scholarly journals EFL Teachers’ Perception and Strategies for Integrating Character Education into the Lesson

2020 ◽  
Vol 53 (1) ◽  
pp. 1
Author(s):  
Ni Putu Julia Eka Putri ◽  
Luh Putu Artini ◽  
Luh Gede Eka Wahyuni
Keyword(s):  
Character Education ◽  
Mixed Method ◽  
Character Development ◽  
English Teachers ◽  
Teaching English ◽  
Interview Guide ◽  
Mixed Method Design ◽  
Efl Teachers ◽  
Education Concept ◽  
The Way

The recent phenomena of moral degradation of Indonesian youth are responded by policy in moral and character education. Character education in schools is included in the curriculum and it must be integrated into the subjects matter. This study aims at investigating how English teachers perceive character education in the context of teaching English as well as the strategies in inserting character education into the lesson by conducting explanatory sequential mixed method design. The participants of this study were seventh and eighth grade English teachers in SMPN 6 Singaraja. The data were collected by means of questionnaire, observation sheet, and interview guide. As the result, this study revealed that English teachers had sufficient knowledge of Character Education concept. The way they implemented the character education did not really represent how character education should be inserted. Furthermore, they also were not sure of its impact to the students’ character development. It indicates that they had lack understanding of character education and the implementation of character education. The way English teachers integrate character education into further learning is discussed in a research discussion. Furthermore, enriching their knowledge of the character education should be the first step done.

scholarly journals Teachers' Perception of Teaching English for Young Learners and the Implementation in Public Primary Schools in Jembrana Sub-District

2018 ◽  
Vol 6 (2) ◽  
Author(s):  
Risma Listyariyani
Keyword(s):  
Mixed Method ◽  
Primary Schools ◽  
Rating Scales ◽  
English Teachers ◽  
Teaching English ◽  
Policy Makers ◽  
Young Learners ◽  
Public Elementary Schools ◽  
Mixed Method Design ◽  
The Government

Teaching English for Young Learners has certain principles that need to be followed, while in fact its implementation in public primary schools does not seem to follow those principles. This research aimed at investigating teachers’ perception of teaching English for young learners and its implementation in public primary schools in Jembrana subdistrict. The research was also used to explore the problems which are encountered by teachers in teaching English in the classroom. This study involved 3 English teachers of Public Elementary Schools in Jembrana subdistrict. The data were collected through questionnaire, rating scales, observation sheets, and interviews guide. The research design was embedded mixed method design with qualitative dominant. The data were analyzed through descriptive qualitative. The results showed that teachers gave strongly positive perceptions about TEYL. Meanwhile, the activities which occurred in the learning process were mostly deal with the component of “Teaching Through Activities” with average range was 10.33. This range means that the component of teaching through activities was very highly implemented among the nine components. The other components were rarely evident during the observation. Based on the result of interview, the main problems which were encountered by the teachers are the difficulty to teach pronunciation to the students, limited learning sources, limited time for preparing lesson, and lack of various learning activities. Thus, this study suggests the government or other policy makers to provide English teachers with some kinds of professional development on practical guidance of TEYL and sufficient learning sources as well. 

scholarly journals Students’ Perceptions on Online Peer Feedback Practice In EFL Writing

2021 ◽  
Vol 8 (2) ◽  
pp. 213-231
Author(s):  
I Gede Krisna Meialldy Putra ◽  
Made Hery Santosa ◽  
Ni Putu Astiti Pratiwi
Keyword(s):  
Focus Group ◽  
Focus Group Discussion ◽  
Mixed Method ◽  
Group Discussion ◽  
Peer Feedback ◽  
Online Classes ◽  
Efl Writing ◽  
Interview Guide ◽  
Mixed Method Design

ABSTRACTThis study investigated the implementation of online peer feedback practice, the students’ perceptions toward online peer feedback practice, and the students’ challenges toward online peer feedback practice. The study employed a mixed-method design with SMA PGRI Blahbatuh students as the population, while the sample was 132 students. The data were collected through observing the online classes using an observation checklist, conducting a survey using a questionnaire, and conducting an interview using an interview guide through focus group discussion. The study’s findings imply several strengths and weaknesses in the online peer feedback practice. It was also revealed that the students had positive perceptions toward the online peer feedback practice. Meanwhile, the interview results revealed several contradictory results regarding the students’ challenges. The students preferred the teacher’s feedback after the practice since it would make them feel safe. The students also suggested anonymous peer feedback practice since they could give the comments honestly, with details, and specifics. Through this study, students can learn to improve their skills in communicating and collaborating with their peers. The study also provided the teacher information to create more effective and efficient online peer feedback practice.    ABSTRAKPenelitian ini didesain untuk menyelidiki penerapan praktik umpan balik rekan secara daring, persepsi siswa terhadap praktik umpan balik rekan secara daring, dan tantangan siswa terhadap praktik umpan balik rekan secara daring. Penelitian ini menggunakan desain kombinasi dengan siswa SMA PGRI Blahbatuh sebagai populasi, sedangkan sampelnya hanya 132 siswa. Pengumpulan data dilakukan melalui observasi kelas online menggunakan lembar observasi, survei menggunakan kuesioner, dan wawancara menggunakan pedoman wawancara melalui diskusi kelompok terfokus. Temuan penelitian menyiratkan bahwa ada beberapa kekuatan dan kelemahan dalam praktik umpan balik rekan secara daring. Terungkap pula bahwa siswa memiliki persepsi positif terhadap praktik umpan balik rekan secara daring. Sementara itu, hasil wawancara mengungkapkan beberapa hasil yang kontradiktif terkait tantangan siswa. Siswa lebih menyukai masukan dari guru setelah latihan karena akan membuat mereka merasa lebih aman. Para siswa juga menyarankan praktik umpan balik rekan anonim karena mereka dapat memberikan komentar dengan jujur, dengan detail, dan spesifik. Melalui penelitian ini, siswa dapat belajar meningkatkan keterampilannya dalam berkomunikasi dan berkolaborasi dengan teman sebayanya. Penelitian ini juga memberikan informasi kepada guru untuk menciptakan praktik umpan balik teman secara daring yang lebih efektif dan efisien. 

scholarly journals How consistent is teachers’ planning, implementation, and assessment in character education?

2018 ◽  
Vol 42 ◽  
pp. 00061 ◽  
Author(s):  
Budiarta Luh Gd Rahayu ◽  
Artini Luh Putu ◽  
Seken I Ketut ◽  
Santosa Made Hery
Keyword(s):  
Character Education ◽  
Teaching And Learning ◽  
Character Development ◽  
Video Recording ◽  
Descriptive Case Study ◽  
Intensive Training ◽  
Guide Field ◽  
Grade 5 ◽  
Field Note ◽  
Interview Guide

This descriptive case study aims at investigating how teachers planned, practiced, assessed students’ character development in the classroom. The study involved 29 students of Grade 5, a classroom, and an English teacher. The instruments include classroom observation, checklist, interview guide, field note, and video recording. The obtained data were analyzed by using analysis method by Miles and Huberman (1994). The result of the research shows that there were ten characters values detected in the lesson plans, however, only 55% consistently appeared in the teaching and learning process. Teachers were found to use performance rubrics and diary to keep record on students’ character development. The interview revealed that there was reluctance regarding role of teacher in term of assessing students’ characters. This fact implies that there should be intensive training and workshop for the teachers to improve the quality of the character education practices in elementary schools in Bali.

scholarly journals How Do Indonesian Professional English Teachers Develop Their Pedagogical Competence in Teaching Implementation?

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Dini Kurnia Irmawati ◽  
Utami Widiati ◽  
Bambang Yudi Cahyono
Keyword(s):  
Professional Development ◽  
English Teachers ◽  
Competence Development ◽  
Teaching Preparation ◽  
Interview Guide ◽  
Efl Teachers ◽  
Pedagogical Competence ◽  
Two Stages ◽  
Giving Feedback ◽  
Preparation And Evaluation

This article aims to investigate what kinds of Professional Development (PD) activities done by Indonesian professional English teachers in developing their pedagogical competence dealing with teaching implementation as well as to identify how those activities contribute to their competence development. This qualitative study was done in two stages namely subjects selection and investigation on the subjects’ professional development for their pedagogical competence in teaching implementation. The criteria of subjects selection have reflected the four competences that professional teachers need to possess which include personal, social, pedagogical and professional competences. The data collection was done by using questionnaire, interview guide, observation sheet. This study involves four selected professional English as a Foreign Language (EFL) teachers from Malang city, Malang Regency, and Batu town. The results show that PD activities done by the subjects include having discussion with colleagues, joining teacher association forum, attending seminars and workshops, taking courses, doing research, reading relevant sources, surfing the net,and doing team teaching. The ways how the subjects learn cover doing reflection, taking and giving feedback, discussing, broadening knowledge, researching, and problem solving. Referring to the limitation of this study, future researchers are recommended to do further study involving other aspects of pedagogical competence development, particularly the ones dealing with teaching preparation and evaluation on students learning.

scholarly journals Usefulness and Learnability in Teaching Vocabulary to ESL/EFL Students

2019 ◽  
Vol 2 (1) ◽  
pp. 65
Author(s):  
Shanjida Halim ◽  
Tanzina Halim
Keyword(s):  
English Language ◽  
Teaching English ◽  
Detailed Explanation ◽  
Efl Teachers ◽  
Efl Students ◽  
Selection Of ◽  
The Way

<p><em>It is known that vocabulary is a must in teaching English Language because without a sound knowledge of vocabulary students are not able to understand others or express their own ideas. Although vocabulary deals with words, yet vocabulary is much more than just single words. Therefore, vocabulary can be defined as</em><em> “</em><em>the words of a language, including single items and phrases or chunks of several words which convey a particular meaning, the way individual words do</em><em>”.</em><em> Vocabulary is so important that Wilkins (1972</em><em>, p.</em><em> 111) said:</em><em> </em><em>“Without grammar very little can be conveyed; without vocabulary nothing can be conveyed</em><em>”.</em></p><em>Innumerable ways of presenting and teaching vocabulary are there, but this paper is going to focus on the ways briefly without any detailed explanation of those ways because most of the ESL/EFL teachers are already aware of those strategies. What our paper aims to focus is that selection of vocabulary is very important for the learners if a useful vocabulary is to be built up quickly. As teachers of vocabulary, we know, or we must know why we should teach certain items to our learners and not others. In teaching vocabulary to learners there are two general criteria: usefulness and learnability which this paper is going to discuss in detail, and it will also show why selecting what to teach, based on usefulness and learnability, according to the needs of the students, is essential.</em>

scholarly journals The Influence of Sociological Factors on Teaching English Phonetics in Polish Lower and Upper Secondary Schools

2017 ◽  
Vol 1 (2) ◽  
Author(s):  
Dorota Lipinska
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
High Probability ◽  
English Teachers ◽  
Teaching English ◽  
Sociological Factors ◽  
Upper Secondary ◽  
Efl Teachers ◽  
English Pronunciation ◽  
Upper Secondary Schools

<p>The aim of this study is to analyse a few sociological factors which may exert influence on the secondary school EFL teachers’ decisions whether to teach or not to teach English pronunciation to their students. A group of English teachers from various areas of Poland participated in the research. The factors which were analysed included sex, age, place of living, place of work, as well as education background. The results have shown that there is a high probability that some of those factors may be supremely important for the analysed topic.</p>

scholarly journals DEVELOPING BIG BOOK AS A MEDIA FOR TEACHING ENGLISH AT SIXTH GRADE STUDENTS OF ELEMENTARY SCHOOL AT SD LAB UNDIKSHA SINGARAJA

2017 ◽  
Vol 1 (3) ◽  
pp. 128
Author(s):  
Ni Wayan Surya Mahayanti ◽  
Ni Luh Putu Mira Suantari
Keyword(s):  
Elementary School ◽  
Research And Development ◽  
Character Education ◽  
Sixth Grade ◽  
Teaching English ◽  
Sixth Grade Students ◽  
Interview Guide ◽  
The Media ◽  
The Subject

This research aimed to (1) develop character based big book as a media for teaching English at sixth grade students at SD Lab UNDIKSHA Singaraja, and (2) find out the quality of character based big book developed. The subject of this research was thirty-two students of sixth grade students of elementary school at SD Lab UNDIKSHA Singaraja. The data of this research were obtained by using observation sheet, interview guide, item of questionnaire, checklist, rubric, and notes. This research was R & D (research and development) which followed several procedures based on Sugiyono model namely identifying potency and problem, collecting data, designing product, validating design product, revising design product, trying-out product, and revising product. The result of this research showed that there were five kinds of character based big book developed with the theme seasons, tourism, direction, airport, and transportation. Each big book consisted of fourteen up to fifteen pages and inserted character education in its story. For the quality of the media, it was found that the character based big book developed was categorized as excellent media. Thus, it was proper to be used as a media for teaching English at sixth grade students.

scholarly journals TEACHERS’ PERCEIVED ATTITUDES TOWARD THE IMPLEMENTATION OF 21ST CENTURY SKILLS AT PRIMARY SCHOOL

2021 ◽  
Vol 5 (1) ◽  
pp. 1
Author(s):  
Luh Putu Restu Adi Utami ◽  
Ni Nyoman Padmadewi ◽  
Luh Putu Artini ◽  
Ni Luh Putu Eka Sulistia Dewi
Keyword(s):  
21St Century ◽  
Mixed Method ◽  
21St Century Skills ◽  
Classroom Practice ◽  
Primary Schools ◽  
English Teachers ◽  
Depth Information ◽  
Teaching English ◽  
Positive Attitudes ◽  
The Subject

21st century education requires teachers to be able to understand the 21st century skills and apply them in daily classroom practice. Although necessary for teachers, research on investigating the teachers’ perceived attitudes toward the implementation of the 21st century skills for teaching English in primary schools in Bali is still limited. This study aimed to investigate primary school’s English teachers’ perceived attitudes toward the implementation of 21st-century skills. The design of this study was a sequential embedded mixed method with dominantly used qualitative design. This study used 3 English teachers and two headmasters from 2 primary schools in Tabanan regency as the subject. The data were collected by using a questionnaire and interview to gain the data of teachers’ perceived attitudes toward the implementation of the 21st century skills. From the data that have been obtained, primary English teachers gave positive attitudes toward 95,8% of the skills in the implementation of 21st century skills. The interview section showed that the teacher lacks understanding of 21st century skills because of a lack of in-depth information about 21st century skills. Moreover, the teachers have to be aware of 21st century skills in the assessment as one of the concepts that are adapted for Kurikulum 2013.

scholarly journals Significance of Educative Environment to the Character Development

2015 ◽  
Vol 3 (3) ◽  
pp. 191-200
Author(s):  
Miftachul Huda ◽  
Mulyadhi Kartanegara
Keyword(s):  
Character Education ◽  
Significant Role ◽  
Character Development ◽  
External Factor ◽  
Muslim World ◽  
Educational Thought ◽  
The Way

Some factors pertainning to the formation of human character in the field of education are influenced by the divergent means. One of them, as the external factor, includes the environment on how to make a conducive circumstance both selecting the partners and choosing the educators. In addition, the ultimate aim of this study is a rediscovery effort on educational thought of al-Zarnûjî in his book Ta’lim al-Muta’allim, the monumental work containning the fundamental principles in education, which has been used in the Muslim world in the context of the role in the formation of character development. The approach used to investigate is a descritiptive analysis to find out the possibility of application of the character development. This study discovers that al-Zarnûjîs idea, particularly on the significant role in performing the process of character development is through well conducive circumstance. It indicates that the way in choosing both partners and educators, where both of them should interact with, has the fundamental impact, namely for encouragement, empowerement, enhancement and refinement. Finally, this study is highly supposed to enrich the concept of character education, particularly in the educative environment for the character development, as the significant role in the process of education.

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