scholarly journals Language Laboratory to Overcome the Barrier of Classroom English Learning: Does it Exist and Is it Used in Islamic Schools of Majene?

2021 ◽  
Vol 3 (3) ◽  
pp. 183-194
Author(s):  
Nur Fadillah Nurchalis ◽  
Ermawati Ermawati ◽  
Ahmed Sardi ◽  
Nursabra Nursabra
Keyword(s):  
Junior High School ◽  
English Language ◽  
English Teachers ◽  
English Language Teaching ◽  
English Learning ◽  
Islamic School ◽  
Policy Makers ◽  
Language Laboratory ◽  
Islamic Schools ◽  
Quantitative Design

A staple issue in English language teaching is the fact that individual students in formal classrooms usually have minimal opportunity to speak due to large class sizes. Recent studies have vouched language laboratories to be capable of overcoming this barrier. As far as the researchers know, no study has launched a wide investigation whether a language laboratory exists and is used to optimise the English learning in the Islamic schools in Majene, Indonesia. This research applies descriptive quantitative design, involving 22 Islamic schools in the level of junior high school. 22 English teachers that represents all the schools filled a questionnaire to provide the data. It is found that the Islamic schools at Majene do not yet have a language laboratory even though the English teachers consider it important. Its absence is influenced by the lack of support from leaders. As a result, listening practice activities are rarely carried out. English teachers only carry out practical activities in the classroom with limited tools and materials. This research illuminates a concern for policy makers in the Ministry of Religious Affairs in the field of Islamic school education and the principals to hold a language laboratory at Islamic Schools. To improve English learning activities, the existence of a language laboratory in Islamic schools is matter, so that students at Islamic schools can show their quality in foreign language mastery and compete with others.

scholarly journals Characteristics of English Teachers when Training Global Multi Cultural Students (Sinop Sample)

2011 ◽  
Vol 4 (1) ◽  
pp. 51
Author(s):  
Hakan USAKLI
Keyword(s):  
Qualitative Research ◽  
Multicultural Education ◽  
Life Style ◽  
Educational Program ◽  
English Language ◽  
Language Teaching ◽  
English Teachers ◽  
English Language Teaching ◽  
English Learning ◽  
Teaching Standards

Language teaching, particularly English language teaching was discussed in this study. That is why it is integral to the globalization. The study demonstrates that problems addressed from the aspects of administration, educational program and psychology can indeed be generalized to all. This study is conducted according to qualitative research methods. 60 English teachers explained their ideas on qualifications and teaching standards. As a conclusion, it was emphasized that English learning is a life style rather than simply being a preparation for passing examination. It is recommended for researchers to study on possible problems of multicultural education and their way of solutions.

scholarly journals Investigating Gender Differences on the Students’ Attitudes and Motivation toward English Learning

2021 ◽  
Vol 5 (2) ◽  
pp. 233
Author(s):  
Agus Husein As Sabiq ◽  
Siti Hariroh Arwi ◽  
Anisatul Khusna ◽  
Dhelvy Ulfa Shita Adifia ◽  
Dhea Zabana Qothrun Nada
Keyword(s):  
Gender Differences ◽  
Junior High School ◽  
English Language ◽  
Real Life ◽  
Female Students ◽  
English Language Teaching ◽  
Average Score ◽  
English Learning ◽  
Significant Difference ◽  
Students Attitudes

Some researchers have researched to explore the effects of gender differences on learning outcomes. However, the interrelatedness of gender differences to attitudes and motivation needs to explore and investigate more. Thus, this study aimed to investigate the students' attitudes toward the English language and their motivation toward English language teaching based on gender differences in a state junior high school in Banyumas Regency, Central Java, Indonesia. There were 38 male and 32 female students who participated in this research. This research used a survey adapted from the Attitude/Motivation Test Battery (AMTB) and interviews in collecting the data. The researchers employed descriptive statistics and MANOVA for quantitative data and the Miles and Huberman model for qualitative data analysis. The findings showed a significant difference and effect of gender differences on the students' attitudes and motivation. Both male and female students revealed moderately high attitudes and motivation. However, female students showed a higher average score of the survey result. Less practice in real-life communication and limited exposure was the reason why the male students' have lower results in their attitudes and motivation toward English learning. Thus, providing authentic materials and exposure became some of the key points to improve meaningful learning experiences.

scholarly journals Being English Teachers in Malaysian Islamic Schools: Identity Narratives from a Five Year ‘Life Journey’

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Airil Haimi Mohd Adnan
Keyword(s):  
School System ◽  
English Language ◽  
Critical Role ◽  
English Teachers ◽  
Arabic Language ◽  
English Language Teaching ◽  
Islamic Education ◽  
Religious Schools ◽  
Face To Face ◽  
Islamic Schools

Malaysia’s national school system is a reflection of the diversity of Malaysians. Instead of a single unitary system, the formal school system in Malaysia consists of national schools for all young Malaysians, national type schools (for Mandarin and Tamil speaking students) and also national religious schools (or sekolah kebangsaan agama) that focus on Islamic education for the Muslim majority group. From informal Islamic schools (or sekolah pondok) of the past, today’s national religious schools continue to play a critical role in educating young Malaysians. Nevertheless, these schools are facing difficult challenges to remain relevant in a rapidly developing society. One of these difficulties relates to English language teaching. In national religious schools where Islamic education and Arabic language are given priority, teaching English as a core subject becomes a real challenge; some students deliberately resist learning English as it is a ‘Western’ language and some teachers view English teachers as the ‘Other’ within these schools. This research article is based on a longitudinal effort to study these difficult challenges and to shed light on the lived experiences of English teachers in Malaysia’s national Islamic schools. Drawing on ‘thick’ narrative data from face-to-face interviews, written narrative accounts, and informal online and mobile exchanges, this article deals with the ‘stories’ of becoming and being an English teacher within Malaysian Islamic schools. The stories and co-constructed narratives unveil the feelings, experiences and aspirations of two ‘Bumiputera’ Malay-Muslim English teachers, one female and one male, in the last five years of their professional lives.

scholarly journals Integrating Local Cultural Animated Video as a Media in English Language Teaching to Promote Students’ Character in Gorontalo Elementary Schools

2019 ◽  
Vol 10 (2) ◽  
Author(s):  
Indah Wardaty Saud ◽  
Yurni Rahman
Keyword(s):  
Elementary School ◽  
Elementary Schools ◽  
Cultural Values ◽  
Elementary School Students ◽  
English Language ◽  
Language Teaching ◽  
English Teachers ◽  
English Language Teaching ◽  
English Learning ◽  
School Students

Attractive media for English as a foreign language at the elementary school needs to be elaborated with the cultural values. The aim is for students to have a fun and authentic learning experience because the media contains culture that they often see and even engage in. At the end, learning media integrated with local cultural values when applied to English learning in elementary schools can support the process of promoting students' characters. This study aims to find an animated video design with local cultural values in English language learning to promote the character of elementary school students in Gorontalo. It focuses on exploring students and English teachers perception towards integrating local cultural animated video in English language teaching media to promote students’ character. This study uses Research and Development design in the form of need analysis with mixed method data analysis. The respondents involve are 250 students in fifteen elementary schools in Gorontalo. The researcher uses questionnaire and interview to collect the data. The result shows that the students agreed that integrating animated video in English language teaching and learning are an interesting idea. They preferred choosing traditional games and songs as topics to be learnt with English. Meanwhile, the English teachers believed that the implementation of media or learning resources with Gorontalo cultural values can promote the character of elementary school students. However, teachers were unfamiliar with cultural integration in learning English. They have never found a media or source of learning English that covers Gorontalo culture. The culture that is considered necessary to be integrated together with English learning is Gorontalo tourism spots, and traditional dances and games.

scholarly journals Integrating Local Cultural Animated Video as a Media in English Language Teaching to Promote Students’ Character in Gorontalo Elementary Schools

2019 ◽  
Vol 10 (2) ◽  
Author(s):  
Indah Wardaty Saud ◽  
Yurni Rahman
Keyword(s):  
Elementary School ◽  
Elementary Schools ◽  
Cultural Values ◽  
Elementary School Students ◽  
English Language ◽  
Language Teaching ◽  
English Teachers ◽  
English Language Teaching ◽  
English Learning ◽  
School Students

Attractive media for English as a foreign language at the elementary school needs to be elaborated with the cultural values. The aim is for students to have a fun and authentic learning experience because the media contains culture that they often see and even engage in. At the end, learning media integrated with local cultural values when applied to English learning in elementary schools can support the process of promoting students' characters.This study aims to find an animated video design with local cultural values in English language learning to promote the character of elementary school students in Gorontalo. It focuses on exploring students and English teachers perception towards integrating local cultural animated video in English language teaching media to promote students’ character. This study uses Research and Development design in the form of need analysis with mixed method data analysis. The respondents involve are 250 students in fifteen elementary schools in Gorontalo. The researcher uses questionnaire and interview to collect the data. The result shows that the students agreed that integrating animated video in English language teaching and learning are an interesting idea. They preferred choosing traditional games and songs as topics to be learnt with English. Meanwhile, the English teachers believed that the implementation of media or learning resources with Gorontalo cultural values can promote the character of elementary school students. However, teachers were unfamiliar with cultural integration in learning English. They have never found a media or source of learning English that covers Gorontalo culture. The culture that is considered necessary to be integrated together with English learning is Gorontalo tourism spots, and traditional dances and games.

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 “Triggers and Spurs” of English Language Teaching at Junior High School in Yogyakarta

2019 ◽  
Vol 1 (2) ◽  
Author(s):  
Avansa Naufal Hakim ◽  
Yuyun Yulia
Keyword(s):  
Junior High School ◽  
Role Model ◽  
English Language ◽  
Group Discussion ◽  
English Language Teaching ◽  
Learning Activities ◽  
English Learning ◽  
National Education ◽  
The Social ◽  
Different Characteristics

This research is aimed at describing activities used to make the students enthusiastic to participate in English learning activities. It is a descriptive qualitative study involving four English teachers from two schools that have different characteristics in terms of school management. The first school is under Ministry of National Education (MONE) and another is under Ministry of Religion Affairs (MORA). The data gained are from observation, Focus Group Discussion (FGD), in-depth interview, and documentation. The findings of this research shows that the students were more delighted in learning when the teacher implemented exciting learning activities. Teachers used activities to make the students enthusiastic to participate in English learning activities and to make them spurred in learning English. The teacher triggered the students by implementing activities such as Near Peer Role Model (NPRM), Mingling Games and Tiered. As a result, students become spurred because the social interaction is involved.

English Students’ Attitudes towards English Language Teaching and Learning at IAIN Padangsidimpuan

2016 ◽  
Vol 13 (2) ◽  
Author(s):  
Ida Royani ◽  
T. Silvana Sinar
Keyword(s):  
Language Learning ◽  
Role Models ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
English Learning ◽  
Learner Centered ◽  
Students Attitudes ◽  
English Students

This study investigated the English students’ attitudes of IAIN Padangsidimpuan towards both English language teaching in terms of (a) language-centered, (b) learner-centered, and (c) learning-centered method; and learning English in terms of scales (a) attitudes toward long-term English learning, (b) interest in culture and communication, (c) perception about studying in school context, (d) images associated with English, (e) English learning activities, (f) exposure to English outside school, (g) self-rated four English skills, (h) self-reported academic English grade, and (i) identification of English role models. The data were obtained by questionnaire and interview from 10 selected students in which 4 male and 6 female students in 7th semester and were analyzed by steps provided by Gay, L.R and Airasian (1996). The result showed:  first, English students’ attitudes towards English language teaching had been found highly onlearning-centered method, followed by learner-centered method in second range, and almost negative view in language-centered method.Second, English students’ attitudes towards English language learningwere positivein scales; long-term English learning, interest in communication, and images associated with English.  Third, role of students’ gender on English language learning were not found. Reasons for this statement are (i) status of English as international language and (ii) equalization of getting education for male and female. Keywords: attitude, language teaching, language learning, and gender

scholarly journals Study of the Relationship between Self-Esteem and the English Learning Achievement of Students at SMU Advent Klabat Manado

2019 ◽  
Vol 3 (2) ◽  
pp. 24
Author(s):  
Marlin Steffi Marpaung ◽  
Deicy Silvia Wenas
Keyword(s):  
Junior High School ◽  
Significant Relationship ◽  
English Teachers ◽  
Self Esteem ◽  
Female Students ◽  
Future Research ◽  
English Learning ◽  
Learning Achievement ◽  
Significant Difference ◽  
Males And Females

The study sought to find out the significant relationship between self-esteem and the English learning achievement of students at SMU Advent Klabat Manado and to know whether it was high or low. Furthermore, this study was also to find out whether there is significant difference between males and females in their level of self-esteem. The subjects of this study were the second-year students of SMU Advent Klabat Manado. There were 50 students who were chosen randomly to become the sample. They were 26 female students and 24 male students. The data were obtained from a self-constructed questionnaire based on Coopersmith’s concept of self-esteem. To answer the main problem of this study, the Pearson r Product Moment Coefficient Correlation formula was used. The result indicated that there is significant relationship between self-esteem and the English learning achievement of students at SMU Advent Klabat Manado. Therefore, the null hypothesis which said there is no significant relationship between self-esteem and the English learning achievement of students at SMU Advent Klabat Manado, was rejected. Moreover, the results showed a significant difference between males and females in their level of self-esteem. It was recommended that English teachers at SMU Advent Klabat Manado should explore more possibilities of serving the students in learning English particularly by cultivating their self-esteem, for it will significantly contributed to their achievement in English. Moreover, English teachers of SMU Advent Klabat Manado should treat the male and female students differently. Since the female students have higher self-esteem than the male, so male, especially, should be encouraged to cultivate their self-esteem so they will gain higher achievement in English. On the other hand, students need to appreciate themselves, and their own ability as the gift of God, for the self-esteem they have contributed to or increase their ability to learn the English language. A study with a broader sample should be done for further study using a similar methodology and instrumentation. Furthermore, future research should replicate this study using other levels such as elementary, junior high school, and college.   Key words: Self-esteem, English learning, Achievement

scholarly journals The peace tree in ELT: A problematizing exploration

2021 ◽  
Vol 14 (1) ◽  
pp. 44-57
Author(s):  
Yeraldine Aldana Gutiérrez
Keyword(s):  
Exploratory Study ◽  
Knowledge Construction ◽  
Critical Reflection ◽  
English Language ◽  
Language Teaching ◽  
English Teachers ◽  
English Language Teaching ◽  
Situated Knowledge ◽  
Structured Interviews ◽  
Alternative Reading

The English language teaching (ELT) field has undergone transformations regarding its views on knowledge and language. Although instrumental perspectives situate English teachers in a passive, receptive and technical position, their research and pedagogical work displays an interest in extracurricular phenomena about Peace Construction (PC) in ELT. This qualitative exploratory study aimed at unveiling possible connections between PC and ELT in Colombia. Documental revision and semi-structured interviews were applied with 4 English teachers. Findings discuss an organic metaphor as facilitating “teachers’ situated knowledge construction” (Serna, 2018, p. 585). Thus, a critical reflection is developed on how ELT and PC may articulate one another towards an alternative reading on their possible relationality or the reduction of the canonical distance imagined between these two fields, in order to acknowledge their interconnection. Conclusions around the multifaceted transdisciplinary ELT field are presented.

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