scholarly journals The strategies applied by teachers in teaching speaking

2021 ◽  
Vol 12 (3) ◽  
pp. 381-398
Author(s):  
Maryanti Maryanti ◽  
Sofyan Abdul Gani ◽  
Saiful Marhaban
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
English Teachers ◽  
Teaching Process ◽  
Speaking Test ◽  
Interview Guide ◽  
New Ideas ◽  
Good Score ◽  
English Speaking ◽  
Teaching Learning

The teaching of English is very important for young learners in the era of industry 4.0. A successful teacher is largely determined by the strategies he/she uses in the learning process. The students in SMP Negeri 1 Sabang were very interested in speaking English. They had won many events in English speaking competitions and mostly reached a good score on speaking test. This research was conducted to find out the strategies used, problems, and the solutions faced by the teachers during a teaching process at SMP Negeri 1 Kota Sabang. The research method of this study is descriptive qualitative by employing observation and interview guide sheets as the research instruments. The participants of this research were three English teachers at SMP Negeri 1 Sabang. The results show that the teachers used various kinds of strategies in teaching speaking; role-play, picture describing, interview, and simulations. It was also found that there were five obstacles during the teaching process; some students disturb their friends,  ignore the learning process, bully their friends, lack in vocabulary, and possess limited teaching and learning duration. The solutions in solving the problems show that the teachers use four approaches to solve the problems: teachers maximized student's centered, motivated deeply and sustainably, provided a new vocabulary, and extra time online. It is suggested that English teachers should always find new ideas, strategies, or techniques in teaching-learning so that students are interested in taking part actively in the learning process.

scholarly journals Emotions in the Teaching/Learning Process

2012 ◽  
Vol 8 (1-2 (10)) ◽  
pp. 99-103
Author(s):  
Gayane Shmavonyan ◽  
Lili Karapetyan
Keyword(s):  
Learning Process ◽  
Emotional Labor ◽  
Teaching And Learning ◽  
Positive Emotions ◽  
Language Teachers ◽  
Emotional Understanding ◽  
Teaching Process ◽  
Emotional Factors ◽  
Teachers And Students ◽  
Teaching Learning

Emotions play a great role in our daily life, as well as in the teaching process which is closely connected with the emotional sphere of life since teaching is an emotional practice involving emotional understanding, as well as emotional labor. Being in the center of the teaching process, emotions should be paid due attention to in the language classroom since they lead to a better understanding of classroom interactions and more satisfying educational experiences for both language teachers and students. The paper explores the role and significance of students’ and teachers’ emotions in language teaching and learning, as well as the emotional factors that influence the teaching/learning process. It also suggests some strategies for enhancing positive emotions.

scholarly journals READINESS OF TEACHING AND LEARNING ENGLISH AT ELEMENTARY SCHOOLS IN MATARAM CITY

2018 ◽  
Vol 3 (3) ◽  
pp. 85-96
Author(s):  
Lalu Suhirman
Keyword(s):  
Elementary School ◽  
Elementary Schools ◽  
Teaching And Learning ◽  
English Teachers ◽  
English Text ◽  
Interview Guide ◽  
Teaching Learning ◽  
English Instruction ◽  
Teaching Facility ◽  
Learning English

 This research is aimed at describing the readiness of teaching-learning English at elementary school (ES) in Kodya Mataram, accentuating on perception of respondents; English teacher’s qualifications; the availability of English techer and teaching facility; students’ interest of study English; and constrains in English instruction. This survey assigns its subjects to 14 principals without EP, 49 parens of children’s schools with EP, and 55 parents of children’s schools without EP. The instruments used to collect data are questionnaire, interview guide, and observation form. The study reveals that (1) most respondents in each group are ready to teach English at ES; (2) English teachers’ qualification meet the criteria; (3) Of 30 ES without EP, 7 (23.33%) are ready, English text books for ES with are categorized mostly ready; and (4) Students at ES with are mostly ready. In addition, 9 (30%) of students at 30 non-ESP schools are totally not ready.  

scholarly journals Teachers’ reinforcement and students’ perception to the teachers in English classroom

2020 ◽  
Vol 9 (1) ◽  
pp. 96-106
Author(s):  
Maria Ana Mei Lestari
Keyword(s):  
Qualitative Research ◽  
Learning Process ◽  
Positive Reinforcement ◽  
Teaching And Learning ◽  
English Teachers ◽  
Delayed Reinforcement ◽  
Teaching Process ◽  
Verbal Reinforcement ◽  
English Classroom ◽  
Almost All

The study focuses on the positive reinforcement that is used by the teachers in each class and students’ perception towards reinforcement itself. This research involved two English teachers and two different classes of year ten students in SMA Kristen YSKI Semarang. To describe the use of reinforcement by the teachers, their teaching process were recorded and observed. Questionnaire and interview were done at the end of the lesson to describe how the students perceive reinforcement. This study is qualitative research.  The data showed that the teachers used various types of reinforcement based on the theory of reinforcement by Moore (2007). They are Verbal, Non-verbal, Vicarious, Delayed, and Qualified Reinforcement. They used almost all types of reinforcement, except the Delayed Reinforcement. In general, Non-verbal Reinforcement was mostly used by the teachers. The interview results showed that the students agreed that reinforcement is important and useful for them during teaching and learning process.

scholarly journals IMPROVING ENGLISH SPEAKING ABILITY USING THE SNOWBALL THROWING GAMES TECHNIQUE

2020 ◽  
Vol 3 (1) ◽  
pp. 43
Author(s):  
Dedy Williana ◽  
Wibbie Putra Anugrah ◽  
Evie Kareviati
Keyword(s):  
Action Research ◽  
Learning Process ◽  
Teaching And Learning ◽  
Positive Impact ◽  
Collaborative Action Research ◽  
Learning And Teaching ◽  
Post Test ◽  
Speaking Skill ◽  
English Speaking ◽  
Teaching Learning

Abstract In this study, the researcher used method Classroom Action Research (CAR) to improve the quality of the learning and teaching processes as well as to detect and solving the problems that found in the teaching and learning process. The subjects of this research were the 34 students in SMK Budi Bhakti Utama Padalarang. The researcher used collaborative action research with some English teachers in the school. In this study, the researcher using the instruments interview and questionnaire test to collecting the data. The test that given to students is pre test and also post test in the and of the class or after the students has a treatment. In this result of the study showed the mean score of pretest is 62.02 to 64.00 and post test’s score reached up to 79.00. It is important to describe that there is a significant improvement of the test. Therefore, the criteria of success had been determined. It is crucial to remember that communicative games have contributed and positive impact on teaching and learning process. The communicative games like snowball throwing game expected to enhance students’ motivation and enthusiasm in learning English. Clearly, It gives positive improvement on students’ confidence and their fluency in speaking skill. In short, communivative games can be describing that the strategy of teaching-learning creates good, enjoyable circumstances and reduces the stress level and boredom in learning process. Keywords:  Snowball Throwing, Speaking ,Car  How to Cite: Last name-1, Initial First and Middle name-1., Last name-2, Initial First and Middle name-2., & Last name-3, Initial First and Middle name-3. (2017). Title Title Title Title. Infinity, X (X), XX-XX.

scholarly journals Postmodernism Creates Innovative English Teaching Learning by Utilizing ICT

2021 ◽  
Vol 2 (1) ◽  
pp. 43-48
Author(s):  
Yustin Dwi Rahmawati
Keyword(s):  
Literature Review ◽  
Learning Process ◽  
Teaching And Learning ◽  
English Teachers ◽  
English Teaching ◽  
Comprehensive Literature Review ◽  
Teachers And Students ◽  
Qualitative Descriptive ◽  
Teaching Learning ◽  
Education Field

Through comprehensive literature review and an examination of both Postmodernism and ICT, it is proposed that the influences of ICT have acted and continued to act to promote Postmodernism. The development of ICT is utilized by education field for teaching learning process. Many teachers and students utilize the existing of ICT as model of teaching and learning especially English. This study discussed about teachers’ belief and students’ belief in using ICT to have innovative English teaching learning. Qualitative descriptive was used in this study. The data was collected by conducting the interview. The participants were five English teachers and five students that chose randomly. The result showed that both teachers’ and students’ belief in using ICT is to make English teaching learning easier, more interesting, and effective. Keywords:Postmodernism,ICT, teachers’ belief, students’ belief

scholarly journals APRENDIZAGEM POR MEIO DE PLATAFORMAS: CONCEPÇÃO DOS PROFESSORES SOBRE O USO DE APLICATIVOS PEDAGÓGICOS

2019 ◽  
Vol 12 (1) ◽  
pp. 63
Author(s):  
Cleonice José de Souza ◽  
Luciane Guimarães Batistella Bianchini
Keyword(s):  
Qualitative Research ◽  
Learning Process ◽  
Private School ◽  
Teaching And Learning ◽  
Teaching Process ◽  
Open Questions ◽  
Complex Process ◽  
Pertinent Data ◽  
Learning Platforms ◽  
Teaching Learning

Applications available in learning platforms, when they are integrated into the teaching process, may help further propositions which foster learning as well as bring up confrontations and challenges. Thus, how has the integration of applications been viewed by teachers? This qualitative research analyzed applications of a platform used by a private school and checked how 10 teachers viewed them after integrating them into the teaching-learning process. To collect the pertinent data one used a questionnaire with four open questions and the analysis of the platform at issue, which presents innovating applications and is flexible enough to be adapted to the contents and specificities of students' groups. Teachers were in favor of the applications viewed as support for the teaching-learning process, but pointed out the need of a more specific background. One managed to conclude that the resources by themselves only do not meet the needs of a complex process such as the challenge of teaching and learning.

scholarly journals READINESS OF TEACHING AND LEARNING ENGLISH AT ELEMENTARY SCHOOLS IN MATARAM CITY

2014 ◽  
Vol 8 (2) ◽  
pp. 205
Author(s):  
Lalu Suhirman
Keyword(s):  
Elementary School ◽  
Elementary Schools ◽  
Teaching And Learning ◽  
English Teachers ◽  
English Text ◽  
Interview Guide ◽  
Teaching Learning ◽  
English Instruction ◽  
Teaching Facility ◽  
Learning English

This research is aimed at describing the readiness of teaching-learning English at elementary school (ES) in Kodya Mataram, accentuating on perception of respondents; English teacher’s qualifications; the availability of English techer and teaching facility; students’ interest of study English; and constrains in English instruction. This survey assigns its subjects to 14 principals without EP, 49 parens of children’s schools with EP, and 55 parents of children’s schools without EP. The instruments used to collect data are questionnaire, interview guide, and observation form. The study reveals that (1) most respondents in each group are ready to teach English at ES; (2) English teachers’ qualification meet the criteria; (3) Of 30 ES without EP, 7 (23.33%) are ready, English text books for ES with are categorized mostly ready; and (4) Students at ES with are mostly ready. In addition, 9 (30%) of students at 30 non-ESP schools are totally not ready. 

scholarly journals Fostering Students’ High Order Thinking Skills through the Use of Interpretation Cards

2019 ◽  
Vol 7 (4) ◽  
pp. 17
Author(s):  
Slamet Asari ◽  
Rohmy Husniah ◽  
Ulfatul Ma’rifah ◽  
Khoirul Anwar
Keyword(s):  
Learning Process ◽  
Creative Thinking ◽  
Teaching And Learning ◽  
Thinking Skills ◽  
High Order ◽  
Classroom Teaching ◽  
Teaching Process ◽  
Teaching Learning ◽  
High Order Thinking ◽  
Critical And Creative Thinking

In teaching and learning process particularly at university level, High Order Thinking Skills (HOTS) should be an integral element to foster students’s critical and creative thinking. It should not only be designed for assessment purposes but also be implemented within classroom teaching process. This study is aimed at analyzing students’ HOTS encompassing three cognitive domains as parameters to identify students’ HOTS namely; analysing, evaluating, and creating. This is a mixed method study which is descriptively presented. The data collection was conducted by employing three observations during teaching learning process and distributing questionnaires to 32 students of English department in semester 5. In addition, students were selected using snowball technique and were interviewed. Both qualitative and quantitative approaches were used to data analysis. The finding reveals that indicators and characteristics of HOTS are presented very consistently during classroom teaching. Students frequently show critical and creative thinking through variety of ways when participating in the classroom teaching process. The Interpretation Card works so effectively and contributes vividly to the HOTS of the students.

scholarly journals The Implementation Of Curriculum 2013 In Teaching English At Smpn 8 Padang

2017 ◽  
Vol 1 (1) ◽  
pp. 33-41
Author(s):  
Widya Juli Astria
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
English Teachers ◽  
Lesson Plans ◽  
Project Portfolio ◽  
Teaching English ◽  
Oral Test ◽  
Field Notes ◽  
Teaching Learning ◽  
Descriptive Method

  This research was aimed to find out the implementation of Curriculum 2013 in term of preparation, teaching learning process and assessment. The location of the research was at SMPN 8 Padang. The research used descriptive method. The data were taken through documentation, observation and field notes. The documentation of this research was the lesson plans designed by the teachers. Then, the researcher did observation to find out the process and assessment in the classroom. The result of this research showed that there was 88.21% of the lesson plans had been designed by the teachers based on the requirements of Curriculum 2013. But, in the teaching and learning process there were only 65% of aspects in the 2013 Curriculum have been implemented in teaching learning process. From the finding, it showed that 55% of activities in observing, questioning, associating steps had been done by the teachers. Meanwhile, there were 65% of activities in experimenting steps had been done by teachers. Then, there were 75% of activities in communicating step had been done well by the teachers. It indicated that the teachers still got problems in implementing observing questioning, and associating steps. Then, the teachers tended to use observation, project, portfolio, and oral test to assess students’ competences. Based on the findings above, it is shown that the aspects of Curriculum 2013 have not been implemented by all the teachers. Therefore, the English teachers of SMPN 8 Padang should learn more about how to implement Curriculum 2013 in teaching English. It is suggested to the head master to conduct more training for all English teachers on the Curriculum 2013 implementation. For next researcher, it is suggested to research the implementation of Curriculum 2013 with more samples to get further information..    

IMPROVING STUDENTS’ ACHIEVEMENT IN WRITING NARRATIVE TEXT BY WATCHING MOVIE

2013 ◽  
Vol 2 (2) ◽  
Author(s):  
Yohanna Situmeang And Busmin Gurning
Keyword(s):  
Learning Process ◽  
Quantitative Data ◽  
Qualitative Data ◽  
English Teachers ◽  
Narrative Text ◽  
Narrative Writing ◽  
Class Viii ◽  
The Subject ◽  
Teaching Learning ◽  
Orientation Test

This study was attempted to improve students’ achievement in writing narrativetext by watching movies. This study was conducted by using classroom action researchin two cycles. Cycle I consisted of four meetings while Cycle II consisted of twomeetings. The subject of the research was class VIII-A SMP SWASTA IMMANUELMEDAN. The number of the students was 34. To collect the data, the instruments werequantitative and qualitative data. The quantitative data was the scores of the studentsand the qualitative data was interview sheets, observation sheets, and diary notes. Basedon the writing score, students’ score were improving in every test. It can be seen inOrientation test, Test I in Cycle I, and Test II in Cycle II. In Orientation test, the meanscore was 37.94 then it was improved to 65.85 in Test I. In the end of cycle II, the meanscore for test II was again improved to 83.41. Based on interview sheets, observationsheets and diary notes, it was found that teaching-learning process ran well. In line withthe data, it showed that the application of watching movies significantly improvedstudent’s achievement in writing narrative text. English teachers were suggested to givemovies to be watched as guidance on students’ narrative writing in the class.

Sign in / Sign up

Export Citation Format

Share Document