scholarly journals Teacher Deliberative Policy on Learning Management in Realizing Teacher’s Performance

2021 ◽  
Vol 4 (2) ◽  
Author(s):  
Baslini Baslini ◽  
◽  
Rambat Nur Sasongko ◽  
Muhammad Kristiawan ◽  
Ahmad Walid

The purpose of writing this article is to discuss the effect of implementing the subject teacher deliberation policy on the management of English learning in realizing the performance of English teachers in the subject teacher deliberation forum which is under the auspices of the South Sumatra Provincial Education Office. The method of analysis in the discussion of this main topic uses an effectual causal analysis model by reviewing the rational relationship that analyzes the causal relationship between the implementation of subject teacher deliberation policy, English language learning management and the performance of English teachers. The location of the research was carried out in the subject teacher deliberation forum under the auspices of the Education Office of South Sumatra Province with a total of 88 respondents. This discussion shows that the implementation of the subject teacher deliberation policy has no significant effect on the management of English learning and the performance of English teachers. This article concludes that realizing the performance of English teachers can be done by optimizing the implementation of the subject teacher deliberation policy and management of English learning.

2016 ◽  
Vol 3 (2) ◽  
pp. 156
Author(s):  
Ashar Ashar ◽  
Irmawati Irmawati

The objectives of the research were to obtain a descriptive account of (1) the lesson plans of English language learning based on the 2013 Curriculum at SMKN 1 Bantaeng, (2) learning and assessment process of English language learning based on the 2013 Curriculum at SMKN 1 Bantaeng, (3) supporting factors and obstacles that the English teachers at SMKN 1 Bantaeng face in implementing the 2013 Curriculum of English. The researcher employed descriptive qualitative method. The subjects werefour English teachers of SMKN 1 Bantaeng who participated in this research. All the subjects were selected through purposive sampling. The data of this research were collected by using triangulation technique by combining observation, interview and examining document technique. The obtained data were analyzed in four major phases namely data collecting, data reduction, data display, and conclusion. The result of the research revealed that (1) Lesson plans prepared by English teachers at SMKN 1 Bantaeng were generally well arranged. (2) a. The implementation of English learning process at SMKN 1 Bantaeng based on the 2013 Curriculum still had many shortcomings. The very prominent shortcomings were the aspect of preliminary activities, the implementation of integrated learning, the selection of sources and media, as well as on the closing activities. b. The implementation of assessment process on English learning based on the 2013 Curriculum at SMK 1Bantaengwas not done well, because most of the components of the assessment were not carried out. (3) Supporting factors on the implementation of the 2013 Curriculum of English included (a) the high commitment of the school and government, (b) the distributed guidelines, syllabus, and text book, and (c) the school facilities. Meanwhile the obstacles consisted of (a) the lacking time allocation, (b) the complicated assessment system, and (c) the lack of teachers' understanding on the 2013 Curriculum. Key words: the 2013 Curriculum, ELT plans, practices and assessments,perception.


2021 ◽  
Vol 58 (1) ◽  
pp. 1464-1470
Author(s):  
Montchatry Ketmuni

The purposes of this study were 1) to study the levels of the acceptance of online English language learning, 2) to study the factors affecting the acceptance of online English language learning, and 3) to study the undergraduate students’ satisfaction towards studying English courses with online mode during summer semester in academic year 2019 at Rajamangala University of Technology Thanyaburi, Thailand. This research was employed by the Technology Acceptance Model (TAM) and conducted as a quantitative and qualitative research.  The 400 samples were selected by simple random sampling, and the 30 key informants were chosen by purposive sampling. The statistics used for data analysis were percentage, mean, standard deviation, t-test, f-test, correlation, and multiple regression. Findings of the research indicated that the acceptance and the satisfaction of online English language learning were not affected by the individual differences. The acceptance of online English language learning was at high level ( =3.9): Perceived Usefulness ( =3.96), Perceived Ease of Use ( =3.94), Attitude ( =3.79), and Intention ( =3.7) which was affected by learners ( =4.17), teachers ( =4.14), learning activities ( =4.14), measurement and assessment ( =4.08), and technology ( =3.96) at high level ( =4.11). The overall satisfaction of the students towards online English learning was also at high level ( =3.97): knowledge and skills of the teachers (X ̅=4.09), the clear and consistent measurement and assessment ( =4.07), and learning feedback ( =4.05). The key factor of learning management affecting the acceptance of online English language learning was the measurement and assessment (β= .461) at .05 statistically significant level. The greatest factor affecting the acceptance of online English learning was Perceived Ease of Use (β= .856) at .05 statistically significant level. The students suggested that the teachers should have teaching techniques to stimulate students’ interests and provide a variety of activities, such as VDO recording, asking and answering question activities, and group presentation, whereas the students should pay more attention than studying in classroom and have information technology skills. The major online learning constraint was the stability of internet signal. Moreover, the students preferred studying in classroom. If the university continues online English learning, the learning management should be explained in details including with providing facilitators of learning and lower tuition fees.


Needs Analysis in the context of language-learning-teaching is an important process to design a certain course and syllabus. It helps course designers to set objectives, choose content, method of instruction, appropriate teaching aids, and classroom activities for different courses. This paper reports the perceptions of the researchers on the English language learning needs of the English undergraduate students of Shaheed Benazir Bhutto University Sheringal, Pakistan. The data is based on the researchers’ personal experience and first-hand observation of the population as the researchers have been teaching in the target context for about a decade. Furthermore, the researchers have always been in discussion with their students and colleagues about the target students’ English learning needs, preferred learning styles, motivation in learning English, interest, strengths/weaknesses, and attitude toward English learning in the target setting. Learners’ assignments, exam answer sheets, and presentations have also been used is a source of data collection. A needs analysis model proposed by Hutchinson and Waters (1987) has been applied in order to analyze the data. The results show that the students lack well grammatical sentences, have poor spellings, capitalization problems, limited vocabulary, unaware of collocations, poor/slow reading comprehension, and lack of effective presentation skills. Furthermore, most of the students have a lack of involvement in classroom activities and feel shy about speaking the English language. It was reported that the provision of authentic material, interesting activities, suitable audio-visual aids, relevant texts, language labs, and other logistic arrangements can better help them in learning the English language. The findings demonstrate that the students wished to have a learner-centered-course that helps them excel in their academic life and learning the English language.


Author(s):  
Liheng Yu ◽  
Zhonggen (中根) Yu (于)

Mobile English language learning has drawn global attention. This study systematically examined the literature in the past 11 years. It visualized the general trend of the number of related publications in a decade, discussed the attitudes of teachers and learners toward mobile device-assisted English learning, explored the effect of motivation on mobile device assisted English learning, discussed the influence of mobile device-assisted English learning on output and input English language skills, presented the influence of mobile device-assisted English learning on vocabulary knowledge acquisition, demonstrated the factors influencing the effectiveness of mobile English language learning, showed the general learning outcomes in mobile device-assisted English learning, together with the disadvantages of mobile technology-assisted English learning and co-citations of publications. When designing mobile devices, designers could include and optimize learning functions based on the findings.


2019 ◽  
Vol 15 (4) ◽  
pp. 71-88
Author(s):  
Zhonggen Yu

Mobile English language learning has drawn global attention. This study systematically examined the literature in the recent eleven years. It visualized the general trend of the number of related publications in a decade; discussed the attitudes of teachers and learners toward mobile device assisted English learning; explored the effect of motivation on mobile device assisted English learning, discussed the influence of mobile device assisted English learning on output and input English language skills; presented the influence of mobile device assisted English learning on vocabulary knowledge acquisition; demonstrated the factors influencing the effectiveness of mobile English language learning, showed the general learning outcomes in mobile device assisted English learning; together with the disadvantages of mobile technology-assisted English learning and co-citations of publications. When designing mobile devices, designers could include and optimize learning functions based on the findings.


2017 ◽  
Vol 25 (2) ◽  
pp. 42 ◽  
Author(s):  
Gustavo Garcia Botero ◽  
Jacqueline Garcia Botero ◽  
Frederik Questier

<p>In June 2015, the Colombian government via the Labor Ministry announced a project for young workers called 40.000 Primeros Empleos. In the framework of this project, the Ministry of Labor signed an alliance with the language platform Duolingo as a strategy to provide participants with English learning opportunities and a free language certificate. With the help of a monitoring and evaluation perspective, this study describes Colombian English language learning policies and their relationship with the labour market. The discussion presented here intends to maximize the outcomes of these kinds of agreements and to provide insights for researchers and national stakeholders willing to carry out similar projects in their countries. Certification is also thoroughly analyzed as a means of estimating the possible impact of this partnership.</p>


2019 ◽  
Vol 1 (1) ◽  
pp. 21-29
Author(s):  
Haryanti Haryanti

ABSTRACTIndependent English Language Learning is very important to do by students, especially students in higher education level, because they are often required to read many English references and use English on many occasions, for example in writing essays. Also, it is because the opportunity or time to learn English in the class is very limited. Therefore, students badly need to learn English independently outside the classroom. This study was designed to investigate the students’ perception of the use of “English Phrasal Verb” videos in enhancing their independent learning. There were six participants interviewed and observed to get information about the benefits of using “English Phrasal Verb” videos and the effectiveness of it in training the students to be independent learners. The study found that the students’ pronunciation and vocabulary mastery had improved as well as their listening and writing skills due to the use of videos and assignment given. It also revealed that the use of videos had successfully been a trigger for the students to find other English learning videos and learn them independently outside the classroom.ABSTRAKBelajar Bahasa Inggris secara mandiri sangat penting dilakukan oleh siswa, khususnya mahasiswa, karena mereka sering diminta untuk membaca banyak referensi Berbahasa Inggris dan untuk menggunakan Bahasa Inggris di banyak kesempatan, contohnya dalam menulis esai. Selain itu, karena terbatasnya kesempatan atau waktu untuk belajar Bahasa Inggris di kelas, mahasiswa sangat dianjurkan untuk belajar Bahasa Inggris secara mandiri di luar kelas. Penelitian ini didesain untuk menginvestigasi persepsi mahasiswa terhadap penggunaan video tentang frase kata kerja Bahasa Inggris (Phrasal Verbs Videos) dalam meningkatkan kemampuan belajar mandiri mahasiswa. Dalam penelitian ini, terdapat enam peserta yang diwawancarai dan diamati untuk mendapatkan informasi mengenai keuntungan menggunakan video dan keefektifan penggunaan video tersebut dalam melatih mereka menjadi pembelajar mandiri. Penelitian ini menemukan bahwa penguasaan kosakata dan kemampuan pengucapan Bahasa Inggris mahasiswa meningkat begitu juga dengan kemampuan mendengar dan menulis mereka karena penggunaan video yang dimaksud dan tugas yang diberikan. Selain itu, penelitian ini juga menemukan bahwa penggunaan video telah sukses mendorong mahasiswa untuk menemukan video-video belajar Bahasa Inggris lainnya dan untuk mempelajari video-video tersebut secara mandiri di luar kelas. How to Cite: Haryanti. (2019). Students’ Perception of the Use of “English Phrasal Verb” Videos to Enhance Students’ Independent Learning Skill. IJEE (Indonesian Journal of English Education), 6(1), 21-29. doi:10.15408/ijee.v6i1.12613


2020 ◽  
Vol 7 (2) ◽  
pp. 52-65
Author(s):  
Rizki Fiprinita ◽  
Roswati Roswati ◽  
Idham Syahputra ◽  
Nurdiana Nurdiana

Abstract The integration between English language learning and character values is paramount to improve student achievements include cognitive, psychomotor, and affective. Yet, the implementation of this integration has insufficient results.  Therefore, this research aimed to develop English learning materials integrated with character values. The research design was research and development (RnD) developed by Borg and Gall and modified by Sugiyono with 4-D (define, design, develop, and disseminate) model. The research was conducted at grade VII of  State Junior High School 4 Pekanbaru. The techniques of collecting data were questionnaire, interviews, and observation. The module was validated by experts and practitioners. The data were analyzed both quantitative and qualitative by concerning 3 aspects: content (english learning materials and character values), media design, and practicality. Based on research findings, the module was practical (79%) and very valid in terms of media design (86%) and content (95%). Hence, this module can be used as an assisting tool for students not only to understand and practice the language, but also develop their attitude in communication.


2021 ◽  
Vol 4 (1) ◽  
pp. 35
Author(s):  
Cicilia Siwi Triutami ◽  
Retno Muljani

In Indonesian context, English has been taught in elementary school level and parents’ involvement is considered as one of the influencing factors which has contribution to the children’s language learning achievement. The rapid, complex and continuous societal changes in this digital era might impact and alter the possibilities of parents’ involvement in their children’s language learning. The current study explored the triggers and the barriers of parents’ home-based involvement in their children’s English language learning and the features of their involvement. The qualitative research by implementing semi-structured, in- depth interview with four parents of elementary students at one of private schools in Yogyakarta city was conducted. The findings show the three main triggers in parents’ home-based involvement namely: (1) parents’ belief of the importance of English, (2) the implementation of school technological learning tools and (3) parents’ expectation of their children academic achievement. While the barriers that parents encounter in their involvement are: (1) parents’ lack of time, (2) parents’ unproficiency in English and (3) parents’ unfamiliarity with the use of technological tools. As the features of involvement, the study reveals parents’ monitoring, accompaniment, assistances in their children’s home-learning activities, providing some additional English learning media and financing English private course. Keywords:  Barriers, Children’s English Language Learning, Parents’ Home-Based Involvement, Triggers


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