scholarly journals Culture teaching in EFL classes: Teachers’ beliefs, attitudes, and classroom practices

2022 ◽  
Vol 9 (1) ◽  
pp. 237-257
Author(s):  
Lucky Amatur Rohmani ◽  
Erna Andriyanti
Keyword(s):  
High School ◽  
Junior High School ◽  
Teaching And Learning ◽  
Junior High ◽  
English Teachers ◽  
High School English ◽  
Cultural Elements ◽  
Teachers Beliefs ◽  
Culture Teaching ◽  
Beliefs And Attitudes

It is inevitably believed that culture teaching is the pivotal feeling of integrating culture into the teaching of a language, including in the EFL setting. This study aims to explore the English teachers’ beliefs, attitudes, and the reflection of their beliefs and attitudes on the teaching syllabi. The sequential explanatory mix-methods design was applied in junior high schools in Ngawi. The data were obtained from 144 English teachers’ answers to a questionnaire and interviews with six teachers. Then, the data were analysed by using descriptive statistics, the independent sample T-test, and the Mann-Whitney test. The results indicated that the majority of junior high school English teachers believed in the importance of incorporating culture into their teaching of the language taught and students’ learning process. Moreover, both state and private junior high school English teachers showed similar beliefs and attitudes related to culture teaching. When they taught English, the culture associated with that language had also been taught so that the misconception of learning the language can be minimized. The result of teachers’ practices strongly indicates that the English teachers in Ngawi had implemented the teaching of culture and inserted various cultural elements in the process of their teaching and learning in the EFL classes.

scholarly journals A NEED ANALYSIS OF JUNIOR HIGH SCHOOL ENGLISH TEACHERS IN BIMA TO EMPOWER THEIR TEACHING PERFORMANCE

2017 ◽  
Vol 1 ◽  
pp. 402
Author(s):  
Nurnaningsih Nurnaningsih
Keyword(s):  
High School ◽  
Junior High School ◽  
Junior High ◽  
English Teachers ◽  
Teaching Performance ◽  
High School English ◽  
Junior High School Teachers ◽  
Need Analysis ◽  
Teachers Beliefs ◽  
Service Training

This research focuses on analysis English teachers needs to empower their teaching performance particularly in the context of Bima, West Nusa Tenggara. This research aimed to find out the particular needs of Junior High School teachers in Bima to develop their professionalism. The data of this study were collected through several techniques such as questionnaires, interviews, observations, and documents. The data of this study was analyzed qualitatively. Several aspects related to the teachers` performance and teachers` beliefs are discussed in this study. The finding of this study shows that teachers in Bima find a lot of barriers in their teaching performance related to the lack of teaching media, infrastructures, students` low motivation, teachers` limits, and so on. Some of English teachers in Bima believe that they need a routine in-service training program to unify their perspective on respect to optimize their role as English teachers. Considering the critical need of teacher training activity, some of English teachers in Bima agreed to run an autonomous MGMP program for once a month regular meeting. This study offers some suggestions for Junior High School English teachers particularly in the context of Bima as the location of the study. By the presented facts, hopefully English teachers in Bima get such information which benefits to empower their teaching performance.

scholarly journals Bahan Ajar Berbasis Kearifan Lokal bagi Guru-Guru MGMP Bahasa Inggris Tingkat SMP Kabupaten Tanah Laut

2020 ◽  
Vol 2 (1) ◽  
pp. 17
Author(s):  
Rina Listia ◽  
Noor Eka Chandra ◽  
Eka Puteri Elyani
Keyword(s):  
High School ◽  
Junior High School ◽  
Learning Process ◽  
Teaching And Learning ◽  
Junior High ◽  
English Teachers ◽  
School Level ◽  
Teaching Materials ◽  
High School Level ◽  
Junior High School Level

Bahasa Inggris di SMP berisi tentang teks singkat tentang deskripsi, naratif, dan prosedural. Idealnya, para siswa diberikan teks bahan ajar yang dekat dengan kehidupan mereka. Kearifan lokal yang ada pada daerah siswa dapat menjadi media belajar yang otentik bagi siswa. Di sisi lain, guru-guru Bahasa Inggris, khususnya pada jenjang SMP di Kabupaten Tanah Laut sebagian besar belum terbiasa mengembangkan bahan ajar yang bermuatan kearifan lokal. Kegiatan pengabdian masyarakat ini memiliki tujuan agar guru-guru Bahasa Inggris yang ada di Kabupaten Tanah Laut dapat memodifikasi, membuat, dan mengaplikasikan bahan ajar berbasis kearifan lokal daerahnya dalam proses pengajaran dan pembelajaran. Sasaran kegiatan pengabdian masyarakat ini adalah Guru-guru Bahasa Inggris SMP yang tergabung dalam MGMP Bahasa Inggris se-Kabupaten Tanah Laut yang berjumlah 50 orang.  Metode yang digunakan pada pengabdian masyarakat ini adalah kualitatif. Hasil pelatihan ini berupa bahan ajar yang meliputi teks deskriptif, naratif, dan prosedural berbasis kearifan lokal Kabupaten Tanah Laut. Bahan ajar dibuat oleh para guru MGMP Bahasa Inggris tingkat SMP Kabupaten Tanah laut. Bahan ajar yang dihasilkan oleh para guru adalah berupa 3 tipe teks bacaan yang dipelajari siswa pada level SMP dan sesuai dengan kearifan lokal yang ada di KabupatenTanah Laut. Teks-teks yang dihasilkan diaplikasikan pada proses pengajaran dan pembelajaran di dalam kelas oleh guru-guru Bahasa Inggris di Kabupaten Tanah Laut. Jadi, ketersediaan dan pengaplikasian bahan ajar yang berupa teks-teks bermuatan kearifan lokal yang dibuat oleh para guru memudahkan siswa dalam proses belajar secara otentik dan juga memudahkan siswa dalam menerapkan pengetahuan sesuai dengan keadaan dan lingkungan di Kabupaten Tanah Laut.  English in junior high contains short texts on description, narrative, and procedural. Ideally, students are given the text of teaching materials that are close to their lives. Local wisdom in the student area can be an authentic learning medium for students. On the other hand, English teachers, especially on junior high school level in Tanah Laut Regency, are mostly not accustomed to developing teaching materials related to local wisdom.  This community is aimed to give opportunity to English teachers in Tanah Laut Regency to modify, create, and apply local wisdom teaching materials in the teaching and learning process. 50 English teachers of junior high school are members of English MGMP of junior high school in Tanah Laut Regency. The method used in this community service is qualitative. The workshop's result is in the form of teaching materials, which include descriptive, narrative, and procedural texts based on local wisdom of Tanah Laut Regency. Teaching materials were created by English teachers of English MGMP of junior high school in Tanah Laut Regency. The resulting texts are implemented in the teaching and learning process in the classroom by English teachers in Tanah Laut Regency. Teaching materials produced by the English teachers are in the form of three genres of reading texts that students learn on the level of junior high school, and they are also in accordance with the local wisdom in Tanah Laut Regency. English teachers of junior high school apply the resulting texts on the teaching and learning process in the classroom. It can be concluded that the availability and application of teaching materials in the form of local wisdom texts created by English teachers enable students to learn materials authentically and also help students apply the knowledge that fits with the condition and environment in Tanah Laut Regency. 

Relation of Students' Behavioral Style to Estimated and Measured Intelligence

1971 ◽  
Vol 33 (1) ◽  
pp. 11-14 ◽  
Author(s):  
Richard M. Lerner ◽  
Ronald D. Miller
Keyword(s):  
High School ◽  
Junior High School ◽  
Junior High ◽  
English Teachers ◽  
Seventh Grade ◽  
High School English ◽  
Behavioral Style

Two junior high school English teachers estimated the intelligence and behavioral style of their 87 seventh-grade students. Teachers' estimates of pupils' intelligence correlated highly (.94) with measured intelligence. The correlation between behavioral style and measured intelligence was also high and positive (.62). The results were discrepant with those of previous research. Alternative explanations of the differences are discussed. It is concluded that the relation between behavioral style and measured intelligence is a result of a developmental interaction between the child's temperamental characteristics and the environment.

scholarly journals Advantages and Disadvantages of Using Webquests in Junior High School English Classes in Iran

2020 ◽  
Vol 1 (1) ◽  
pp. 35-43
Author(s):  
Mahdi Amini, Masoud Asgari, Zahra Asgari
Keyword(s):  
High School ◽  
Junior High School ◽  
Junior High ◽  
English Teachers ◽  
School Curriculum ◽  
High School English ◽  
Learning And Teaching ◽  
Isfahan Province ◽  
Advantages And Disadvantages ◽  
English Classes

Webquest is an Internet-based learning and teaching tool, within which is a process involving students and teachers to use it for educational purposes. As an educational tool, the webquest has gained popularity in the education field across subjects and settings and is generally well-received by both teachers and students. Many junior high school English teachers use webquests to support modern teaching methods to improve students’ instructions and learning processes in new opportunities of using webquest resources in English classes, as well. This study aimed at investigating the advantages and disadvantages of using webquests in Iranian junior high school English classes. This study also examined the application of webquests to motivate high school English teachers to teach more efficiently and provided the learners with a wonderful situation to learn English well. The present descriptive-analytical study was conducted in 2019 in four cities of Isfahan Province, Iran. The participants included 16 Iranian English teachers chosen based on the stratified random sampling method from junior high schools. The questionnaires and interviews were used to collect the data and the participants’ insights about the advantages and disadvantages of using webquests in their English classes. Many English teachers considered webquests helpful and believed that it could help students do duties better and that the teachers could teach English more effectively and meaningfully. Webquest resources, likewise, help teachers work in groups and share ideas associated with the school curriculum.

English Teachers Classroom Assessment Practices

2016 ◽  
Vol 5 (1) ◽  
pp. 82
Author(s):  
Saefurrohman Saefurrohman ◽  
Elvira S. Balinas
Keyword(s):  
High School ◽  
Junior High School ◽  
Classroom Assessment ◽  
Junior High ◽  
English Teachers ◽  
The Philippines ◽  
Final Report ◽  
Assessment Practices ◽  
Sources Of Information ◽  
High School English

The new language assessment policies in the Philippines and in Indonesia have impact on English teachers’ assessment practices. Classroom assessment; as mandated in the current curriculum of both countries swifts from sources of information to the inseparable process of teaching and learning. This study describes Filipino and Indonesian high school English teachers’ classroom assessment practices in ELL classes.This study was conducted using a mix method design with 48 Filipino and Indonesian junior high school English teachers as respondents who completed the questionnaire on classroom assessment practices. Twelve respondents participated in an interview and observation to further clarify their practices on classroom assessment. The study found that both Filipino and Indonesian junior high school English teachers used assessment for learning as the main purpose of assessment. The majority of Filipino Junior High school English teachers prepared and made their own assessment, while Indonesian junior high school English teachers used items from published textbooks as their primary sources for constructing assessment items. Both Filipino and Indonesian junior high school English teachers used written comments as their primary method for providing feedback. Total score test and a letter grade were the highest percentage methods for providing a final report for both Filipino and Indonesian junior high school English teachers.

scholarly journals Teachers Reflection on the Factors Contributing Their Success in Conducting Action Research

2020 ◽  
Vol 5 (12) ◽  
pp. 1749
Author(s):  
Esa Maulisakina Wilma Ariyani ◽  
Moh. Adnan Latief
Keyword(s):  
High School ◽  
Action Research ◽  
Junior High School ◽  
Junior High ◽  
English Teachers ◽  
Structured Interviews ◽  
High School English ◽  
Classroom Action Research

<div align="center"><table width="645" border="1" cellspacing="0" cellpadding="0"><tbody><tr><td valign="top" width="439"><p><strong>Abstract: </strong>This study aimed to explore the experiences of public junior high school English teachers in Malang in conducting classroom action research in terms of the factors that contribute to their success in conducting action research. The main data of this study were collected through individual semi-structured interviews administered to 3 public junior high school English teachers in Malang, Indonesia. The findings suggest that teachers’ eagerness in helping their students learning better as well as improving themselves to be better teacher may be the ‘it’ factor contributing to their success in conducting action research. On the basis of aforementioned findings implications were discussed and recommendations were made for the teachers, schools, and future researchers.</p><p class="Abstract"><strong>Abstrak:</strong> Studi ini bertujuan mengeksplorasi pengalaman guru bahasa Inggris di sekolah menengah pertama negeri di Malang dalam melaksanakan penelitian tindakan kelas yang mencakup faktor-faktor yang mendasari keberhasilan mereka dalam melaksanakan penelitian tindakan. Data utama dalam penelitian ini dikumpulkan melalui wawancara individu semi terstruktur pada tiga guru bahasa Inggris di sekolah menengah pertama negeri di Malang. Hasil dari penelitian ini memberikan kesan bahwa keinginan kuat guru untuk membantu muridnya dalam belajar dan meningkatkan kemampuan dirinya untuk menjadi guru yang lebih baik mungkin menjadi faktor kunci kesuksesan mereka dalam melaksanakan penelitian tindakan. Berdasarkan hasil penemuan yang telah disebutkan implikasi didiskusian dan rekomendasi dibuat untuk guru, sekolah, dan peneliti selanjutnya.</p></td></tr></tbody></table></div>

scholarly journals Speech Acts Proficiency of Junior High School English Teachers

EDULANGUE ◽  
2018 ◽  
Vol 1 (1) ◽  
pp. 97-142
Author(s):  
Kamarudin Kamarudin ◽  
Lume Lume
Keyword(s):  
High School ◽  
Junior High School ◽  
Speech Acts ◽  
Speech Act ◽  
Junior High ◽  
English Teachers ◽  
High School English ◽  
Junior High School Teachers ◽  
Spoken English ◽  
High Level

Junior High School English teachers involved in this study taught English‘ speech acts at a Junior High School, where the materials taught include high level of spoken English. Thus, the English teachers need to be proficient in this particular skill. As professional educators, the teachers must have professionalcompetencies, particularly a good comprehension of the materials. Speech act constitutes spoken English, which is generally taught in Junior High School. Developing communication competence in English is the main purpose of English teaching in Junior High School. This descriptive qualitative research aims to describe a phenomenon: the ability of speech acts of Junior High School teachers. This knowledge comprises of several categories, namely the ability to define of speech acts, to identify speech acts conversations and to figure out speech act utterances. Drawing on the data garnered through the interviews, it was unveiled that most of the Junior High School English teachers could respond the given questions pertinent to speech acts. They could define the meaning of speech acts, identify the speech act conversations and figure out the speech act utterances. This study demonstrates that the proficiency level of the Junior High School English teachers is very good as they comprehend teaching materials and have good pedagogical skills.

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