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 

scholarly journals Writing News Item in English Language Teaching Context: Line Apps Platform for Senior High School Students

2020 ◽  
Vol 2 (1) ◽  
pp. 24-28
Author(s):  
Tia Dwi Risani
Keyword(s):  
High School ◽  
Social Media ◽  
High School Students ◽  
Learning Process ◽  
English Language ◽  
Language Teaching ◽  
Senior High School ◽  
English Language Teaching ◽  
News Item ◽  
Learning English

Learning English nowadays is a process of giving learners not just skills its also an innovative learning technique, and creative ways are needed as well. The  Information Communication Technology (ICT) device such as social media, i.e., Line provides students to explore more in learning English. This research aimed at proving social media such as Line today can be used as virtual support for English language Teaching (ELT) process of writing news item in senior high school. This descriptive qualitative research was conducted on classroom during the subject news item. In this study, the research belongs to the interpretivism paradigm or related to the explaining or understanding the meaning of a sentence or passage. The result of this research is using a virtual or electronic device not only could help students as a learner but the essential things in learning process namely teachers also need virtual to support teaching process and even virtual assessment help teachers and even students to develop learning process especially by using Line apps for writing news item.

scholarly journals INTERACTIVE AND EDUCATIVE LEARNING MEDIA IN ENGLISH LANGUAGE TEACHING AT SENIOR HIGH SCHOOLS

2020 ◽  
Vol 12 (2) ◽  
pp. 304-315
Author(s):  
Sitti Hadijah ◽  
Marhamah Marhamah ◽  
Shalawati Shalawati
Keyword(s):  
High School ◽  
High School Students ◽  
Learning Process ◽  
English Language ◽  
Language Teaching ◽  
Current Trend ◽  
Senior High School ◽  
English Language Teaching ◽  
School Students ◽  
Senior High School Students

This research aims to describe senior high school students’ perspectives about the use of learning media in English language teaching context and to investigate the sorts of interactive and educative learning media in English language teaching. This research worked on descriptive research design, both qualitative and quantitative data were collected through a questionnaire. This study involved 171 senior high school students who voluntary filled in the questionnaire. The research findings reveal that the use of learning media to support learning process needs to be improved since the media used needs to be adjusted with the current trend of learning that is technology-based learning media. In addition, Powerpoint slides, video, film, online or traditional games were found as interactive and educative learning media from the students’ perspectives. The students are excited when the teachers are presenting media in their learning process, even though it only simply presented through Powerpoint. In other words, learning media has an essential role to support effective learning atmosphere for the students. 

scholarly journals Evaluation on senior high school English textbooks

2019 ◽  
Vol 2 (2) ◽  
pp. 143
Author(s):  
Yosyie Azharia Winimurti ◽  
Dedi Rahman Nur
Keyword(s):  
High School ◽  
Learning Process ◽  
English Language ◽  
Evaluation Research ◽  
Senior High School ◽  
English Language Teaching ◽  
High School English ◽  
English Textbooks ◽  
Teaching Learning ◽  
The Given

In Indonesia, English teachers use textbooks to help students in the teaching-learning process and use it as a self-help resource to get rich input in learning. To improve the quality of English language teaching in Indonesia, this research was conducted to measure whether the three books used in Senior High School, i.e. “Bahasa Inggris”, “Pathway to English”, and “Outcomes Upper Intermediate” are right or not. This research used Alan Cunningsworth’s theory on excellent textbook and tried to find the strengths and weaknesses of the three books based on the given methods above. The study was conducted using evaluation research to evaluate the three English textbooks used by some schools in Yogyakarta. Evaluation steps included taking some samples from the books to see whether they meet the criteria of good textbooks that the researcher developed based on Cunningsworth’s framework. The research found out that Bahasa Inggris meets five standards: aims and approaches, design and organisation, topic, teachers’ book, and political consideration. Pathway to English meets four standards of excellent textbook by Cunningsworth: aims and approaches, design and organisation, teachers’ book, and political attention. Outcomes Upper Intermediate matches five principles of excellent manual by Cunningsworth: goals and methods, design and organisation, skills, topic, and teachers’ book. The researcher also found out that the strengths and weaknesses of “Bahasa Inggris”, “Pathway to English”, and “Outcomes Upper Intermediate”. From the findings above, the researcher suggests the teacher use three textbooks in the teaching-learning process because three books meet the criteria in a good book.

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.

scholarly journals High School teachers' Experiences in classroom Ecology of Language Teaching: A Study from the Phenomenological Perspective

2020 ◽  
Vol 4 (4) ◽  
pp. 466-482
Author(s):  
Mani Ram Sharma
Keyword(s):  
High School ◽  
English Language ◽  
Language Teaching ◽  
English Teachers ◽  
English Language Teaching ◽  
High School English ◽  
Classroom Ecology ◽  
Teachers Experiences ◽  
Phenomenological Perspective ◽  
Ecology Of Language

The present study aims to look into ecological classroom practices adopted by teachers while teaching English language courses at colleges in Kathmandu, Nepal. The study specifically explains how three high school English teachers in the class felt about ecology of language teaching, how they experienced teaching, and how they provided meaning to it. Three high school English teachers’ experiences were recalled through an in-depth phenomenological interview. The results revealed that the need of classroom ecology was not emphasized. The teachers' experiences in the form of narratives, collected, transcribed, coded, thematic analyses and presented in the notion of  emerging themes that English language teaching helped to explore the effective classroom ecological practices in detail. The study is expected to contribute in making EFL teaching successful in linguistic landscapes of Nepal.

scholarly journals An Evaluation of English Language Textbook: Interlanguage English for Senior High School Students

2019 ◽  
Vol 2 (1) ◽  
pp. 33-39
Author(s):  
Muhammad Affan Ramadhana ◽  
Opik Dwi Indah ◽  
Suhardi Suhardi
Keyword(s):  
High School ◽  
High School Students ◽  
English Language ◽  
Language Teaching ◽  
Senior High School ◽  
English Language Teaching ◽  
School Students ◽  
Instructional Activities ◽  
Senior High School Students ◽  
Language Type

English Language Teaching (ELT) textbooks serve as the basis for many language inputs that learners receive and language practices that occur in the classroom. They may provide the basis for ideas and instructional activities as well as giving teachers rationales for what they do. The objective of this analysis is to know about how much a textbook meets the requirements of a good EFL textbook. The evaluation checklist used in this paper is the modification of Cunningsworth’s (1995) checklist developed by Al-sowat (2012). There are nine issues of textbook evaluating in this checklist: (1) layout and physical appearance; (2) content; (3) objectives; (4) language type; (5) skills; (6) activities and tasks; (7) structure and vocabulary; (8) culture values; and (9) teacher's needs.

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 Promotıng Multılıteracy Framework - Based Lesson Plan for Englısh Language Teachıng In Senıor Hıgh School

2020 ◽  
Vol 5 (2) ◽  
pp. 22-31
Author(s):  
Muhammad Nawawi ◽  
Ana Christanti
Keyword(s):  
High School ◽  
English Language ◽  
Language Teaching ◽  
Lesson Plan ◽  
Senior High School ◽  
Lesson Plans ◽  
English Language Teaching ◽  
Learning Activities ◽  
Framing Analysis ◽  
Teaching Learning

The objective of the research was to promote a new model of designing activities in the lesson plan of English teachers. The model was derived from the phases of the Multiliteracy pedagogical Framework. It was qualitative research with documentation techniques for collecting data. The source of data was the document of lesson plans made by teachers of English. The data was statements on teaching-learning activities in the lesson plans. The author identified the lesson plan of teachers from Al Islam senior high school in Krian, Sidoarjo. The activities statements were categorized using the four phases and cognitive process of the Multiliteracy Framework; Situated Practice (Experiencing), Overt Instruction (Conceptualizing), Critical Framing (Analysis), and Transformed Practice (Applying) promoted by Cope and Kalantzis with New London Group in 1996.  The result showed that the teachers just included two phases; Situated Practice (Experiencing) and Overt Instruction (Conceptualizing), no Overt Instruction (Conceptualizing), Critical Framing (Analysis), and Transformed Practice (Applying) yet in their teaching-learning activities. The teachers should change the old phases in their lesson plan with the four phases of the framework to guide them in applying multiliteracy in English language teaching. The next researcher could focus on teachers’ knowledge or belief about the multiliteracy framework to assure the implementation

scholarly journals Integrating Technology in English Language Teaching: Global Experiences and Lessons for Indonesia

2018 ◽  
Vol 8 (6) ◽  
pp. 107 ◽  
Author(s):  
Salasiah Ammade ◽  
Murni Mahmud ◽  
Baso Jabu ◽  
Suradi Tahmir
Keyword(s):  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Learning And Teaching ◽  
Technology In Teaching ◽  
Integration Of Technology ◽  
Information And Communication ◽  
New Research

The integration of Information and Communication Technology (ICT) in English language educational settings often improves teaching and learning (Tinio, 2016). English language teaching and technology have been seen as interesting new research era. This article reviewed studies on ICT integration in teaching from ten different countries. The aim of this review is to analyze cross cultural findings in order to determine what factors might be best applied to the Indonesia situation to improve English language learning and teaching as well as types of technology might be best adopted for ELT improvement. The articles for the study were found through internet search engine, Google scholar and ERIC in the area of technology integration and technology tools in English language teaching. Thus, the data taken is carefully investigated using inclusion and exclusion criteria.  The result of analysis showed that the integration of technology in teaching can improve the experience for students and teachers and improve learning for students.

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