scholarly journals Latent profile patterns of high school Korean language teachers' perceptions of “instructional quality” and their influential factors

2021 ◽  
Vol 24 (4) ◽  
pp. 155-173
Author(s):  
Bitna Lee ◽  
Minae Park
Keyword(s):  
High School ◽  
Instructional Quality ◽  
Influential Factors ◽  
Language Teachers ◽  
Korean Language ◽  
Teachers Perceptions ◽  
Latent Profile

scholarly journals Intercultural Competence in the Eyes of State School English Language Teachers in Turkey

2020 ◽  
Vol 6 (2) ◽  
pp. 56-75
Author(s):  
Nur Gedik Bal ◽  
Perihan Savas
Keyword(s):  
High School ◽  
Foreign Language ◽  
Intercultural Competence ◽  
English Language ◽  
Language Teachers ◽  
Teachers Perceptions ◽  
Efl Teachers ◽  
Language Classrooms ◽  
English Language Teachers ◽  
Foreign Language Classrooms

Equipping students with intercultural competence (hereafter IC) is a critical aim of English foreign language classrooms nowadays, and EFL teachers have emerged as essential players for accomplishing this. These teachers should essentially be competent in their intercultural skills so that they can pass these on to their students in order to foster interculturally competent language learners. However, teachers' perceptions regarding IC remain uncertain, particularly in the Turkish context. Thus, before asking teachers to apply methods and strategies so that they can enhance students’ IC in the classroom, it is vital that we investigate what they understand about IC. Therefore, this qualitative study aimed to reveal middle and high school teachers’ understanding of the IC phenomenon and their description of the characteristics of an interculturally competent foreign language learner and teacher. In addition, teachers’ perceptions regarding their own and their learners’ IC were also explored in this study. The participants were 30 middle and high school English language teachers teaching at state schools in Turkey. Semi-structured interviews were conducted to collect the data. MAXQDA was exploited in order to analyse the data, primarily to code, categorize, and systematize the findings. The results indicated that the teachers considered IC to be the ability to communicate with people from various cultures effectively, having knowledge about one’s own, target, and other cultures, and developing positive attitudes toward other cultures and societies. They also emphasized the inseparability of language and culture and the importance of English as an international language. The teachers also indicated why they viewed themselves and their learners as interculturally competent or incompetent, which could provide insight into where to start intercultural learning and teaching in foreign language classrooms and how to train EFL teachers about different dimensions of IC.

PENERAPAN METODE BERMAIN PERAN UNTUK MENINGKATKAN PEMBELAJARAN BAHASA INDONESIA ASPEK BERBICARA

2017 ◽  
Vol 6 (2) ◽  
pp. 223
Author(s):  
Musa Ismail
Keyword(s):  
High School ◽  
Language Learning ◽  
Role Play ◽  
Senior High School ◽  
Language Teachers ◽  
Literary Works ◽  
Communication Ability ◽  
The Subject ◽  
Bahasa Indonesia

Indonesian language (IN) is one of the obligatory lessons in Senior High  School. The learning of Indonesian language is pointed to the  increasing ability of students. This aim  to increase students’ ability to communicate in Indonesian language well and properly. The communication ability is expected especially in oral and written. Besides, students are hoped to  be  able  to  appreciate  literary works. The objective of this research is to identify and to describe the implementation of role play method in the efforts to increase the activity of Indonesian language  learning  in speaking aspects and to identify and to get  the description whether  the implementation of the method can increase process and result speaking aspect of Indonesian language learning of students class XI IPS 1, Semester 1, SMAN 3 Bengkalis. The method used was classroom action method and the subject was class XII IPS 1, semester 1, SMAN 3 Bengkalis. The collection of data and information were carried out by observation, journal and document study. The result of the research showed that (1) The implementation of of  role play method can increase  the activities of  speaking aspects  in   Indonesian  language learning. On the  1st cycle1, 1st meeting, the percentage of students’ activities was 73% with the good category (3,6), while on the second meeting, it was 82% with the very good category (3,7). On the first meeting of the second cycle, the percentage of students’ activities became 83% with the very good category (4,3), while on the second meeting was 96% with the  very good category (5,0), (2) The implementation of role play method is able to increase the result of speaking aspect in learning Indonesian language. On the first cycle, the students’ reserved effort was 73% while on the second cycle was 77%. Meanwhile, based on attachment 3, the classical completeness on cycle 1 reached 86%, on cycle 2,  it  increased 96%. Based on the result  of  the  research,  the  researcher proposed that it would be better for the Indonesian language  teachers to implement role play method for the materials  that  are  suitable  with . speaking aspects. The reason is that this method is proved to be able to increase the process and result of students  learning. When implementing  this method,  teachers are hoped to give guidance, motivation, and explanation that more focused so that students can learn optimally.Abstrak  Bahasa Indonesia (BI) merupakan salah satu mata pelajaran wajib di SMA. Pembelajaran BI diarahkan  untuk  meningkatkan  kemampuan  peserta  didik.  Hal  ini  bertujuan  untuk meningkatkan  kemampuan  siswa  berkomunikasi  dalam  BI  dengan  baik  dan  benar. Kemampuan  berkomunikasi  yang  diharapkan  terutama  secara  lisan maupun  tulisan.  Selain itu,  siswa  diharapkan  juga  sanggup mengapresiasi  hasil  karya  sastra.  Tujuan  penelitian  ini adalah untuk mengetahui dan mendeskripsikan bagaimana penerapan metode bermain peran dalam upaya meningkatkan aktivitas pembelajaran BI aspek berbicara dan untuk mengetahui dan mendeskripsikan  apakah  penerapan metode  bermain  peran  dapat meningkatkan  proses dan  hasil  pembelajaran  BI  aspek  berbicara  siswa  kelas  XI  IPS  1,  Semester  1,  SMAN  3 Bengkalis. Metode  penelitian  ini  adalah  penelitian  tindakan  kelas  dengan  subjek  penelitian siswa  kelas  XII  IPS  1,  semester  1,  SMAN  3  Bengkalis.  Pengumpulan  data  dan  informasi dilakukan melalui observasi/pengamatan,  jurnal, dan telaah dokumen. Hasil penelitian, yaitu  (1)  Penerapan  metode  bermain  peran  dapat  meningkatkan  aktivitas  pembelajaran  Bahasa Indonesia aspek berbicara pada  siswa kelas XI  IPS  1, Semester  1, SMAN  3 Bengkalis T.P. 2013/2014.  Pada  siklus  1  pertemuan  1,  persentase  aktivitas  belajar  siswa  adalah  73  persen dengan kategori  baik  (3,6),  sedangkan pertemuan  2  sebesar 82 persen dengan kategori  baik (3,7). Pada siklus 2 pertemuan 1, persentase aktivitas belajar siswa menjadi 83 persen dengan kategori sangat baik (4,3), sedangkan pertemuan 2 sebesar 96 persen dengan kategori sangat baik  (5,0);  (2)  Penerapan  metode  bermain  peran  dapat  meningkatkan  hasil  pembelajaran Bahasa Indonesia aspek berbicara siswa kelas XI IPS 1, Semester 1, SMAN 3 Bengkalis T.P 2013/2014. Pada siklus 1, daya serap siswa sebesar 73 persen, sedangkan siklus 2 sebesar 77 persen. Sementara itu, berdasarkan Lampiran 3, ketuntasan klasikal pada  siklus  1 mencapai 86  persen,  sedangkan pada siklus 2 meningkat  menjadi  96  persen. Berdasarkan hasil penelitian, peneliti menyarankan agar guru mata pelajaran, khususnya Bahasa Indonesia sebaiknya menerapkan metode bermain  peran untuk materi yang sesuai dengan aspek berbicara. Alasannya, metode ini terbukti mampu meningkatkan aktivitas dan hasil belajar siswa. Ketika menerapkan metode bermain peran untuk aspek  berbicara, guru dituntut memberikan bimbingan, motivasi, dan penjelasan yang  lebih  terfokus agar siswa dapat melaksanakan pembelajaran dengan maksimal.

KEMAMPUAN GURU BAHASA INDONESIA DALAM MENYELESAIKAN SOAL UKBI DI PEKANBARU

2017 ◽  
Vol 5 (2) ◽  
pp. 147
Author(s):  
Elvina Syahrir
Keyword(s):  
High School ◽  
Elementary School ◽  
Language Proficiency ◽  
Junior High School ◽  
Proficiency Test ◽  
Senior High School ◽  
Language Teachers ◽  
National Examination ◽  
Language Proficiency Test ◽  
Bahasa Indonesia

This study was motivated by the low score of the students‘ Indonesian language in national examination that were certainly correlated with the Indonesian language teachers‘ competences. The Indonesian language techers‘ competences can be observed in doing the Indonesian language proficiency test. This study was aimed to determine the Indonesian language teachers‘ capabilities indoing UKBI and to describe about it. The data obtained describe that the Indonesian language teachers of Senior High School (SMA) have the highest scores, then the Indonesian language teachers of Junior High School (SMP), and the last ones were the teachers of elementary school (SD). Moreover, among the Indonesian language techers‘ capabilities of SMA, SMP, and SD in doing UKBI have not shown the significant differences.AbstrakPenelitian ini dilatarbelakangi oleh rendahnya nilai Ujian Nasional (UN) bahasa Indonesia siswa yang tentunya berkorelasi dengan kompetensi guru bahasa Indonesianya. Kompetensi guru bahasa Indonesia dapat terlihat dari Uji Kemahiran Berbahasa Indonesia (UKBI). Penelitian ini bertujuan untuk mengetahui kemampuan guru bahasa dan sastra Indonesia di Pekanbaru dalam menyelesaikan soal UKBI dan untuk mendeskripsikan kemampuan guru dalam menyelesaikan soal UKBI. Dari penganalisisan data diperoleh temuan bahwa nilai rerata UKBI guru SMA memperoleh skor paling tinggi, nilai rerata UKBI guru SMP memperoleh skor sedang, sedangkan nilai rerata UKBI guru SD memperoleh skor paling rendah. Akan tetapi, kemampuan guru bahasa dan sastra Indonesia dari ketiga tingkatan sekolah tersebut (SMA, SMP, SD) dalam menyelesaikan soal UKBI tidak menunjukkan perbedaan yang berarti (tidak signifikan) pada taraf kepercayaan 5 %, hal ini terlihat dari nilai Fhitung lebih kecil dari Ftabel (Fhitung = 0,11 < Ftabel = 4,35)

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