scholarly journals DEVELOPING ENGLISH CONVERSATION MATERIAL FOR ISLAMIC HIGH SCHOOL

JURNAL ELINK ◽  
2018 ◽  
Vol 5 (1) ◽  
pp. 1
Author(s):  
Ahmad Thoyyib Shofi
Keyword(s):  
High School ◽  
Foreign Language ◽  
English Teacher ◽  
Instructional Media ◽  
Classroom Activity ◽  
Daily Lives ◽  
Material Development ◽  
Tenth Grade ◽  
Efl Students ◽  
Conversation Class

Students were very difficult to communicate with other people in English effectively. English was learned as a foreign language (EFL) in this country and Indonesian EFL students rarely speak English in their daily lives. English conversation class was taught by no particular book for both teacher and students. This failure was solved by developing an appropriate teaching material for English conversation class at the tenth grade of Islamic Senior High School, which covered conversational guide selection and the used of instructional media. It also aimed at activating the English conversation class. This study used the Research and Development (R&D) design. The data were collected through observation, interview, and questioners and analyzed using a guideline analysis, while the data of the students’ questioners were analyzed using tally system to find the percentage. The subjects of this study were the students of MA Al Karimi Gresik. There were 90 students of the tenth grade students. The material development started with writing material selected from the syllabus and follows CLT principles. The final product was the conversation material for Islamic Senior High Students. It also contained rubric assessment to record the students speaking progress both psychomotor aspect and affective aspect. The product contained Indonesian translation and no answers. Hopefully, the students could be active in responding the questions at the conversation classroom activity. The researcher wanted the English teacher understand the concept of CLT so that he could become the guide, trainer, advisor, and actor who can control the class.

Enhancing students’ English proficiency by co-teaching between native and non-native teachers in an EFL context

2019 ◽  
pp. 136216881987393 ◽  
Author(s):  
Zhenhui Rao ◽  
Huijun Yu
Keyword(s):  
Foreign Language ◽  
Team Teaching ◽  
English Proficiency ◽  
Teaching Model ◽  
Traditional Teaching ◽  
English Teacher ◽  
Teaching Behaviors ◽  
Efl Context ◽  
Efl Students ◽  
Native Teachers

This study examines the effects of co-teaching between native and non-native English teachers on English as a foreign language (EFL) students’ English proficiency in China, and then explores the students’ perceptions of the collaborative form of teaching. Based on the co-teaching schemes created by the previous researchers, this experiment adopted three co-teaching models: (1) one teaching/one assisting model, (2) team teaching model, and (3) station teaching model. By comparing the effects of co-teaching with those of traditional teaching, the study found that the students who were co-taught by a native and a non-native English teacher made more gains in English proficiency than those who were taught by one teacher alone. The findings from the attitudinal survey indicate that the students generally held a positive attitude towards co-teaching and that they attributed the success of this experiment to three benefits in co-teaching: ideal linguistic environment, complementary teaching behaviors, and favorable cultural atmosphere.

scholarly journals Exploring new territories in pedagogical stylistics: An investigation of high-school EFL students’ assessments

2017 ◽  
Vol 26 (4) ◽  
pp. 300-322 ◽  
Author(s):  
Vander Viana ◽  
Sonia Zyngier
Keyword(s):  
High School ◽  
Foreign Language ◽  
Language Learning ◽  
Evidence Based ◽  
Learning Materials ◽  
High School English ◽  
Instrumental Approach ◽  
Language And Literature ◽  
Efl Students ◽  
Literary Awareness

The growing number of recent publications on pedagogical stylistics indicates that this area is still of much interest to those who invest in the integration of language and literature. However, evidence-based assessments of pedagogical stylistics are still few and depend mostly on teachers’ intuitions. The present study contributes towards filling this gap by examining 28 reflective accounts produced by high-school English as a foreign language (EFL) teenagers who participated in a literary awareness workshop on iconicity. Branching out from pedagogical stylistics, literary awareness is here described as a program which aims at sensitizing students to verbal artistry. The bottom-up analysis of the participants’ accounts reveals five main aspects – “applicability,” “learning,” “materials,” “students” and “teaching” – and indicates that the workshop was to a certain degree transformative. Instead of an instrumental approach to language learning, the workshop aimed mostly at consciousness-raising. Students’ assessment of the workshop was quite positive, and they linked in-class experience with their lives outside the school. The results indicate that, besides learning a foreign language, the process of reflection has led students beyond the text. We conclude by discussing the implications of the workshop for both pedagogy and research.

scholarly journals DESAIN DAN UJI COBA LEMBAR KERJA PESERTA DIDIK (LKPD) BERBASIS PROBING-PROMPTING PADA MATERI SISTEM PERIODIK UNSUR

2021 ◽  
Vol 2 (1) ◽  
pp. 52
Author(s):  
RINI KARSINI ◽  
PANGOLOAN SOLEMAN RITONGA
Keyword(s):  
High School ◽  
Periodic System ◽  
Abstract Concept ◽  
Instructional Media ◽  
Media Design ◽  
Tenth Grade ◽  
Research Findings ◽  
Concept Theory ◽  
Support Students ◽  
D Model

This research is motivated by students' chemical mastery in learning is still low, especially for abstract concept/theory material. This can be seen from students being less active and lacking memory in following the learning process.  In addition, schools only rely on textbooks that make students less interested in learning and there is no student workbook to support students' understanding. This research aimed at knowing the appropriateness of the instructional media design in the form of Probing-Prompting based student workbook on Periodic System of the Elements lesson.  It was administered at State Islamic Senior High School 1 Pekanbaru.  It was R&D (Research and Development) with 4-D model, and it was limited to 3 models—define, design, and development.  The subjects of this research were the experts of material, the experts of media, and the experts of language, Chemistry subject teachers, 10 students at the tenth grade of MIA 1.  The object was Probing-Prompting based student workbook on Periodic System of the Elements lesson.  The research findings showed that Probing-Prompting based student workbook was appropriate to be used and it was based on the results of validity and practicality levels.  The percentage of validity level obtained was 85.78% (very valid) and the practicality level was 85.33% (very practical).  Based on theses results, it could be identified that Probing-Prompting based student workbook could be tested further.

scholarly journals Differences in achievements in learning English as a foreign language between the deaf/hard of hearing and hearing high school students in Serbia

2019 ◽  
pp. 155-167
Author(s):  
Iva Urdarević
Keyword(s):  
High School ◽  
High School Students ◽  
Foreign Language ◽  
Hard Of Hearing ◽  
Normal Hearing ◽  
Placement Test ◽  
School Students ◽  
Hearing Status ◽  
Efl Students ◽  
Learning English

This papers presents the results of research that was aimed at testing the performance of deaf and hard of hearing (D/HOH) high school students in learning English as a foreign language (EFL). The research examined the correlation between the age (number of years of learning EFL), the degree of hearing loss, the sex and the school success in the Serbian language with the achievements of the D/HOH students in solving an English Placement test. The differences in achievements between D/HOH students and those with a normal hearing status were also compared and analyzed. The results of the research indicate that although the D/HOH students achieve poorer results in learning English compared to students with a normal hearing status, they can be successful in learning English as a foreign language. The D/HOH students have some difficulties in learning English vocabulary and grammar. They need more time to successfully master a foreign language, so it is necessary to take into account the specificities of this category of EFL students and to adapt teaching methods and resources to suit their needs.

scholarly journals Investigating Indonesian Senior High School Students’ Implementation of Self-Regulated Learning towards the English Subject

2020 ◽  
Vol 4 (4) ◽  
pp. 483-498
Author(s):  
Indira Lusianingtyas Siswanto ◽  
Concilianus Laos Mbato
Keyword(s):  
High School ◽  
High School Students ◽  
Foreign Language ◽  
Structured Interview ◽  
Senior High School ◽  
English Teacher ◽  
Convenience Sample ◽  
Self Regulated Learning ◽  
Regulated Learning ◽  
English Subject

English is considered as a foreign language for Indonesian speakers. It also becomes the first obligatory foreign language to be taught in Indonesian Secondary Schools. However, English is rarely used as the medium of communication in the daily life context. Consequently, learners encounter difficulties in uttering sentences and creating written expressions. Therefore, they need to be self-regulated and strategic to acquire English proficiency.  The researchers argued that applying self-regulated learning (SRL) by both students and teachers could enhance students’ language mastery. This paper aimed to investigate whether or not self-regulated learning towards the English subject of Grade X and XI students was implemented in one Senior High School in Yogyakarta, Indonesia.  It adopted a mixed method approach by distributing questionnaire to 60 students, and conducting a semi-structured interview to one English teacher. One English teacher was chosen as a convenience sample in this study.  Based on the finding, the students depict positive results in responding four strategies represented Self-Regulated Learning, including: 1) Planning, 2) Monitoring, 3) Controlling, and 4) Reflecting. Meanwhile, the researcher classified the findings of the teacher’s interview into four major points. The points were: 1) Modelling, 2) Encouraging, 3) Strategic Teaching Method, 4) Outcome Checking and Feedback.  From the findings, it could be concluded that both the students and the teacher implemented some aspects of self-regulated learning; even though the process should be conducted more systematically and consistently.  Keywords:  English learning strategies, self-regulated learning, autonomous learning, English subject

scholarly journals A Material Development of Speech Act as its Contribution For a Vocational High School English Handbook at an Eleven Grade

2019 ◽  
Vol 10 (2) ◽  
Author(s):  
Algajaladre Nadya Santoso ◽  
Laily Nur Affini
Keyword(s):  
High School ◽  
Qualitative Research ◽  
Speech Acts ◽  
Speech Act ◽  
English Teacher ◽  
Vocational High School ◽  
High School English ◽  
Material Development ◽  
Directive Speech Acts ◽  
Directive Speech

Theis research has a prominet goal, idenitfying types of speech acts uttered by an English teacher at a vocational high school. This work uses Searle’s theory to discover the dominant kinds of speech act employed by the teacher. The researchers also investigated the additional utterances in showing learning movement. The research methodology is descriptive-qualitative research, where the researcher found three kinds of speech act uttered by the teacher; directive, representative, and expressive. The researchers calculated the data finding and found 297 utterances which comprised of 246 directives utterances or 82,83% of overall data, 45 representative utterances or represented the 15.15% of data, and 6 expressive utterances which covered 2,02%. The most obtrusive was directive speech acts (82.83%) and the less frequent was expressive speech act (2.02%). The most obtrusive was directive speech acts because the teacher often used directives (questioning) to handle the students in the classroom and made sure that the students understand the aims of the English material.

scholarly journals MALE-FEMALE EFL STUDENTS’ PERCEPTION ON THE USE OF AUDIO VISUAL AIDS TO IMPROVE THEIR VOCABULARY MASTERY

2018 ◽  
Vol 2 (1) ◽  
pp. 25
Author(s):  
Firda Fauziah ◽  
Etika Rachmawati ◽  
Misbahudin Misbahudin
Keyword(s):  
Learning Process ◽  
Female Students ◽  
Male Students ◽  
English Teacher ◽  
Visual Aids ◽  
The Third ◽  
Tenth Grade ◽  
Efl Students ◽  
New Situation

This study attempted to investigate male-female EFL students’ perception on the use of audio visual aids in learning vocabulary mastery. The aims of this study were to finding out the male EFL students’ perception on the use of audio visual aids in learning vocabulary, the female EFL students’ perception on the use of audio visual aids in learning vocabulary, and how audio visual aids help students in improving their vocabulary mastery. The participants were 19 students at the tenth grade students in one of senior high schools in Ciamis. This study employed one type of qualitative strategies that was using case study. The writer used three instruments to gain the data, they were questionnaire, interview and observation. The result for the first question asserted that male students perceive the use of audio visual aids was good to be used in learning process, especially in learning vocabulary. Moreover, the result for the second question revealed that female students perceive audio visual aids have some benefits in learning process, especially in learning vocabulary. Then, the result for the third question asserted that audio visual aids help the students in improving their vocabulary mastery. It can be concluded that male-female EFL gave positive perceptions toward the use of audio visual in learning vocabulary and audio visual aids help the students to improve their vocabulary mastery. Besides, it is suggested for the English teacher, it is hoped that this study could be a new way in giving the new situation in the classroom. Moreover, it is suggested for the students because the most students feel helped in learning process, especially in learning vocabulary by using audio visual aids. For further researchers, the result of this study can be used as reference in the same field with the different interest.Keywords: perception, gender, audio visual aids, vocabulary, vocabulary mastery

scholarly journals The Effect of Improvisation Technique towards EFL Students’ Speaking Ability

AL-TA LIM ◽  
2017 ◽  
Vol 24 (2) ◽  
pp. 118-129
Author(s):  
Hadeli Hadeli ◽  
Eviani Eviani
Keyword(s):  
High School ◽  
Experimental Research ◽  
Random Sampling ◽  
Research Finding ◽  
English Teacher ◽  
Alternative Technique ◽  
Significant Difference ◽  
Efl Students ◽  
The Mean ◽  
Cluster Random Sampling

The purpose of this research was to determine whether Improvisation Technique gave significant difference in teaching transactional and interpersonal conversation text toward students’ speaking ability. This research was also aimed to find out which components of students’ speaking were mostly improved after using Improvisation Technique. True experimental research was used where the sample was chosen by using cluster random sampling. The result of this research showed that the students had made some progresses. It showed that the mean score of students’ speaking ability in experimental class (79.50) was higher than the mean score of students’ speaking ability in control class (72.21). It means that teaching speaking by using Improvisation Technique gives significant effect towards students’ speaking ability. Based on the research finding, it can be concluded that using Improvisation Technique gave significant effect towards students’ speaking ability at class XI of Senior High School 12 Padang. Thus, it is recommended for English teacher should consider the use of Improvisation Technique as an alternative technique in teaching speaking for getting significant effect towards students’ speaking ability.

scholarly journals EFL Students’ Perception and Motivation Toward Quizizz as E-Learning Media in English E-Classroom

2021 ◽  
Vol 4 (2) ◽  
pp. 71-78
Author(s):  
Farah Ika Dhamayanti
Keyword(s):  
High School ◽  
Foreign Language ◽  
Learning Process ◽  
Senior High School ◽  
Descriptive Statistics ◽  
Positive Perception ◽  
English As Foreign Language ◽  
E Learning ◽  
Efl Students

This study investigates the English as Foreign Language (EFL) students' perception and motivation toward Quizizz as e-learning media in English e-classroom. The total number of participants in this study is 106 students of 11th graders of Senior High School consist of five classes who had experience toward Quizizz. A descriptive statistics approach is applied in this study. The data collected by using closed-ended questionnaire. The obtained data were analyzed by using SPSS version 25.00. The result shows most of EFL students had positive perception and motivation toward Quizizz. Therefore, Quizizz as e-learning media can support the learning process in English e-classroom. It indicates that Quizizz is an appropriate e-learning media that can be used in English e-classroom and it can increase EFL students’ motivation during e-learning.

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