scholarly journals THE ROLE OF MORPHOLOGICAL AWARENESS AND EXPLICIT MORPHOLOGICAL INSTRUCTIONS IN ELT

2020 ◽  
Vol 4 (1) ◽  
pp. 28-37
Author(s):  
Isvanelly Anwar ◽  
Rusdi Noor Rosa
Keyword(s):  
Junior High School ◽  
English Language ◽  
English Proficiency ◽  
Junior High ◽  
Morphological Awareness ◽  
Secondary Data ◽  
English Language Teaching ◽  
Effective Learning ◽  
Morphological Instruction

As a branch of linguistics, the role of morphology in learning English should not be taken carelessly. As the study of internal structure of words, morphology provides a lot of knowledge necessary to develop students’ English proficiency. However, many English teachers are still not aware of its important role in successful and effective learning process because they tend to be busy searching for media, strategies or techniques which they consider effective in teaching. In relation to the importance of morphology in English language teaching (ELT), this paper aims at explaining the important role of morphological awareness and instructions in teaching English as a foreign language to junior high schools in Indonesia. This is a descriptive study using literature review as the method. The data were secondary data in the form of documents including articles, journals and books. The data were analyzed using a content analysis by reading and reviewing the documents. The results of the data analysis show the significant role of morphological awareness and morphological instructions in facilitating the students at junior high school to learn English more easily, with significantly greater achievement. It is, therefore, concluded that students with morphological awareness or students that are treated by using morphological instruction gain better achievements in their English learning, resulting in their better English proficiency.

scholarly journals THE ROLE OF COUNSELING TEACHERS IN INCREASING STUDENTS 'LEARNING MOTIVATION AT THE STATE JUNIOR HIGH SCHOOL 3 TONDANO

2020 ◽  
Vol 1 (2) ◽  
pp. 44-49
Author(s):  
Tabita Token
Keyword(s):  
High School ◽  
Junior High School ◽  
Student Motivation ◽  
Junior High ◽  
Secondary Data ◽  
Data Sources ◽  
Primary Data ◽  
Main Research ◽  
Guidance Teachers

This study aimed to determine the role of counseling guidance teachers in increasing student motivation at State Junior High School 3 Tondano. This type of research is qualitative research. The main research instrument in this study was the researcher himself. There were two sources of data in this study, the first one was primary data sources, namely counseling teachers, and secondary data sources, namely vice-principals and students. The triangulation method was used to assure the validity of the data. Data analysis was carried out in three stages, namely data reduction, data display, and conclusion drawing. The results revealed that the role of counseling guidance teachers in increasing student motivation at State Junior High School 3 Tondano was not optimal. This is influenced by three factors, such as; BK teachers do tasks outside their main duties, facilities are not adequate and human resources are not sufficient.

scholarly journals Relationship between Adversity Quotient and English Proficiency at the English Language Teaching Department

2019 ◽  
Vol 4 (9) ◽  
pp. 1237
Author(s):  
Agil Abdur Rohim ◽  
Siusana Kweldju
Keyword(s):  
Regression Analysis ◽  
Significant Influence ◽  
English Language ◽  
English Proficiency ◽  
English Language Teaching ◽  
Partial Regression ◽  
Four Dimensions ◽  
Independent Variables ◽  
Minor Contribution

<p class="Abstrak"><strong>Abstract:</strong> This quantitative study examined the role of AQ on English proficiency. The four dimensions of AQ named Control (x1), Ownership (x2), Reach (x3) and Endurance (x4) were independent variables while TOEIC score (y) was dependent variable. The subjects were 77 students of ELT Department. The result showed that AQ had influenced 15.9% (R<sup>2</sup> = .159) to TOEIC score. There was significant influence of CORE to TOEIC score simultaneously (F&gt;F<sub>table</sub>=3.44&gt;2.33). Nevertheless, the result of partial regression analysis showed only Control (t&gt;t<sub>table</sub>=2.89&gt;1.66) had significantly influenced TOEIC. Thus, this research had statistically proven that AQ provided minor contribution to students’ English Proficiency.</p><strong>Abstrak:</strong> Penelitian kuantitatif ini menguji pengaruh Kecerdasan Adversiti terhadap kecakapan berbahasa Inggris. Empat dimensi Kecerdasan Adversiti, yakni kontrol (x1), kepemilikan (x2), pencapaian (x3), dan ketahanan (x4) adalah variabel bebas sementara skor TOEIC adalah variabel terikat. Hasil menunjukkan bahwa Kecerdasan Adversity berpengaruh 15.9% (R<sup>2</sup> = .159) terhadap skor TOEIC. Terdapat pengaruh signifikan emapt dimensi Kecerdasan Adversiti terhadap skor TOEIC secara simultan (F&gt;F<sub>table</sub>=3.44&gt;2.33). Namun, hasil regresi parsial menunjukkan hanya kontrol (t&gt;t<sub>table</sub>=2.89&gt;1.66) yang memberikan pengaruh signifikan terhadap skor TOEIC. Penelitian ini telah membuktikan secara statistik bahwa Kecerdasan Adversity hanya memberikan kontribusi minor terhadap kecakapan siswa berbahasa Inggris.

scholarly journals Assessing intercultural competence (IC) of state junior high school English teachers in Yogyakarta

2020 ◽  
Vol 9 (3) ◽  
pp. 628-636
Author(s):  
Mas Muhammad Idris
Keyword(s):  
High School ◽  
Junior High School ◽  
Intercultural Competence ◽  
English Language ◽  
Junior High ◽  
English Teachers ◽  
English Language Teaching ◽  
High School English ◽  
Norms And Values ◽  
Different Cultures

Intercultural competence (IC) is a concept which has gained importance in recent years. It seems to be transparent, accepted as well as used both in formal and informal situations. This concept can be defined as an individual’s capability to communicate effectively and appropriately with other people who have different cultures, norms, and values. In order for a person to be labeled as an intercultural speaker with intercultural competence, s/he should have the competence of intercultural attitude, skill, and knowledge. However, this competence has not been noticed and assessed comprehensively inside and outside academia, particularly in the setting of English language teaching. Hence, this study aims to assess and determine the level of intercultural competence of state junior high school English teachers in Yogyakarta. This study involved 260 participants taken using cluster random sampling from the whole population of 790 state junior high school English teachers. Data were collected using a valid and reliable questionnaire. Afterward, the data were analyzed with descriptive statistics and Kruskal Wallis test along with prerequisite of normality. This study revealed that the level of IC of state junior high school English teachers in Yogyakarta was high. Moreover, it has been found that their level of intercultural attitude (IA), intercultural skill (IS), and intercultural knowledge (IK) were categorized as high. In other words, these results indicate that the state junior high school English teachers in Yogyakarta have a capability to mingle with diverse people using a language effectively and appropriately. Importantly, this study showed that there were no significant differences in their IC level according to where they teach in four districts and one city. These mean that the locations where they teach do not affect their level of intercultural competence.

scholarly journals NEOLIBERALISM, CONSUMERISM, AND ENGLISH LANGUAGE TEACHING: A DISCOURSE ANALYSIS OF AN ENGLISH TEXTBOOK OF JUNIOR HIGH SCHOOL PEKANBARU

2017 ◽  
Vol 3 (1) ◽  
Author(s):  
Melgis Dilkawaty Pratama
Keyword(s):  
High School ◽  
Discourse Analysis ◽  
Junior High School ◽  
English Language ◽  
Junior High ◽  
Language Teaching ◽  
English Language Teaching ◽  
Intended Curriculum ◽  
Comprehensive Guidance

This study investigates the ideologies underlie in the English textbook of Junior High School in Pekanbaru. Those ideologies act as intended curriculum of English language teaching.However, some ideologies are contrary to the intended curriculum stated. Consequently, the English language teaching will bring wrong message to the students’ mindset. The design of this study is discourse analysis which emphasizes on linguistic and socioeconomic views. This study revealed that the English textbook used neoliberalism and consumerism as the ideologies which is contradictive to the intended curriculum stated. Therefore, the use of this English textbook needs the comprehensive guidance of teachers in interpreting and explaining the content to the students.

scholarly journals The Implementation of the 2006 Curriculum in Teaching English at State Junior High School 1 in Kalikajar

2019 ◽  
Vol 1 (2) ◽  
Author(s):  
Indah Wulandari
Keyword(s):  
High School ◽  
Junior High School ◽  
Teaching And Learning ◽  
English Language ◽  
Junior High ◽  
Language Teaching ◽  
Classroom Observation ◽  
Lesson Plan ◽  
English Language Teaching ◽  
Physical Response

Two major objectives are targeted in this research, method applied in English language teaching and how to implement the method. The research was conducted at State Junior High School 1 in Kalikajar in 2015. The subjects of this research were three English teachers at the school. The data for this research were collected through document, classroom observation, and interview. The result revealed the method claimed by the teachers were Total Physical Response (TPR) and Presentation, Practice, Production (PPP). Methods written on the lesson plan were categorized onto none implemented, partially implemented, and fully implemented in the teaching process. Findings shows that what was written on the lesson plan was not always implemented in the English language teaching and learning.

VOCABULARY JOURNAL STRATEGY: ONE WAY TO HELP STUDENTS’ VOCABULARY

JURNAL TAHURI ◽  
2020 ◽  
Vol 17 (1) ◽  
pp. 1-7
Author(s):  
Renata. C. G. Viegeleyn Nikijuluw
Keyword(s):  
High School ◽  
Junior High School ◽  
English Proficiency ◽  
Junior High ◽  
General Concept ◽  
Word Knowledge

Abstract: the discussion of this article aims to the use of vocabulary journal strategy in teaching vocabulary for the students of junior high school. The topic discussion will cover the general concept of learning vocabulary, principle of teaching vocabulary, teaching vocabulary in junior high school, and teaching vocabulary using vocabulary journal. Basically vocabulary journal is a strategy to invite students for strengthen their word knowledge and internalize meaning for use throughout their lives. It is a great strategy to help students’ vocabulary as naturally. Furthermore, some experts suggest that vocabulary journal can be applied in high school levels with different treatment depend on students’ needs and their English proficiency.  

Developing conversational competence through language awareness and multimodality: the use of DVDs

ReCALL ◽  
2009 ◽  
Vol 21 (3) ◽  
pp. 283-301 ◽  
Author(s):  
María Moreno Jaén ◽  
Carmen Pérez Basanta
Keyword(s):  
Language Learners ◽  
English Language ◽  
Oral Communication ◽  
English Language Teaching ◽  
Language Awareness ◽  
Multimodal Texts ◽  
Conversational Interaction ◽  
Conversational Competence ◽  
Oral Interaction

AbstractThe argument for a pedagogy of input oriented learning for the development of speaking competence (Sharwood-Smith, 1986; Bardovi-Harlig and Salsbury, 2004; Eslami-Rasekh, 2005) has been of increasing interest in Applied Linguistics circles. It has also been argued that multimedia applications, in particular DVDs, provide language learners with multimodal representations that may help them ‘to gain broad access to oral communication both visually and auditory’ (Tschirner, 2001: 305). Thus this paper focuses on an exploratory study of teaching oral interaction through input processing by means of multimodal texts.The paper is divided into a number of interconnected sections. First, we outline briefly what teaching conversation implies and examine the important role of oral comprehension in the development of conversational interaction. In fact, it has been suggested that effective speaking depends very much on successful understanding (Oprandy, 1994). In this paper we pay special attention to the crucial role of context in understanding oral interactions. Therefore, we outline the theory of context in English Language Teaching (ELT). The discussion draws on approaches to teaching conversation and it also offers a brief reflection about the need for materials which might convey the sociocultural and semiotic elements of oral communication through which meaning is created.We then discuss the decisions taken to propose a new multimodal approach to teaching conversation from a three-fold perspective: (a) the selection of texts taken from films, and the benefits of using DVDs (digital versatile disc); (b) the development of a multimodal analysis of film clips for the design of activities; and (c) the promotion of a conversation awareness methodology through a bank of DVD clips to achieve an understanding of how native speakers actually go about the process of constructing oral interactions.In sum, the main thrust of this paper is to pinpoint the advantages of using multimodal materials taken from DVDs, as they provide learners with broad access to oral communication, both visual and auditory, making classroom conditions similar to the target cultural environment (Tschirner, 2001).

scholarly journals "Once upon a Time there was..." A Digital World for Junior High School Learners

2016 ◽  
Vol 11 (03) ◽  
pp. 42 ◽  
Author(s):  
Marianthi Batsila ◽  
Charilaos Tsihouridis
Keyword(s):  
High School ◽  
Junior High School ◽  
English Language ◽  
Junior High ◽  
Language Skills ◽  
Reading And Writing ◽  
School Activities ◽  
Digital World ◽  
Digital Story ◽  
Teachers And Students

This paper looks into what Junior High School learners think of the Web 2.0 tool “Storyboard” for digital story telling purposes and investigates the extent to which it can enhance their receptive and productive skills of reading and writing in the English language. Fifty one randomly selected students, who created a digital story based on a relevant instructive scenario, and their teachers took part in the research. The quantitatively analyzed teachers’ and students’ interviews results and learners’ post-tests data revealed that the tool is considered very motivating and useful increasing learners’ aforementioned English language skills. As learners and teachers indicate “Storyboard” has offered them moments of happiness and joy during their school activities and made their lesson creative and interesting.

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