scholarly journals Iranian Junior High School Teachers' Perceptions and Attitudes towards their Newly-Published English Textbooks: A Study on Communicative Approach

2015 ◽  
Vol 6 (3) ◽  
pp. 943-959
Author(s):  
Jafar Rasti ◽  
Fatemeh Behjat ◽  
Ali Asghar Kargar
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Educational System ◽  
English Language ◽  
Junior High ◽  
First Grade ◽  
Practical Consideration ◽  
English Textbooks ◽  
Language Type

Iranian students start learning English as a foreign language from Grade Seven in the first grade of junior high school to Grade Twelve in their formal educational system. However, their weak English production has encountered educational system with this serious question why students are not able to speak English despite a six-year instructional period at school. Since one of the effective factors in teaching a language is the textbook, this study focuses on the content of textbooks and teachers' attitudes toward the newly-published English textbooks. The study evaluates the quality of the Seventh Grade English language textbook, Prospect 1, for Iranian junior high school students, which was introduced first by the Ministry of Education in 2013. This research project evaluates the new textbook that is considered to be a fundamental shift in the English language schoolbooks in Iran. A questionnaire was used in this study to elicit the perspectives of 44 English language teachers. The questionnaire consisted of 40 items grouped under 7 main categories: Practical Considerations, Layout and Design, Activities, Skills, language type, subject and content, and conclusion. The data was subjected to analysis through descriptive statistics. The data were analyzed quantitatively. For the analysis of the responses to the questionnaires, Statistical Package for Social Sciences (SPSS 19.0) was used, and necessary calculations were carried out. The data in the questionnaire were analyzed using mean scores and standard deviations. The findings were generally in favor of the textbook except for the skills. The findings also revealed despite usual teachers' resistance to new changes, they have positive views toward the newly- published book. Moreover, although teachers' satisfaction in Conclusion, Layout and design, and Language Type is rather high, it seems they need more attention in comparison with Practical Consideration, Activities and Subject and Content.

scholarly journals TECHNIQUE IN TEACHING GRAMMAR FOR THE FIRST GRADE OF JUNIOR HIGH SCHOOL STUDENT THROUGH GAMES

2018 ◽  
Vol 3 (2) ◽  
Author(s):  
Muhammad Wahyu Widiyanto ◽  
Maria Yustina Rensi Dartani ◽  
Indri Kustantina
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
English Language ◽  
Junior High ◽  
First Grade ◽  
Control Group ◽  
School Students ◽  
Teaching Grammar ◽  
Experimental Group

The purpose of this study is to find out the contribution of games in improving grammar acquisition of the Yoannes Junior High School students. In teaching Grammar, teachers should apply the appropriate technique and method. In this study, games are chosen to be used.  Participants are divided into treatment group, the experimental group and the control group. The experimental group is taught by using games and the control group is taught by using the memorizing method. Each group is assigned to do the same test, containing sections which involved grammar items. They attended the course, once a week for eight weeks. Each meeting lasted forty five minutes. The material is taken from textbook that applied at school. Pre- test is given before the experiment and post- test is held immediately after the experiment is over. The Null hypothesis of no significant differences are constructed and tested, and then one- tailed T- test is used to compare the score of the games and memorizing groups and to analyze the hypothesis. The alpha level is set. Teaching the arbitrary rules of grammar to students who cannot speak, understand of use the English language is an absolute waste of time, effort and money and is downright foolish. The practice is about as rational as teaching advanced race car skid control to someone who does not know how to drive. In English conversation, get them talking, get them comfortable using the language, then teach them by using rules of grammar once they understand the language.

scholarly journals METACOGNITIVE STRATEGIES IN TEACHING SPEAKING AT JUNIOR HIGH SCHOOL

2019 ◽  
Author(s):  
Muhammad Idris
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
Junior High ◽  
First Grade ◽  
Metacognitive Strategies ◽  
Metacognitive Strategy ◽  
School Students ◽  
Post Test ◽  
Speaking Skills

This research aimed to find out the student ability in speaking at students at Junior High School 2 Panca Rijang and this study is the result of a report from a case study on the effect of metacognitive teaching on speaking ability of low-ranking junior high school students, the metacognitive strategy influences students' speaking achievement, namely by conducting a pre-test in one group and the design of the post-test was conducted to support the findings in the results of learning speaking after training. In design, observation and qualitative questionnaires were conducted to see the process of students in learning speaking procedural knowledge of metacognition in speaking. This research applying metacognitive strategies that are developed as a way of learning. Subject, selected by simple random sampling, are 20 first grade junior high schools, Comparison of pre-test and post-test scores will show metacognitive strategy can help students who are less skilled improve their speaking skills. The results show the view that metacognitive strategy can help students with speaking skills who are less skilled improve their speaking skills, but from the overall results there still appear to be some limitations for those who are skilled with minimal results.

Think Pair and Share for Junior High School Students' Reading Comprehension

2017 ◽  
Vol 2 (1) ◽  
pp. 36
Author(s):  
Siti Nurbaya ◽  
Wahyuni Fitria
Keyword(s):  
High School ◽  
Reading Comprehension ◽  
High School Students ◽  
Experimental Research ◽  
Junior High School ◽  
Junior High ◽  
First Grade ◽  
T Test ◽  
Seventh Grade ◽  
Significant Difference

Abstrak The objectives of this study was to find out whether or not there was a significant effect of the using Think-Pair and Share technique at seventh grade students’ reading comprehension of Junior High School Satu Atap Bertam. This research was conducted at first grade students of Junior high school Satu Atap Bertam. This school is located in Muaro Jambi, there are two classes of seventh grade students, and this school uses school based curriculum. In conducting the research, the writer used the experimental research, and the design of the experimental research was a quasi-experimental research. The result of the research found two things: First, the writer has computed the two means score by using t -test formula; the value of t-test was higher than the value of t-table. It indicated that there was a different on the students’ reading comprehension that was taught by using Think Pair and Share technique. Second, the result of the analysis indicated there was a significant difference between the students’ reading comprehension taught by using Think Pair and Share technique and those who were not. Keywords: Think-Pair and share technique; reading comprehension

Personality traits and locus of control in situations of successes and failures among first grade junior high school students

2019 ◽  
Vol 57 (15) ◽  
pp. 38-62
Author(s):  
Sara Filipiak ◽  
Beata Łubianka
Keyword(s):  
High School ◽  
High School Students ◽  
Locus Of Control ◽  
Personality Traits ◽  
Junior High School ◽  
Junior High ◽  
First Grade ◽  
Openness To Experience ◽  
School Students ◽  
Successes And Failures

The situation of the change of education stage is an important moment in life of school children. Finishing elementary school education and transition into the first grade of junior high school is parallel to developmental psychophysiological changes which occur in the early adolescence. The need of acceptance of these changes and the necessity of adaptation to new environment and school demands, may be interpreted by students as a developmental chance or a risk. The article presents the results of research conducted on 560 students from first grades of junior high schools in the school year 2016/2017. The analysis pertained to estimate connections between personality traits in Big Five Model measured with Obrazkowy Pomiar Cech Osobowości Dzieci OPCO-D (Maćkiewicz, Cieciuch, 2012), and locus of control in the situations of successes and failures measured with Kwestionariusz do Badania Poczucia Kontroli KBPK (Krasowicz, Kurzyp-Wojarska, 1990). Boys are more extravert, eager to engage and experience more positive emotions in social interactions than girls. Girls, in turn, scored higher in features linked with anxiety than boys. In terms of locus of control, results indicate it is not formed yet, both in the situations of successes and failures. There is no difference between boys and girls in the way how they explain causes of events which they experience. The strongest correlations between personality traits and locus of control were reported in links between locus of control and consciousness, openness to experience and agreeableness. Moreover, the results revealed interaction effect between gender and openness to experience, only in the situations of successes.

scholarly journals Exploring the Development of English Club Activities in Junior High School English Language Learning

2019 ◽  
Vol 3 (1) ◽  
pp. 31-34
Author(s):  
Wei Cheng
Keyword(s):  
High School ◽  
High School Students ◽  
Language Learning ◽  
Junior High School ◽  
English Language ◽  
Junior High ◽  
English Language Learning ◽  
School Students ◽  
High School English ◽  
Membership Management

Abstract: English language activities are enjoyable and respect the students’ subjectivity, which stimulates their enthusiasm for using English communication. Therefore, it is widely welcomed by junior high school students. The development of the English club and their activities, such as membership, management systems, event planning, advisory lecturers and cooperation with school management, among others, all directly affect the club activities. Therefore, it is essential to promote their club activities in junior high school English language learning. This paper analyzes the role of the English club and explores their process of conducting specific activities. It is hoped that this paper will be used as a reference for future studies.

scholarly journals Junior high school students’ difficulties of English language learning in the speaking and listening section

2020 ◽  
Vol 9 (1) ◽  
pp. 45-54
Author(s):  
Alan Jaelani ◽  
Olivia Widad Zabidi
Keyword(s):  
High School ◽  
High School Students ◽  
Language Learning ◽  
Junior High School ◽  
Teaching And Learning ◽  
English Language ◽  
Junior High ◽  
Junior High School Students ◽  
School Students ◽  
Learning English

This study aims to determine students' problems in learning English, especially in terms of speaking and listening. Basically, the teaching and learning process will run smoothly if students feel comfortable with the learning activities; therefore, this research provides some appropriate suggestions for teachers in overcoming difficulties faced by students. The respondents of this study were junior high school students. This study used a questionnaire as an instrument to determine the extent of students' skills in English. This study also conducted data analysis by analyzing the importance of English in students' views, the difficulties encountered in learning English, and also the teacher's teaching strategies desired by students. The results of this study indicate that most students have some difficulties in speaking due to lack of confidence and skills such as pronunciation, vocabulary, and grammar. Likewise, the difficulty in listening is caused by students’ lack of vocabulary that leads to the difficulty in understanding conversations in English. To overcome this problem, teachers need to have strategies such as identification, diagnosis, prognosis, and assistance or therapy. This research can facilitate the teachers in knowing complaints about English language difficulties experienced by the students.

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