scholarly journals EFL Teachers’ Perceptions: Challenges and Coping Strategies of Integrated Skills Approach (ISA) Implementation at Senior High Schools in Aceh

2020 ◽  
Vol 4 (2) ◽  
pp. 363
Author(s):  
Saiful Akmal ◽  
Yuliar Masna ◽  
Mutiara Tria ◽  
Titin Arifa Maulida
Keyword(s):  
High School ◽  
High Schools ◽  
Coping Strategies ◽  
School Environment ◽  
Language Skills ◽  
Teachers Perceptions ◽  
Efl Teachers ◽  
Grouping Students ◽  
And Coping ◽  
Banda Aceh

Integrated Skills Approach (henceforth ISA) is valuably considered to practice all language skills simultaneously with wide and various activities offered to expose learners to the real communicative purpose. This research aims to find out teachers’ perceptions of challenges and coping strategies in implementing ISA at their respective schools. The research participants were chosen by using purposive sampling, in which the information towards six English teachers from different Senior High School in Banda Aceh and Aceh Besar by using unstructured interviews. The findings revealed that generally, most teachers had positive perceptions towards ISA. Only one teacher’s face constrains in applying ISA. Furthermore, the teachers also faced challenges in applying integrated skills approach in the classroom, those are; students’ lack of vocabulary, school environment and facilities, and teachers’ difficulties in designing activity/material. Nevertheless, the teachers have their strategies to cope with those challenges such as; enriching vocabulary through flashcards, grouping students randomly, preparing their own material and equipment, motivating them by giving interesting short movies and games and expanding their knowledge more about integrated skills approach.

scholarly journals High School EFL Teachers’ Perception of the Use of Pictures in Pre-Reading Stage

2021 ◽  
pp. 267-284
Author(s):  
Nguyen Thi Yen Phuong ◽  
Nguyen Huynh Trang
Keyword(s):  
High School ◽  
High Schools ◽  
Qualitative Methods ◽  
Mekong Delta ◽  
Descriptive Study ◽  
Structured Interviews ◽  
Teachers Perceptions ◽  
Efl Teachers ◽  
Quantitative And Qualitative Methods

This descriptive study aims to investigate EFL teachers’ perceptions toward the use of pictures in pre-reading stage as well as the role and the possible difficulties of using picture in pre-reading stage that they may gain. The current study adopted both quantitative and qualitative methods to collect the data via questionnaire and semi-structured interviews with the participation of 30 teachers in different high schools in the Mekong Delta, Vietnam and six out of the teachers were invited to participate in the interviews. There are some main following findings. First, EFL teachers highly appreciated about the role of pictures in pre-reading stage. Second, the participants revealed there were some possible difficulties that prevent English teachers from using pictures in pre-reading stage.

scholarly journals EVALUATION OF INDONESIAN ENGLISH TEXTBOOK FOR THE NINTH GRADERS OF JUNIOR HIGH SCHOOL “THINK GLOBALLY ACT LOCALLY” FROM EFL TEACHERS’ PERSPECTIVES

2018 ◽  
Vol 1 (1) ◽  
pp. 11-32
Author(s):  
Sri Handayani ◽  
Bambang Suwarno ◽  
I Wayan Dharmayana
Keyword(s):  
High School ◽  
Junior High School ◽  
Junior High ◽  
Language Skills ◽  
Word List ◽  
Teachers Perceptions ◽  
Teaching Aids ◽  
Vocabulary Building ◽  
Teaching Content ◽  
Efl Teachers

The purpose of the study was  to investigate the EFL teachers’ perceptions concerning the textbook of “Think Globally Act Locally” on these criteria: (1) physical and utilitarian attributes, (2) efficient outlay of objectives and supplementary material, (3) learning- teaching content, (4) language skills and aspects. Thirty two EFL teachers of junior high school participated in this study. The instrument consisted of questionnaire and interview. Results indicated that in physical and utilitarian attributes, this textbook was perceived as ‘Good’, in efficient outlay and supplementary materials was perceived as   ‘Fair’,   in learning-teaching content was perceived as ‘Fair’,  and in language skills and aspects was perceived  as  ‘Fair’.  Overall,  this  textbook  was  perceived  as ‘Fair’.  It  still  needs improvement in several aspects. The illustrations should be more natural. The mistakes in this textbook should be corrected. Teaching aids like audio materials (cassette/CD), posters, and flashcards, need to accompany this textbook. The exercises should be varied. New word list and glossary should  be provided to support vocabulary building and reading   skill.   Finally,   authentic   audio   material   like   cassette/CD   and   phonetic transcriptions for each new word should be available for listening and pronunciation practice.

scholarly journals EFL Teachers' Perceptions of the Significance of “Four Cs” and Their Suggestions to Enhance “Four Cs” for High School EFL Students in Vietnam

2021 ◽  
pp. 134-162
Author(s):  
Vuong Thi Huyen Tran
Keyword(s):  
High School ◽  
High School Students ◽  
High Schools ◽  
Structured Interviews ◽  
School Students ◽  
Main Research ◽  
Teachers Perceptions ◽  
Future Success ◽  
Efl Teachers ◽  
Efl Students

The 21st century learning and innovation skills, known as “Four Cs” (4Cs) for a short term have long been highly appreciated for their incontrovertibly enormous benefits for the learners’ future success in the process of perceiving knowledge and the accumulation of these four important skills of the 21stcentury. There have been numerous studies about “four Cs” worldwide so far, but little research on this topic has been conducted in Vietnam. This research aims at investigating high school EFL teachers’ perceptions about the significance of “Four Cs” for high school students, exploring their proposals which aim at developing these four skills for high school students. The official participants in the study were 50 high school EFL teachers teaching English from various high schools in An Giang Province. Among those participants, 9 EFL high school teachers took part in semi-structured interviews related to the theme. With a descriptive approach and a method of qualitative research, structured questionnaire and semi-structured interviews which were employed were regarded as two main research instruments. In general, the findings of this study revealed that EFL teachers in high schools in An Giang Province had been highly aware of the important role of “Four Cs” for high school students, and the findings also explored their recommendations to enhance “Four Cs” for high school students in An Giang Province in Vietnam. From the findings, the study suggested some implications to boost “Four Cs” for EFL students. Finally, the limitations and the suggestions for further research were also discussed.

Students' and Teachers' Perceptions of Adolescents' Problems and Coping Strategies

1999 ◽  
Vol 9 (S1) ◽  
pp. 93-108 ◽  
Author(s):  
John P. Fanshawe ◽  
Paul C. Burnett
Keyword(s):  
High School ◽  
High School Students ◽  
Coping Strategies ◽  
High School Teachers ◽  
School Teachers ◽  
School Students ◽  
Teachers Perceptions ◽  
Student Teacher Relationship ◽  
Positive Coping ◽  
And Coping

In an investigation of the problems and coping strategies of Australian high school students, comparisons were made between the responses of 1664 students enrolled in Years 8 to 12 in 1988,1620 students enrolled in the same year levels in 1993, and 178 high school teachers in 1993. The subjects completed the High School Stressors Scale (Burnett & Fanshawe, 1997) and the Adolescent Coping Strategies Scale (Burnett & Fanshawe, 1996). Data analyses using MANOVAs, ANOVAs, and t-tests revealed close similarities between the responses of the 1993 students and those of the 1988 students, but a considerable amount of incongruence between the responses of the students and those of the teachers. In particular, the teachers generally seemed to regard their students' problems as being more serious than was acknowledged by the students, and the teachers generally seemed to project a less positive view of adolescents' coping strategies than did the students. These discrepancies are discussed in terms of the different orientations that students and teachers bring to the student-teacher relationship. It is suggested that teachers and counsellors need to take cognisance of the differences between adolescents' perspectives and their own if they are going to be effective in assisting students to develop positive coping strategies and in creating more positive learning environments.

Psychosocial Factors and Coping Strategies of Adolescents in a Rural Pennsylvania High School

2006 ◽  
Vol 23 (6) ◽  
pp. 523-530 ◽  
Author(s):  
Kyung Mi Sung ◽  
Kathryn R. Puskar ◽  
Susan Sereika
Keyword(s):  
High School ◽  
Coping Strategies ◽  
Psychosocial Factors ◽  
And Coping

scholarly journals The Experience of Transitioning Two Adolescents With Asperger Syndrome in Academically Focused High Schools

2013 ◽  
Vol 37 (1) ◽  
pp. 28-48 ◽  
Author(s):  
Roselyn M. Dixon ◽  
Kathleen Tanner
Keyword(s):  
High School ◽  
High Schools ◽  
Asperger Syndrome ◽  
School Environment ◽  
Classroom Teachers ◽  
Key Stakeholders ◽  
Academically Able ◽  
High School Environment

Adolescents with Asperger syndrome (AS) are increasingly being placed in academically focused high schools. These students, although academically able, may not be coping with the wider classroom and social demands of transition to, and within, the high school environment. Schools are keen to enrol these students. However, there appears to be a gap between the rhetoric and the reality relating to the varying perceptions of key stakeholders. In this paper we present the results of a study of the perceptions of key stakeholders in the transition of two students with AS into two academically focused high schools. Eight participants were involved in semistructured, one-on-one interviews. Key stakeholders included executive teachers, classroom teachers, students and their caregivers. The results indicated that there were some differences in the teacher and caregiver perspectives across physical, academic and social areas of transition.

scholarly journals An Exploration of Teaching Practices of Private, Public, and Public-Private EFL Teachers in Iran

2016 ◽  
Vol 18 (1) ◽  
pp. 16-33 ◽  
Author(s):  
Javad Gholami ◽  
Mehdi Sarkhosh ◽  
Heidar Abdi
Keyword(s):  
High School ◽  
Public Schools ◽  
High Schools ◽  
Language Teaching ◽  
Corrective Feedback ◽  
Teaching Experience ◽  
Public High School ◽  
Private Language ◽  
Significant Difference ◽  
Efl Teachers

Abstract This study investigates the practices of public (high) school, private language institute, and public-private teachers. In particular, it aims at addressing the role of contextual factors, the variations teachers introduce to cope with them, and the degree of sustainable behaviour among these three groups of teachers. High school teachers consisted of those who taught only in high schools and the ones teaching both in high schools and private language institutes. For this purpose, classroom practices of 60 EFL teachers (N=20 per group) with 3 to 6 years of teaching experience and BA degree in TEF) were compared in terms of group/pair work, teacher talking time, L1 use, questioning, corrective feedback, and coverage of language skills. The findings of the study indicate that a significant difference exists among these three groups of teachers in terms of their practices. It is noteworthy that in the same teaching context of high school, the practices of teachers with and without private language teaching experience are significantly dissimilar except in the duration of pair/group work activities and the rates of repetition and explicit correction. This study suggests that high school EFL teachers with teaching experience in private language institutes subscribe more closely to the tenets of communicative language teaching and thus can act as powerful agents of sustainable language teaching in Iranian public schools.

scholarly journals STRATEGI BENCHMARKING DALAM MENINGKATKAN KUALITAS SUMBER DAYA MANUSIA DI SEKOLAH

2020 ◽  
Vol 2 (2) ◽  
pp. 218-235
Author(s):  
Said Al Kamil ◽  
Fita Putri Diyanti
Keyword(s):  
High School ◽  
High Schools ◽  
Foreign Language ◽  
Human Resources ◽  
Case Studies ◽  
Language Skills ◽  
Qualitative Approach ◽  
Senior High School ◽  
Foreign Language Skills

This paper intends to analyze the principal's benchmarking strategy in improving the quality of human resources at SMA Nurul Jadid, Paiton, Probolinggo in an institution, namely to develop competitiveness. The method used is a qualitative approach through case studies So that it can encourage the quality of good institutional resources. This research provides strategic implications for benchmarking institutions in order to meet the complexities of the demands of the community in Islamic boarding schools to equalize those of high schools outside the pesantren. Even higher quality. As for the efforts made by Nurul Jadid Senior High School in improving the quality of human resources by increasing foreign language skills, Class Acceleration Provide motivation to every school member to continue to improve their performance to match the expectations of all parties. So that the quality of human resources in an institution can be created. 

scholarly journals Vocational high school teachers' perceptions of organizational silence

2021 ◽  
Vol 12 (4) ◽  
pp. 856-873
Author(s):  
Sinan Girgin ◽  
Ali İlker Gümüşeli
Keyword(s):  
High School ◽  
High Schools ◽  
High School Teachers ◽  
Personal Information ◽  
Public High Schools ◽  
Vocational High School ◽  
School Teachers ◽  
Teachers Perceptions ◽  
Organizational Silence ◽  
Academic Year

This study was conducted to determine the organizational silence perceptions of teachers who work in public high schools in the Bağcılar district, Istanbul province of Turkey, and to specify whether they differ according to different variables. The survey model was used in the study. The research was performed with 323 teachers working in vocational high schools in the Bağcılar district of Istanbul in the 2017-2018 academic year. In the study, the random sampling method was employed. The "Personal Information Form" and "Organizational Silence Scale" were used as data collection tools. In the research, descriptive statistics, the independent samples t-test, one-way analysis of variance, and the Kruskal-Wallis test were performed. The general organizational silence perceived by vocational high school teachers was found to be "low." It was revealed that the perceived organizational silence of vocational high school teachers did not vary by gender, educational level, professional seniority, subject, and union membership, while the perceived general organizational silence varied depending on age.

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