scholarly journals An Analysis of English Teachers’ Speaking Skill at the Coastal Schools in Bengkulu City

2019 ◽  
Vol 7 (2) ◽  
pp. 27
Author(s):  
Ildi Kurniawan
Keyword(s):  
Qualitative Research ◽  
Subject Matter ◽  
Curriculum Change ◽  
External Factor ◽  
English Teachers ◽  
English Teacher ◽  
Internal Factors ◽  
Speaking Skill ◽  
Model Technique ◽  
Speaking Skills

This study aims to illustrate the speaking skills of English teachers on the coastal school of Bengkulu City as well as the factors that influence the speaking skills. This research was a descriptive-qualitative research which was also a continuation of previous research on students' speaking skills in the coastal area. The subjects of this study were English teachers who attended school, namely English teachers at SMAN 6 Kota Bengkulu, SMAN I Kota Bengkulu and SMAN 7 Plus Kota Bengkulu, SMPN 7 Kota Bengkulu, SMPN 1 Kota Bengkulu, SMPIT Iqra 'Kota Bengkulu, SMPN 15 Kota Bengkulu. Data that has been obtained in the form of audio-visual recordings when the teacher spoke English, as well as an interview recording related to the speaking skills of the English teacher. The data obtained were analyzed, interpreted and concluded as findings by using the Interactive Model technique namely reduction, display, drawing a conclusion. The results of this study indicated that the English teachers’ speaking skills at the Bengkulu City coastal school was at a moderate level. Fluency in speaking was the main problem faced by these teachers. In addition, grammar also became an obstacle for them. While the identified factors that couldinfluence the English teacher's speaking skills were the internal factors of English teachers themselves who often used Indonesian language when teaching rather than English itself with the reason that children would easily understand the message or subject matter when compared to English. In addition, curriculum change as an external factor was also a reason for English teachers not to speak English much in class with the latest curriculum consideration, namely the 2013 Curriculum requires active students, not teachers

Students’ Speaking Skill in English Immersion School

2018 ◽  
Vol 7 (1) ◽  
Author(s):  
Mohammad Fadil ◽  
Sumardi Sumardi ◽  
Ngadiso Ngadiso
Keyword(s):  
English Teachers ◽  
Program Improvement ◽  
Average Score ◽  
Factors Affecting ◽  
English Immersion ◽  
Speaking Skill ◽  
English Speaking ◽  
Comparative Results ◽  
Academic Year ◽  
Speaking Skills

This research aims to describe: (1) students' English speaking skill in English immersion school; (2) students’ strengths and weaknesses in speaking skill in English immersion school; (3) factors affecting students' speaking skill in English immersion school. The research was designed as a case study, conducted at a school applying English immersion in Bondowoso, East Java, Indonesia in Academic Year 2017-2018. The research used purposive sampling. Data were collecated by interview, questionnairre, observation, and document analysis. The informants were grade 2 students, English teachers, and the school founder. The analysis found that: (1) on the scale of 1-5 (1=very bad, 2=bad, 3=fair, 4=good, 5=very good), students’ English speaking skills were at levels of very good (2.22%), good (6.67%), fair (37.78%), bad (44.44%), and very bad (8.89%); (2) students’ strengths in English speaking skills were related to vocabulary with average score of 2.7, and the weaknesses dealt with fluency with average score of 2.25; (3) factors that were assumed to affect students’ English speaking skills were environment, local accent, vocabulary mastery, English use, preference, and habits. It is recommended that all parties involved in the English immersion program evaluate the running of the program and the content of the program to provide learning outputs through English immersion. Commitment to using English should be strengthened, especially in English Week program. Improvement on English teachers’ is needed by involving them in trainings. Finally, similar research at non-English immersion school is necessary to ensure the comparative results gained from both types of school.

scholarly journals ENGLISH TEACHER PERSPECTIVE ON LEARNING ENGLISH AT SMA KARTIKA VIII-1 SOUTH JAKARTA

JURNAL BASIS ◽  
2020 ◽  
Vol 7 (1) ◽  
pp. 199
Author(s):  
Sjafty Nursitti NP Maili ◽  
Endang Sondari
Keyword(s):  
Qualitative Research ◽  
English Teachers ◽  
English Learning ◽  
English Teacher ◽  
Teacher Perspective ◽  
The Hours ◽  
Learning English

The objective of this study is to describe the perspective of English teachers about the 2013 curriculum, the implementation of English learning, the expectations of English teachers about the learning English. This research has been conducted at SMA Kartika VIII-1 Srengseng Sawah Jakarta Selatan It was a qualitative research that the researcher described the phenomenon happened and analysis it. The data was obtained by observation and interview. There are some steps as follow; First, Observation. It was done when the English teacher teach to the students; Second, Interview. It was taken when the English teacher taking a rest. The result of this research as follow: 1. The English teachers perspective about the concept of 2013 curriculum are positive; 2. The English teachers perspective about the implementation of learning English based on the 2013 curriculum was not maximal because there is no correspondence between the hours only 2 hours and the material taught by the English teacher; 3. English teachers expectation of learning English that is a change from 2 hours a week  to 4 hours  in a week.

scholarly journals ENGLISH TEACHERS’ PERCEPTION TOWARD CHARACTER ASSESMENT IN 2013 CURRICULUM: A STUDY ON JUNIOR HIGH SCHOOLS IN MANADO AND TOMOHON, NORTH SULAWESI

2018 ◽  
Vol 1 (01) ◽  
Author(s):  
Ervita Carolina Tania ◽  
Nihta Liando ◽  
Mister Gidion Maru
Keyword(s):  
Qualitative Research ◽  
Character Education ◽  
English Teachers ◽  
Research Data ◽  
Junior High Schools ◽  
Assessment Process ◽  
English Teacher ◽  
North Sulawesi ◽  
Character Assessment ◽  
Character Building

This research aims at finding out the perceptions of English teachers on character aspectswhich are not directly taugh. Yet it becomes a priority to asses basic competence. This study attemptsto identify the obstacles for implementing curriculum 2013 particularly student character assessment.As a qualitative research, data are obtained through interviews. The data are taken from the schoolsthat implement the curriculum especially six teachers who are randomly selected out of twentyteachers from each school.The results reveal that most of the teachers perceived that aspects of the should be taughtindirectly. Such perception was based upon the notion that character is not to be taught but to bepracticed. Those teachers were also of the opinion that character assessment does not guarantee thepositive character building. They believed that school must involve the parents and society for thesuccess of the character education. The teachers met the problems in implementing the assessmentsuch as time consuming, complicated assessment process, incompatiblity with big class and the lackof facility.Keywords: perception, character assesment, english teacher, curriculum 2013INTRODUCTION

scholarly journals ANALISIS KETERAMPILAN BERBICARA SISWA KELAS V PADA PEMBELAJARAN BAHASA INDONESIA DI SEKOLAH DASAR

2021 ◽  
Vol 9 (2) ◽  
pp. 28-37
Author(s):  
Yulia Maulani ◽  
Nur Azmi Alwi ◽  
Lindri Marthinopa ◽  
Nadiah Syaidah
Keyword(s):  
Qualitative Research ◽  
Elementary School Students ◽  
Language Skills ◽  
Average Score ◽  
Research Approach ◽  
School Students ◽  
Speaking Skill ◽  
5Th Grade ◽  
Bahasa Indonesia ◽  
Speaking Skills

Speaking skill is one of the four language skills that are important to master. Because speaking skills are an important element in communicating, so that students can convey messages and ideas well. The purpose of this study is [1] to determine the speaking skills of 5th grade students of SDN 01 TARANTANG [2] To assist in making speaking skills teaching materials based on the results of the analysis of 5th grade students' speaking skills of SDN 01 TARANTANG. The research approach used in this research is descriptive qualitative research with analytical methods. With data collection techniques through oral tests and literature studies. Based on the results of the analysis that has been carried out by researchers on 5th grade elementary school students, it can be seen that the average score of students' scores is 60 with the provision that 3 students have the highest scores such as KPA, SO, WSP by getting an overall score of 91, then for the lowest score, namely PI, TR, WFR with an overall score of 33, the reason is that they did not take the exam at all and did not answer the questions given by the researcher.

scholarly journals Code Mixing in EFL Classroom: Views from English Teachers Side

Al-Lisan ◽  
2020 ◽  
Vol 5 (2) ◽  
pp. 130-147
Author(s):  
Agus Rahmat
Keyword(s):  
Qualitative Research ◽  
Foreign Language ◽  
Research Design ◽  
Sampling Technique ◽  
English Teachers ◽  
English Teacher ◽  
Qualitative Research Design ◽  
Code Mixing ◽  
Language Classroom ◽  
Positive Input

The objectives of this research were to find out the category of code mixing used by the English teacher and the code mixing category dominantly used by the English teacher in teaching EFL (English as a foreign language) classroom based on the category of code mixing according to Muysken (2000). This research employed descriptive qualitative research design to analyze the teacher’s code mixing in teaching EFL at SMK Negeri 1 Makassar. The participant of this research was one of all the English teacher of SMK Negeri 1 Makassar, this participant was taken by using purposive sampling technique. The instruments of this research were observation and audio recording.The result showed that (1) The English teacher of SMK Negeri 1 Makassar used all of the categories that categorized by Muysken (2000, cited in Liu, 2008: 6) in teaching EFL classroom, they were: Insertion, Alternation and Congruent Lexicalization. There were seventeen examples of Insertion category, two examples of Alternation category and there were also two examples of congruent lexicalization category used by the English teacher; (2) The category of code mixing dominantly used by the English teacher of SMK Negeri 1 Makassar was insertion category in teaching EFL classroom.Therefore, it can be a positive input of the English teachers to enrich their English vocabulary to avoid using code mixing in teaching EFL classroom.

scholarly journals Instructional Analysis In Speaking Classroom

2020 ◽  
Vol 18 (2) ◽  
pp. 1-9
Author(s):  
Merie Agustiani ◽  
Nurhasanah ◽  
Wiwid Eka Agustin
Keyword(s):  
Classroom Instruction ◽  
Descriptive Study ◽  
English Teachers ◽  
Observational Result ◽  
English Teacher ◽  
Testing Hypotheses ◽  
Speaking Skill ◽  
Advanced Organizer ◽  
Feedback Cues

The objective of the research is to know the instructional analysis in teaching speaking skill. This study participated by one of the Eleventh grader English teachers in SMAN 8 OKU. Data from this descriptive study were gathered by observation. The observational result showed that the English teacher of SMA N 8 OKU used certain types of classroom instruction in the teaching speaking. There were five types of classroom instruction: setting objectives and providing feedback, cues, question and advanced organizer, homework and practice, reinforcing effort and providing recognition, and generating and testing hypotheses

scholarly journals THE CORRELATION OF THE TENTH GRADE STUDENT’S VOCABULARY MASTERY AND READING COMPREHENSION AT SMA NEGERI 6 TANGERANG

2020 ◽  
Vol 9 (2) ◽  
pp. 103
Author(s):  
Rita Puspita Sari
Keyword(s):  
Qualitative Research ◽  
Reading Comprehension ◽  
English Teachers ◽  
Research Data ◽  
Classroom Observations ◽  
Teachers And Students ◽  
Tenth Grade ◽  
Speaking Skill ◽  
English Speaking ◽  
Speaking Task

ABSTRACT The objective of this study was to determine what causes students 'anxiety about students' English speaking skills. In this study, researchers used qualitative research. For collecting and retrieving research data the researcher using questionnaire, interviews and observations. Researchers involve teachers and students. The researchers take samples in class VII. A where the researcher only took 10 students to be sampled. In this research the researchers conduct classroom observations and provide questionnaire in which students must answer from the 25 questions. The researcher also interviewed one of the English teachers who taught in the class. Here, the researchers used FLCAS to recap the results of the student's questionnaire. In the FLACS questionnaire, the researcher has found the similarities from what the teacher had said in the interview. The students were always anxious in the situations such as; when their names were called by the teacher, when they could not understand what the teacher has said, when they were asked to talk English in the classroom, when they think they will be the laugh stock of their friends as they speak in English. From the FLCAS questionnaire have also supported the findings from the observation. From the questionnaire, some of the students’ respond toward the items showed that they would be the most anxious when they were asked to perform speaking task. Keywords : Student’s Anxiety, speaking skill, speaking task

scholarly journals The Analysis of The Lesson Plan Based 2013 Curriculum Designed by The English Teacher At MTS Al Hidayah Makassar

2021 ◽  
Vol 7 (1) ◽  
pp. 260-271
Author(s):  
Afdaliah Amin
Keyword(s):  
High School ◽  
Qualitative Research ◽  
Junior High School ◽  
Lesson Plan ◽  
English Teachers ◽  
Learning Activities ◽  
Learning Assessment ◽  
English Teacher ◽  
Qualitative Research Design ◽  
Interview Research

This research discusses Analysis of the lesson plan based 2013 curriculum designed by the English teacher at MTS. Al – Hidayah” This research will cover how the English teacher designs learning activities relate with the basic competence to basic competence, and how English teacher do assessment to the students based on 2013 curriculum objectives. This research applied a qualitative research design. The subjects of this research were English teachers in Mts Alhidayah Makassar. Sample of the researcher took two English teachers in Mts Alhidayah Makassar, since there are two English teachers in the school. In collecting the data, the researcher used two kinds of instruments. In collecting the data through interview. Research results show dealing with finding out the basic competence and learning activities, it was that found some of learning activities are related and non related with the basic competences in 2013 curriculum for Junior High School which designed by the English teachers. In learning assessment, the teacher applied various kinds of assessment for cognitive and psychomotor domain. Teachers’ way in assessing students’ achievement in terms of cognitive and psychomotoric based on 2013 curriculum is applying instrument assessment

scholarly journals FACTORS SLOW SECONDARY LEARNESR DIFFICULTIES IN LEARNING SPEAKING AT HOMESCHOOLING

2021 ◽  
Vol 18 (2) ◽  
pp. 101
Author(s):  
Devi . Lusiana ◽  
Anni Holila Pulungan ◽  
Rahmad . Husein
Keyword(s):  
Qualitative Research ◽  
Secondary Level ◽  
English Teachers ◽  
English Teacher ◽  
Personal Factors ◽  
Slow Learners ◽  
Two Factors ◽  
Secondary Learners

ABSTRACTThis research deals with factors slow secondary learners difficulties in learning speaking at Homeschooling Global Lentera Kasih Batam. This research was conducted by using qualitative research. The objectives of this study was to investigate the factors causing slow secondary learners difficulties in learning speaking English. The data of this study obtained from documentation and interview. The techniques of collecting data that was applied in this research- they are observation, interview and documentation. The data of this study obtained from the result of interview from teacher and parents of slow learners. The source of data in this study was slow secondary learners grade X and the English teacher. There were 2 English teachers, and 2 classes of secondary level learners in Homeschooling Global Lentera Kasih and both slow learners classes contains 4 students, in class X-1 they are FL, NM, RRH and PLG, while in class X-2, they are DA, KT, SRN and FDF. The results showed that there were two factors caused the difficulties of slow learners in learning speaking, they are emotional and personal factors. Keywords: Factors, Slow Learners, Difficuties , Learning, Homeschooling

scholarly journals The Application of Presentation Practice Production Method for Teaching Speaking Skill: The Perception of Teachers and Students

2020 ◽  
Vol 10 (1) ◽  
pp. 30-40
Author(s):  
Mas Darul Ihsan
Keyword(s):  
Qualitative Research ◽  
Lesson Plan ◽  
Secondary Data ◽  
English Teachers ◽  
Production Method ◽  
Teaching English ◽  
Teaching Materials ◽  
Teachers And Students ◽  
Speaking Skill

The research is to know the application of teaching English by Using “Presentation Practice Production” method and its effect on teachers and students in MI Masyhudiyah, Gresik, East Java.  Qualitative research was used by combining questionnaire, interview and secondary data, teachers’ lesson plan of all English Teachers. The theory was based on (Larsen, 2003), (Jordan, Carlile, & Stack, 2008) and (Brown, 2000). The finding and discussion were, first, the application on teachers created: 1) the students tent to be more having bravery to do such a conversation in English, getting more focus and stable to have talks among. 2) The students got easily imitate and follow the English lesson by what the teacher taught in the classroom. Second, the effects on teachers were 1) teachers got the easiness in conveying the teaching materials in the classroom, improving the speaking skill, and getting more focus on teaching materials. 2) Teachers could see directly the results from the teaching at the day. The last, the effect on students are 1) Students could directly use the words, utterances and conversation at the day and more active, more focus and more perceptive in studying English. 2) The students were impressed by using English fingers.

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