
Author(s):  
Moch. Said Mardjuki ◽  
Arif Husein Lubis
Keyword(s):  
Teaching Methods ◽  
English Teachers ◽  
Structured Interviews ◽  
Teaching Process ◽  
Technical Problems ◽  
Teaching Activities ◽  
National Examination ◽  
Efl Teachers ◽  
Computer Based ◽  
The Government

Currently, the government of Indonesia has implemented a computer-based test for the national examination for secondary schools in Indonesia. It is believed that the administration of computer-based national examination (CBNE) would address some challenges related to dishonesty and validity. The present study is aimed to investigate the teachers’ perception of the implementation of CBNE and its influence on the English teachers’ teaching process. This study employed a qualitative design in which semi-structured interviews and document analysis from the English teachers’ lesson plans were done to obtain comprehensive data. The analysis results revealed that the teachers held a positive view of the implementation of CBNE because it is effective and efficient in terms of the process, security, scoring, and cost-saving. Besides, the components of the teaching process influenced by the administration of CBNE were extra class, teaching materials, teaching methods, and teaching activities. However, the implementation of CBNE still led to several challenges in terms of technical problems and a lack of computer experts. Therefore, by conducting an internship with other supporting parties, those challenges would be minimized.

scholarly journals Educational Policy: Voices from Local English Teachers and Students towards National Exam in Yogyakarta

2020 ◽  
Vol 4 (2) ◽  
pp. 217
Author(s):  
Laser Romios ◽  
Nindya Primandita ◽  
Novilda Angela Saragih
Keyword(s):  
Language Learning ◽  
English Language ◽  
Group Discussion ◽  
Sampling Technique ◽  
English Teachers ◽  
School Level ◽  
Learning Activity ◽  
Structured Interviews ◽  
Teachers And Students ◽  
The Government

<p class="AbstractText">This study is aimed at exploring the voices of English teachers and students of a state senior high school towards the National Exam policy and its implementation in Indonesia. Several theories of psychology and language learning were applied in this study as the theoretical framework. This study used a descriptive qualitative method. The participants were chosen by purposive sampling technique. The data for this study were garnered through a Focus Group Discussion (FGD) conducted to the selected twelfth-grade students and semi-structured interviews done to two English teachers. Both data were analyzed descriptively. Upon the analysis, two paramount themes prevailed: (1) the negative response towards the implementation and accuracy of National Exam (NE) policy in Indonesia; and (2) unintended impacts of NE policy on teaching and learning activity, students’ motivation, and English Language Learning and Curriculum. This study offers information for the government as the policymaker, school leaders, teachers, and researchers to understand how the NE is implemented at the school level.</p>

scholarly journals Metode Pendidikan Islam Perspektif Al-Qur’an

2020 ◽  
Vol 3 (01) ◽  
pp. 35-58
Author(s):  
Agus Nur Qowim
Keyword(s):  
Teaching Methods ◽  
Islamic Education ◽  
Teaching Material ◽  
Human Capabilities ◽  
Teaching Process ◽  
Teaching Activities ◽  
Conscious Effort ◽  
Change Behavior ◽  
Main Components ◽  
Successful Teaching

Education is a conscious effort that is held to explore and develop human capabilities so that a transformation occurs, both in terms of knowledge, behavior, or norms that have been set. Islamic education is different from other education because its size does not only look good or bad. Islamic education must be based on the Koran, which in Islam functions as the main source of law. In addition, Islamic education must also be based on the hadith. The final achievement is that humans have skills in aspects of education that are in harmony with these two main sources of law. So, the final goal is not just to change behavior, or thinking power, but everything must be in tune with the guidance of the Koran and Hadith. Educational and teaching activities can achieve success if supported by good components. Among the main components is the method. That is the way that must be taken by a teacher in educating his soul so as to achieve goals that are in line with the guidance of the Qur'an and Sunnah. The use of appropriate methods will largely determine the outcome of the education and teaching process. Thus, educators must be skilled at choosing and using methods to match the material and teaching material. Not to forget, as educators need to pay attention to several principles in the use of methods, so that teaching methods will lead to successful teaching.

EFL students’ voices on English national examination in Indonesia

2021 ◽  
Vol 2 ◽  
pp. 96
Author(s):  
Yulnada Sari ◽  
Bambang Widi Pratolo ◽  
Dhei Klaudiya ◽  
Bella Nusa Bahari
Keyword(s):  
School Facilities ◽  
Positive Contribution ◽  
Technical Problems ◽  
National Examination ◽  
Internet Connection ◽  
Depth Interview ◽  
Efl Students ◽  
Computer Based ◽  
Internal And External Factors ◽  
English Subject

This research examines the students’ voices on national examination of English subject using Computer-Based Test (CBT) in Indonesia. The research design in this study applies qualitative research. The participants of this research consist of seven graduated students from senior high school and they used CBT in their National English examination. The data was obtained through in-depth interview. Therefore, the finding of this research defines that most of the students agree with Computer-Based Test (CBT) as standardized of national examination especially in English subject in Indonesia. CBT has the positive contribution for the students, such as it is easy to access, flexible, simpler and more practical than PBT, and it is not time consuming. Besides, it motivates the students to learn English through technology and helps them answer the questions both in listening and reading sections easily. However, the students encounter some difficulties in CBT dealing with internal and external factors namely student’s anxiety, the background knowledge of the students, and lack of the school facilities, internet connection, and technical problems.

scholarly journals ENGLISH AS A MEASUREMENT STANDARD IN THE NATIONAL EXAMINATION: SOME GRASSROOTS' VOICE

2015 ◽  
Vol 20 (1) ◽  
pp. 1
Author(s):  
Gunadi Harry Sulistyo
Keyword(s):  
English Teachers ◽  
Point Of View ◽  
Measurement Standard ◽  
National Examination ◽  
National Examinations ◽  
The Government

The National Examinations, including English as one component, have always implored controversies. And the government has still been determined in its commitment to execute the national examinations backed up with several accompanying arguments as an attempt to 'smarten the life of the nation'. This has not, however, likely been well understood by all parties with a view to gaining communal supports from all. A small survey was conducted to analyze English teachers' point of view, as frontline agents in the field, concerning issues related with the national examinations. It turns out that in spite of their positive viewpoint in the role of tests, when challenged to accepting responsibility in the context of classroom-based assessment as a part of their autonomous roles, they demonstrate an impression of disinclination.

scholarly journals High School EFL Teachers’ Identity and Their Emotions Towards Language Requirements

2017 ◽  
Vol 19 (2) ◽  
pp. 41-55
Author(s):  
Julio César Torres-Rocha
Keyword(s):  
High School ◽  
Language Policy ◽  
Language Learners ◽  
Teacher Identity ◽  
English Teachers ◽  
Research Approach ◽  
Structured Interviews ◽  
High School English ◽  
Efl Teachers ◽  
Autobiographical Accounts

This is a study on high school English as a foreign language Colombian teacher identity. Using an interpretive research approach, I explored the influence of the National Bilingual Programme on the reconstruction of teacher identity. This study focuses on how teachers feel about language requirements associated with a language policy. Three instruments were used to collect the data for this research: a survey to find out teachers’ familiarity with the policy and explore their views on the language policy and language requirements and other aspects of their identity; autobiographical accounts to establish teachers’ trajectories as language learners and as professional English teachers; and semi-structured interviews to delve into their feelings and views on their language policy and requirements for English teachers.

scholarly journals Ghanaian EFL Teachers Working in Asia: Benefits and Implications for English Teachers Working Overseas

2020 ◽  
Vol 13 (8) ◽  
pp. 1
Author(s):  
Mark Treve
Keyword(s):  
English Language ◽  
English Teachers ◽  
Literacy Skills ◽  
Primary Role ◽  
Structured Interviews ◽  
English Teaching ◽  
Language And Culture ◽  
Attitudes Toward Teaching ◽  
Efl Teachers ◽  
English Speaking

The present study explores teachers of English as a foreign language (EFL) in Asia, their attitudes toward teaching English, the roles of teaching the English language, motivations, benefits, implications, and the reason they are highly recognized in non-English speaking countries. The researcher applied the qualitative method through semi-structured interviews with (n=4) Ghanaian teachers working in three countries in Asia as EFL instructors; their strengths and weaknesses were investigated. The result of semi-structured interviews revealed that Ghanaian teachers&#39; primary role in Asia is to teach English and literacy skills. Moreover, the reasons they chose to work in Asia are higher salaries and better working conditions. Their inability to speak the local language and culture diversity were their weaknesses. Native and Non-native English teachers&#39; preferences, which directly/indirectly affect English teaching, are discussed.&nbsp; The respondents&#39; positive attitude toward English teaching overseas is also investigated and presented. This empirical study revealed the globalization of English in the 21st century.

scholarly journals TEACHERS’ BELIEFS ABOUT EFFECTIVE FOREIGN LANGUAGE TEACHING OF STUDENTS WITH INTELLECTUAL DISABILITY IN A GREEK EFL CONTEXT

2021 ◽  
Vol 5 (4) ◽  
Author(s):  
Danai Rapti ◽  
Mina Koukou ◽  
Spyridon-Georgios Soulis
Keyword(s):  
Intellectual Disability ◽  
Foreign Language ◽  
Teaching Methods ◽  
Digital Technology ◽  
Language Teaching ◽  
Foreign Language Teaching ◽  
Structured Interviews ◽  
English As Foreign Language ◽  
Teachers Beliefs ◽  
Efl Teachers

Teachers’ beliefs are a central construct in education as they influence their teaching attitude, methods and practices, thus, their exploration becomes particularly important. The aim of the present study is to examine teachers’ beliefs regarding foreign language teaching of students with intellectual disability. The sample consisted of ten English as Foreign Language (EFL) teachers who teach at Greek special/vocational schools in secondary education. Semi-structured interviews were used as a tool for data collection. The research findings suggest a lack of training of EFL teachers regarding specialized foreign language teaching methods for students with intellectual disability. Furthermore, there is a notable lack of training in using digital technology. As a result, further training of EFL teachers in teaching methods and use of digital technology is deemed necessary. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0770/a.php" alt="Hit counter" /></p>

scholarly journals EFFICACY OF METHODOLOGICAL PRACTICES UNDERTAKEN BY SAUDI ENGLISH TEACHERS IN PUBLIC SCHOOLS DURING THEIR FORMATIVE PHASE

2019 ◽  
Vol 7 (2) ◽  
pp. 47
Author(s):  
Majed Othman Aba Hussain ◽  
Muhammad Iqbal ◽  
Imran Khan
Keyword(s):  
Public Schools ◽  
Teaching Methods ◽  
Communicative Competence ◽  
English Teachers ◽  
Communicative Language Teaching ◽  
Ministry Of Education ◽  
Structured Interviews ◽  
Student Centered ◽  
Communicative Skills ◽  
Conventional Teaching

The main focus of this article is to evaluate the practices involving various approaches and methods that the novice Saudi English Teachers (SETs) employ in classrooms, and to see how far these are successful in attaining the desired results. It also takes into cognizance the chasm between the measures taken by Saudi Ministry of Education to modify the curriculum to develop communicative competence and the actualization these measures in the classroom pedagogy. The dichotomy eventually brings to bear upon the learning outcomes of the students who fail to achieve the required proficiency in communicative skills. The study necessitated a qualitative approach (grounded theory) in which previous literature was ransacked. Data was gathered through structured interviews, surveys and documents analysis. The rudimentary results showed that SETs rely more on conventional teaching methods despite the States thrust on Communicative Language Teaching (CLT) that tends to be more student-centered, cooperative and collaborative.

scholarly journals High-stakes testing and English teachers' role as materials developers: Insights from vocational high schools

2021 ◽  
Vol 8 (1) ◽  
pp. 115-130
Author(s):  
Elsa Ananda ◽  
Ashadi Ashadi
Keyword(s):  
High Schools ◽  
High Stakes Testing ◽  
English Teachers ◽  
High Stakes ◽  
National Examination ◽  
Vocational High Schools ◽  
The Government ◽  
Teachers Professional Development

The implementation of the National Examination (NE) in Indonesia in elementary to high schools is considered as high-stakes testing and affects the teachers’ practice particularly in vocational settings. As material developers, English teachers in Vocational High Schools (VHS) are demanded to develop appropriate and suitable materials to meet the students’ specific needs. The incompatibility of the NE materials prescribed by the government and the vocational students’ needs put the teachers in a dilemma. The teachers should deal with the pressure of the NE and their roles as materials developers. This article tries to reveal how high-stakes testing impacts their roles as material developers particularly in the absence of specifically prescribed materials for VHS students. A case study design was used in this research with 31 participants of English teachers from nine state VHS in Pontianak, Indonesia. Data were collected through questionnaires and interviews. The result revealed that the role of teachers as materials developers somehow becomes diminishing because of the presence of the NE as high-stakes testing in the learning process, especially in VHS. This condition is detrimental to the teachers’ professional development since their roles as materials developers are limited and even under-developed. With the cancellation of NE by the end of this year, it is expected that the teachers are able to play their roles as materials developers and conduct evaluations based on the students’ specific expertise.

scholarly journals PRIMARY TEACHERS’ CODE-SWITCHING IN EFL CLASSROOMS

2020 ◽  
Vol 5 (2) ◽  
Author(s):  
Dinh Ngoc Linh Nhi ◽  
Pham Thi Hong Nhung
Keyword(s):  
Classroom Management ◽  
Teaching Methods ◽  
Primary Schools ◽  
Mekong Delta ◽  
Primary Teachers ◽  
English Teachers ◽  
Code Switching ◽  
Primary Students ◽  
Teaching English ◽  
Efl Teachers

Teaching English has never been easy especially for countries where English is a foreign language. It becomes more challenging if the learners are primary students because their English proficiency is low. Therefore, primary teachers are required to have appropriate teaching methods for them. Code-switching is considered one of teaching methods which is adopted by primary teachers frequently in the classroom. It not only assists teachers in teaching but also in classroom management effectively. Thus, research is conducted to find out functions of CS as well as to the reasons why primary English teachers use it in their classroom. This research is qualitative research. The participants of this study are English teachers who are teaching at primary schools in the Mekong Delta. The instruments of this study were observation, audio-recording, and interview. The results showed that CS was actually used a lot by primary English teachers in their classroom. However, code-switching serve their teaching most. Teachers also admitted that it provided great support for them in teaching such as helping students understand the lesson better and saving time. This study is expected to benefit EFL teachers, especially those who are teaching English for primary schools in general and for young learners in particular. Furthermore, it enables primary EFL teachers to have insights into the functions of CS as well as when it is used in teaching practices. In addition, primary EFL teachers are expected to have critical thinking of the CS and make suitable choices in applying CS effectively. <p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0766/a.php" alt="Hit counter" /></p>

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