scholarly journals The Effects of Kagan Cooperative Learning Structures in Teaching Subject–Verb Agreement among Rural Sarawak Learners

2019 ◽  
Author(s):  
Chong Xin Txin ◽  
Melor Md Yunus
Keyword(s):  
Cooperative Learning ◽  
Secondary School ◽  
Teaching Methods ◽  
Teaching And Learning ◽  
English Language ◽  
Formal Education ◽  
Structured Interviews ◽  
School Students ◽  
Cooperative Teaching ◽  
Verb Agreement

Even after undertaking years of formal education to acquire the language in schools, having a poor command of English remains a problem faced by most Malaysians, especially students in rural schools of Sarawak. Based on the error-analysis carried out by recent research, subject–verb agreement (SVA) is one of the most frequent errors committed by students. To overcome this problem, teachers should significantly improve students’ mastery of SVA in the English language through effective teaching methods. Therefore, this research was conducted to explore the effects of Kagan Cooperative Learning Structures in teaching SVA among rural Sarawak learners. In this study, 35 Form 4 students were selected from a secondary school in the Belaga District, Sarawak as the research participants. Questionnaires and semi-structured interviews were used as data collection tools. Overall, findings demonstrated that students showed positive feedback after the intervention was implemented. Results of this research will hopefully provide insights to secondary school students, teachers and the community in the cooperative teaching and learning of grammar.

scholarly journals Analysis of Issues and Challenges in Developing Secondary School Students’ Skills in English Language

Al-Burz ◽  
2018 ◽  
Vol 10 (1) ◽  
pp. 1-15
Author(s):  
Dr. Muhammad Yousuf Sharjeel ◽  
Erum Khan ◽  
Abdul Nasir Kiazai ◽  
Dr. Zarina Waheed
Keyword(s):  
Secondary School ◽  
Teaching Methods ◽  
Teaching And Learning ◽  
Secondary School Students ◽  
English Language ◽  
Real Life ◽  
Secondary Level ◽  
School Students ◽  
English Curriculum ◽  
Trained Teachers

Several Pakistani secondary school students from various popular institutes undergo a variety of problems and difficulties due to their inability to demonstrate a genuine and natural skill to use English language in real life. The situation under which English at the secondary level is taught in Pakistan is not as favorable to teaching and learning of the language as it ought to be. The main reason is lack of trained teachers and effective and precise objectives of English curriculum. The majority of teachers teaching English language at schools depend upon outmoded instructional modus operandi. This paper serves as a measure to identify the current gaps in teaching of English at secondary school. It mainly compares the performance of students in four English skills (reading, writing, speaking, and listening) taught by traditional and skill-based English teaching methods. The findings reveal that there is no concept of skills-based language teaching among secondary school students and the subsequent testing of the expected skills across all secondary schools in Pakistan. This results in the lack of professional requirement for natural use of English amongst secondary school students.

scholarly journals The Use of English Teaching Methods in a Secondary School in Karawang

ELT in Focus ◽  
2019 ◽  
Vol 1 (2) ◽  
pp. 75-78
Author(s):  
Fina Aufar
Keyword(s):  
Secondary School ◽  
Teaching Methods ◽  
Teaching And Learning ◽  
English Language ◽  
Teaching Method ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
English Language Teaching ◽  
Teaching English ◽  
Language Teaching Methods

This study focused on the related analysis of English language teaching methods implemented by teachers in MAN 1 Karawang. This study used survey research method, utilising mailed-questionnaire technique. The primary participants of this study were 4 questionnaire responses from English Teachers in MAN 1 Karawang. The result of the study indicated that mostly teachers in MAN 1 Karawang implement Communicative Language Teaching Method, in contrast none of them implement the Project-Based Methods in English Language Teaching and Learning Process. It can be derived from the findings that they have got the well-comprehension about designing the meaningful activities and fulfill the requirement of teaching English in the current era.

scholarly journals Insights of teachers and students on mathematics teaching and learning in selected Rwandan secondary schools

2019 ◽  
Vol 15 (2) ◽  
pp. 93-106
Author(s):  
Ukobizaba Fidele ◽  
Ndihokubwayo Kizito ◽  
Mukuka Angel ◽  
Uwamahoro Jean
Keyword(s):  
Secondary School ◽  
Teaching Methods ◽  
Mathematics Teaching ◽  
Teaching And Learning ◽  
School Students ◽  
Problem Solving Skills ◽  
Utilitarian Value ◽  
Teachers And Students ◽  
Mathematics Teaching And Learning ◽  
Mathematics Teaching Methods

Effective teaching and learning of mathematics are vital not only for examination or assessment purposes but also for empowering learners to live in a modern age of science, mathematics, and engineering and enable them to role-play to the social and economic development of the developing countries and the whole world as well. This study reveals insights of teachers and students regarding mathematics teaching and learning in Rwanda. The study was a survey designed involving 217 ordinary level secondary school students and 25 secondary school teachers who teach Mathematics, from 5 schools in Karongi District, Western Province, in Rwanda. The results analysis was confined to three components namely; preferred mathematics teaching methods, motivation to teach and learn mathematics, and the usability of mathematics in daily life. Descriptive statistics and all the statistical tables/graphs were generated using SPSS and MS Excel. As results, peer learning and group work and expository were found to be the most applied teaching methods in the selected schools. This study has underlined that not only parents but also siblings have an impact on their young brothers/sisters’ education. In terms of its utilitarian value, respondents revealed that mathematics increases critical thinking, problem-solving skills, and creativity of students. Teachers need to be more knowledgeable in the subject matter, through lesson preparations and linking mathematical concepts to real-world experiences.

scholarly journals Design and Technology in Malaysian Secondary Schools: A Perspective on Challenges

2022 ◽  
Vol 7 (1) ◽  
pp. 335-351
Author(s):  
Gloria Ajit ◽  
Terry Lucas ◽  
Ringah Kanyan
Keyword(s):  
Secondary School ◽  
Secondary Schools ◽  
Teaching And Learning ◽  
Design And Technology ◽  
Structured Interviews ◽  
School Students ◽  
Early Implementation ◽  
Teachers And Students ◽  
Implementation Stages ◽  
The Subject

Design and Technology (D&T) is a relatively new curriculum in Malaysian secondary schools. The basic idea of a design-based curriculum is to facilitate deeper learning for learners to design and develop knowledge and application. However, knowing how design-based education is employed in schools is crucially essential. Therefore, this study aimed to obtain insights into the D&T curriculum implementation from students and teachers’ viewpoints. The study involved semi-structured interviews with four teachers and five secondary school students. Interviews were transcribed verbatim, while conclusions were drawn based on theme analysis. The findings indicated that students and teachers recognised the purpose and direction of the D&T curriculum. Nevertheless, challenges exist in various aspects, as the subject is still in the early implementation stages. Challenges such as teachers’ knowledge and skills, students’ lack of understanding in abstract topics and insufficient facilities, equipment, and resources offer opportunities for researchers to explore relevant approaches to assist teachers and students in teaching and learning. Previous studies demonstrated the effectiveness of technology-assisted interventions to ease and overcome problems involving cost and time constraints. Thus, suitable technology-assisted strategies should be developed and utilised to facilitate the students’ abstract details visualisation in technological application topics.

scholarly journals Students’ Perception on the Information and Communication Technology (ICT) Tools in English Language Teaching

2020 ◽  
Vol 3 (1) ◽  
pp. 122-129
Author(s):  
Anisa Husni Alkaromah ◽  
Endang Fauziati ◽  
Abdul Asib
Keyword(s):  
High School Students ◽  
Information And Communication Technology ◽  
Communication Technology ◽  
Teaching And Learning ◽  
English Language ◽  
Basic Function ◽  
English Language Teaching ◽  
Structured Interviews ◽  
School Students ◽  
Information And Communication

The pedagogies of English teaching are rapidly changing due to the advancement of information and communication technology (ICT). According to curriculum 2013, ICT is an essential component that should be integrated into each subject including English. It can be expected that it is essential for the teacher to use ICT in the teaching and learning process in order to help students to achieve a high quality of English subjects. To know the ICT role in the classroom so that this study was conducted to investigate senior high school students’ perceptions toward ICT usage in the EFL classroom. There are two students from the public school participated in Surakarta. This research design was a qualitative method with a case study approach to determine students’ perceptions and their experience in using ICT. Semi-structured interviews were used for data collection. The result indicated that the students perceived ICT usage and perceived access to ICT. Although the students use ICT and access it in the classroom, the domination of the level is at substitution and augmentation. These two levels are called enhancement. The findings reveal the usage of ICT in the EFL classroom. The students are reflected only to be able to use a basic function in a limited mobile application with only little change and improvement.

scholarly journals The Effectiveness of English Language Courseware on School students learning Motivation

2015 ◽  
Vol 9 (2) ◽  
pp. 1845-1850
Author(s):  
Shayesteh Hashemyolia ◽  
Ahmad Fauzi B Mohd Ayub
Keyword(s):  
Secondary School ◽  
Teaching And Learning ◽  
English Language ◽  
Educational Software ◽  
Third Grade ◽  
Control Group ◽  
School Students ◽  
Five Dimensions ◽  
Significant Difference ◽  
Experimental Group

Integration of language courseware has been wildly practiced in teaching and learning foreign language. The purpose of this study was to determine the effects of Rosetta stones English Language Courseware (RSELC) on third grade students motivation in five dimensions (intrinsic, extrinsic, self-efficacy, relevance, and anxiety) in public secondary school in Iran. This study utilized a quasi-experimental method using only post-test design which consists of two groups. Control group was taught using traditional instruction and experimental group was taught using educational software, namely RSELC. Both groups consist of 31Iranin secondary school students. In addition, A quantitative analyses revealed that there was significant difference between the groups on the overall motivation in favour of experimental group. Based on obtained results, the current study concluded RSELC that was an effective tool for teaching and learning English language at the third grade secondary school in Iran.

Blended learning: Barriers and drawbacks for English language lecturers at Vietnamese universities

2021 ◽  
pp. 204275302110482
Author(s):  
Thi Nguyet Le ◽  
Bill Allen ◽  
Nicola F Johnson
Keyword(s):  
Blended Learning ◽  
Teaching And Learning ◽  
English Language ◽  
English Language Teaching ◽  
Successful Implementation ◽  
Structured Interviews ◽  
Policy And Practice ◽  
Web Based ◽  
Learning Barriers ◽  
Teaching Time

Although blended learning (BL) has emerged as one of the most dominant delivery modes in higher education in the 21st century, there are notable barriers and drawbacks in using BL for English language teaching and learning in Vietnamese universities. This study reports on research into the use of BL, conducted through semi-structured interviews with 30 English as a Foreign Language (EFL) lecturers from 10 different universities across the two major cities of Vietnam. The findings revealed that EFL lecturers identified eight groups of barriers and four groups of drawbacks to the successful implementation of BL. The most significant barriers included: lack of infrastructure and technology, institutional policies and support; lack of knowledge, experience and investment in using BL; lack of technological competence and information technology (IT) skills and lack of teaching time to employ web-based technologies and online resources in classrooms. Meanwhile, the most crucial drawbacks were: lecturers’ workload, ineffective use of BL, time consumption and demotivation. The authors point to the underlying factors contributing to these barriers and drawbacks and make implications for how some of these can be effectively addressed through constructive changes to policy and practice.

Mathematical Communication Skills of Junior Secondary School Students in Coastal Area

2013 ◽  
Vol 63 (2) ◽  
Author(s):  
Kadir, Jl ◽  
Mayjen S. Parman
Keyword(s):  
Secondary School ◽  
Communication Skills ◽  
Coastal Area ◽  
Teaching And Learning ◽  
Secondary School Students ◽  
Learning Activity ◽  
School Students ◽  
Mathematical Communication ◽  
Junior Secondary School ◽  
Junior Secondary

Mathematical communication skills of junior secondary school students in coastal area are still considered low due to the lack of contextual problem technique in the teaching of mathematics. The various potencies of the coastal area have been damaged without any concern. It is interesting to investigate the contextual problem in mathematics teaching because it can be identified, required, and related to everyday life. The objective of this study is to enhance mathematical communication skills of junior secondary school students in the coastal area. Using coastal-based contextual teaching and learning (CCTL) can enhance: (1) students’ mathematical communication skills better than conventional teaching and learning (CVTL); and (2) the students’ learning activity, fluency of argument in problem solving process, advanced question skills, and knowledge of coastal area potencies and problems.

scholarly journals IMPROVISATION AS A MEANS OF ENHANCING THE TEACHING AND LEARNING OF MATHEMATICS IN SECONDARY SCHOOLS IN ENUGU STATE

2021 ◽  
Vol 9 (04) ◽  
pp. 506-511
Author(s):  
Eunice a ◽  
◽  
N. Anumudu ◽  
Adedapo I. Yemi ◽  
◽  
...  
Keyword(s):  
Secondary School ◽  
Urban Areas ◽  
Teaching And Learning ◽  
Secondary School Students ◽  
Mathematics Learning ◽  
Primary Objective ◽  
Learning Material ◽  
School Students ◽  
Rural And Urban Areas ◽  
Enugu State

Mathematics is an essential part of the education system in Nigeria. However, it is perceived among learners as a tedious and challenging subject. The primary objective of the current study was to enhance the teaching and learning of mathematics using improvisation. The study also examined the role of students location on mathematics learning when the learning material is improvised. The population of the study included secondary school students in both rural and urban areas of Enugu State. A total of 68 secondary school students constituted the study samples. A quasi-experimental design was used. Two hypotheses were tested, and it was concluded that improvisation of learning material enhances students performance in mathematics. Also, the study found that students location does not affect performance in mathematics when instructional material is improvised. The findings and recommendations are discussed.

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