scholarly journals “That’s the biggest impact!” Pedagogical values of movies in ELT classrooms

2017 ◽  
Vol 4 (2) ◽  
pp. 216
Author(s):  
Nyak Mutia Ismail
Keyword(s):  
High School ◽  
Language Learning ◽  
High School Teachers ◽  
Junior High School ◽  
English Language ◽  
Senior High School ◽  
English Language Teaching ◽  
School Teachers ◽  
Teachers Perceptions ◽  
Cultural Aspects

Since many say watching movies can have a positive effect on language learning outcomes, this research was done to find out which skills movies can contribute most to, whether speaking, listening, reading, writing, vocabulary, grammar or cultural aspects. A qualitative research method was used for this study. This study was done to find out the teachers’ perceptions of using English movies in English Language Teaching (ELT) processes. Teachers from three different levels: primary, secondary, and senior high-school teachers were asked to answer a questionnaire set in accordance with the research topic. Five of them were senior high school teachers, two of them were junior high school teachers, and three of them were elementary school teachers. Creative interviews were also used as an additional data source. The results showed that most of the teachers agreed that movies play their biggest role and considerable advantages in developing cultural aspects and listening skills. Furthermore, some integration is possible between listening and speaking as well as with reading and writing because watching movies works better with integration of skills. Apparently, even though vocabulary can develop with this technique, grammar is not enhanced alone without being accompanied by writing.

scholarly journals An Analysis of Students’ Perceptions in Implementation 2013 Curriculum on Senior High School English Language Teaching (ELT) in Bojonegoro

2021 ◽  
Vol 8 (1) ◽  
pp. 81
Author(s):  
Mohammad Fatoni ◽  
Moh. Zainuddin
Keyword(s):  
High School ◽  
Language Learning ◽  
Learning Process ◽  
English Language ◽  
Language Teaching ◽  
Senior High School ◽  
English Language Teaching ◽  
Learning Support ◽  
High School English ◽  
Learning And Teaching

Abstract: This study aims to analyze students’ perception in implementation of the 2013 curriculum on senior high school English language teaching (ELT) in Bojonegoro in (1) How are the students’ perceptions of the 2013 curriculum in terms of the learning process senior high school English language teaching?(2) How are the students' perceptions on the 2013 curriculum in terms of learning support in senior high school English language teaching?. Results of the analysis of students' perceptions of the 2013 curriculum in English Language Learning and Teaching in terms of the learning process and learning support, they were answered with a questionnaire. The learning process shows the following results: knowledge-perception (81%), exploration (84%), consolidation of learning (81%), the formation of attitudes and behavior (84%), formative assessment (81%), and learning support as follows: teacher quality (97%), student quality (90%) facility quality (68%). It can be concluded that the students' perceptions about the 2013 curriculum were positive, with the percentage strongly agreeing or very suitable between 76% -100%. Keywords: 2013 Curriculum; Students’ Perceptions; English Language Teaching (ELT); Qualitative Research Abstrak: Penelitian ini bertujuan untuk menganalisis persepsi siswa dalam implementasi kurikulum 2013 pada pengajaran bahasa Inggris di sekolah menengah atas (ELT) di Bojonegoro dalam (1) Bagaimana persepsi siswa terhadap kurikulum 2013 ditinjau dari proses pembelajaran pada pembelajaran bahasa Inggris di SMA? (2) Bagaimana persepsi siswa terhadap kurikulum 2013 dalam hal dukungan pembelajaran pada pembelajaran bahasa Inggris di SMA ?. Hasil analisis persepsi siswa terhadap kurikulum 2013 dalam Pembelajaran dan Pengajaran Bahasa Inggris ditinjau dari proses pembelajaran dan penunjang pembelajaran dijawab dengan angket. Proses pembelajaran menunjukkan hasil sebagai berikut: pengetahuan-persepsi (81%), eksplorasi (84%), konsolidasi pembelajaran (81%), pembentukan sikap dan perilaku (84%), penilaian formatif (81%) dan dukungan pembelajaran sebagai berikut: kualitas guru (97%), kualitas siswa (90%) kualitas fasilitas (68%). Dapat disimpulkan bahwa persepsi siswa terhadap kurikulum 2013 adalah positif dengan persentase sangat setuju atau sangat sesuai antara 76% -100%. Kata Kunci: Kurikulum 2013; Persepsi Siswa; Pengajaran Bahasa Inggris (ELT); Penelitian kualitatif 

Science teachers’ perceptions of nanotechnology teaching and professional development: a survey study in Taiwan

2015 ◽  
Vol 4 (1) ◽  
Author(s):  
Shu-Fen Lin ◽  
Jun-Yi Chen ◽  
Kun-Yi Shih ◽  
Kuo-Hua Wang ◽  
Huey-Por Chang
Keyword(s):  
Professional Development ◽  
High School ◽  
Secondary School ◽  
High School Teachers ◽  
Science Teachers ◽  
Junior High School ◽  
School Teachers ◽  
Teachers Perceptions ◽  
Junior High School Teachers ◽  
Perceptions Of School

AbstractInclusion of nanotechnology in the science curriculum has received great attention in many countries. Taiwan’s government has been funding the National Program on Nanotechnology (NPNT) for nearly 10 years. The purpose of this study was to examine Taiwanese secondary school science teachers’ understanding of nanotechnology teaching after implementing the NPNT, as well as the teachers’ perceptions of school support and their professional development intentions. The study adopted the questionnaire survey method. Using stratified cluster sampling, a total of 1600 questionnaires were distributed to 178 secondary schools. Finally, the responses of 663 junior high school teachers and 632 senior high school teachers who completed the instrument were analyzed. The instrument for the study is the Teachers’ Perceptions of Nanotechnology Teaching Scale (TPNTS). The TPNTS included 42 Likert-scale items. The results reveal that secondary school teachers’ intentions to pursue professional development are high, but their perceptions of school support are low. Teachers’ knowledge and understanding of nanotechnology teaching is significantly above average, but failed to reach the “very satisfied” level. In addition, the senior high school teachers’ perceptions of nanotechnology teaching and professional development are significantly higher than those of the junior high school teachers. Implications of the findings are discussed.

scholarly journals Quiz Training Program through iSpring Suite 8.0 to Junior High School Teachers Tuban

2019 ◽  
Vol 3 (1) ◽  
pp. 70
Author(s):  
Agus Wardhono ◽  
Anggia Kalista ◽  
Dyah Kurniawati ◽  
Ponco Bagyo Susilo
Keyword(s):  
High School ◽  
Language Learning ◽  
High School Teachers ◽  
Junior High School ◽  
English Education ◽  
Junior High ◽  
The Internet ◽  
Computer Assisted ◽  
School Teachers ◽  
Junior High School Teachers

The purpose of this paper is for teachers to create their own teaching and evaluation materials using iSpring. This ability is very necessary considering that students are now a generation that is already familiar with the internet since they were born. While the teachers are a part of the digital immigrant generation, which was born before the internet developed rapidly. The method used in the form of training and mentoring was carried out by two English Education Lecturers and a Lecturer from the Faculty of Engineering which was attended by 36 junior high school teachers from both the city of Tuban and from other sub-districts around Tuban and held for four meetings. To find out the level of satisfaction of the training, participants were given a quiz and interview. The results of this training showed that most participants felt very enthusiastic, and could make their own material and evaluation in teaching English. After that they also managed to publish it in a format compatible with Android. This is very important because it is a combination of CALL (Computer Assisted Language Learning) and MALL (Mobile Assisted Language Learning), which means that this project uses computer devices and the results can be applied in the form of mobile (HP).

Process Drama and Teacher in Role in ELT

2020 ◽  
Vol 8 (1) ◽  
pp. 5-12
Author(s):  
Robert Donegan
Keyword(s):  
High School ◽  
English Language ◽  
Language Teaching ◽  
Senior High School ◽  
English Language Teaching ◽  
Process Drama ◽  
Specific Technique

This paper is a discussion of the potential of using specific drama techniques during English lessons at a Japanese private senior high school. The techniques in focus are process drama and specifically teacher in role (TiR). TiR is a specific technique that is often used in the broader area of process drama. Process drama concerns itself more with the experiential rather than the performance aspect of drama. In it, a teacher, or facilitator, goes into role with the participants in the co-construction of extended role-plays and dramas. Such methods have been used in English language teaching by many practitioners. The methods are discussed in this paper, with the focus on their suitability for teaching in a Japanese senior high school.

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