scholarly journals Writing News Item in English Language Teaching Context: Line Apps Platform for Senior High School Students

2020 ◽  
Vol 2 (1) ◽  
pp. 24-28
Author(s):  
Tia Dwi Risani
Keyword(s):  
High School ◽  
Social Media ◽  
High School Students ◽  
Learning Process ◽  
English Language ◽  
Language Teaching ◽  
Senior High School ◽  
English Language Teaching ◽  
News Item ◽  
Learning English

Learning English nowadays is a process of giving learners not just skills its also an innovative learning technique, and creative ways are needed as well. The  Information Communication Technology (ICT) device such as social media, i.e., Line provides students to explore more in learning English. This research aimed at proving social media such as Line today can be used as virtual support for English language Teaching (ELT) process of writing news item in senior high school. This descriptive qualitative research was conducted on classroom during the subject news item. In this study, the research belongs to the interpretivism paradigm or related to the explaining or understanding the meaning of a sentence or passage. The result of this research is using a virtual or electronic device not only could help students as a learner but the essential things in learning process namely teachers also need virtual to support teaching process and even virtual assessment help teachers and even students to develop learning process especially by using Line apps for writing news item.

scholarly journals INTERACTIVE AND EDUCATIVE LEARNING MEDIA IN ENGLISH LANGUAGE TEACHING AT SENIOR HIGH SCHOOLS

2020 ◽  
Vol 12 (2) ◽  
pp. 304-315
Author(s):  
Sitti Hadijah ◽  
Marhamah Marhamah ◽  
Shalawati Shalawati
Keyword(s):  
High School ◽  
High School Students ◽  
Learning Process ◽  
English Language ◽  
Language Teaching ◽  
Current Trend ◽  
Senior High School ◽  
English Language Teaching ◽  
School Students ◽  
Senior High School Students

This research aims to describe senior high school students’ perspectives about the use of learning media in English language teaching context and to investigate the sorts of interactive and educative learning media in English language teaching. This research worked on descriptive research design, both qualitative and quantitative data were collected through a questionnaire. This study involved 171 senior high school students who voluntary filled in the questionnaire. The research findings reveal that the use of learning media to support learning process needs to be improved since the media used needs to be adjusted with the current trend of learning that is technology-based learning media. In addition, Powerpoint slides, video, film, online or traditional games were found as interactive and educative learning media from the students’ perspectives. The students are excited when the teachers are presenting media in their learning process, even though it only simply presented through Powerpoint. In other words, learning media has an essential role to support effective learning atmosphere for the students. 

scholarly journals An Evaluation of English Language Textbook: Interlanguage English for Senior High School Students

2019 ◽  
Vol 2 (1) ◽  
pp. 33-39
Author(s):  
Muhammad Affan Ramadhana ◽  
Opik Dwi Indah ◽  
Suhardi Suhardi
Keyword(s):  
High School ◽  
High School Students ◽  
English Language ◽  
Language Teaching ◽  
Senior High School ◽  
English Language Teaching ◽  
School Students ◽  
Instructional Activities ◽  
Senior High School Students ◽  
Language Type

English Language Teaching (ELT) textbooks serve as the basis for many language inputs that learners receive and language practices that occur in the classroom. They may provide the basis for ideas and instructional activities as well as giving teachers rationales for what they do. The objective of this analysis is to know about how much a textbook meets the requirements of a good EFL textbook. The evaluation checklist used in this paper is the modification of Cunningsworth’s (1995) checklist developed by Al-sowat (2012). There are nine issues of textbook evaluating in this checklist: (1) layout and physical appearance; (2) content; (3) objectives; (4) language type; (5) skills; (6) activities and tasks; (7) structure and vocabulary; (8) culture values; and (9) teacher's needs.

scholarly journals An Analysis of Students’ Perceptions in Implementation 2013 Curriculum on Senior High School English Language Teaching (ELT) in Bojonegoro

2021 ◽  
Vol 8 (1) ◽  
pp. 81
Author(s):  
Mohammad Fatoni ◽  
Moh. Zainuddin
Keyword(s):  
High School ◽  
Language Learning ◽  
Learning Process ◽  
English Language ◽  
Language Teaching ◽  
Senior High School ◽  
English Language Teaching ◽  
Learning Support ◽  
High School English ◽  
Learning And Teaching

Abstract: This study aims to analyze students’ perception in implementation of the 2013 curriculum on senior high school English language teaching (ELT) in Bojonegoro in (1) How are the students’ perceptions of the 2013 curriculum in terms of the learning process senior high school English language teaching?(2) How are the students' perceptions on the 2013 curriculum in terms of learning support in senior high school English language teaching?. Results of the analysis of students' perceptions of the 2013 curriculum in English Language Learning and Teaching in terms of the learning process and learning support, they were answered with a questionnaire. The learning process shows the following results: knowledge-perception (81%), exploration (84%), consolidation of learning (81%), the formation of attitudes and behavior (84%), formative assessment (81%), and learning support as follows: teacher quality (97%), student quality (90%) facility quality (68%). It can be concluded that the students' perceptions about the 2013 curriculum were positive, with the percentage strongly agreeing or very suitable between 76% -100%. Keywords: 2013 Curriculum; Students’ Perceptions; English Language Teaching (ELT); Qualitative Research Abstrak: Penelitian ini bertujuan untuk menganalisis persepsi siswa dalam implementasi kurikulum 2013 pada pengajaran bahasa Inggris di sekolah menengah atas (ELT) di Bojonegoro dalam (1) Bagaimana persepsi siswa terhadap kurikulum 2013 ditinjau dari proses pembelajaran pada pembelajaran bahasa Inggris di SMA? (2) Bagaimana persepsi siswa terhadap kurikulum 2013 dalam hal dukungan pembelajaran pada pembelajaran bahasa Inggris di SMA ?. Hasil analisis persepsi siswa terhadap kurikulum 2013 dalam Pembelajaran dan Pengajaran Bahasa Inggris ditinjau dari proses pembelajaran dan penunjang pembelajaran dijawab dengan angket. Proses pembelajaran menunjukkan hasil sebagai berikut: pengetahuan-persepsi (81%), eksplorasi (84%), konsolidasi pembelajaran (81%), pembentukan sikap dan perilaku (84%), penilaian formatif (81%) dan dukungan pembelajaran sebagai berikut: kualitas guru (97%), kualitas siswa (90%) kualitas fasilitas (68%). Dapat disimpulkan bahwa persepsi siswa terhadap kurikulum 2013 adalah positif dengan persentase sangat setuju atau sangat sesuai antara 76% -100%. Kata Kunci: Kurikulum 2013; Persepsi Siswa; Pengajaran Bahasa Inggris (ELT); Penelitian kualitatif 

Process Drama and Teacher in Role in ELT

2020 ◽  
Vol 8 (1) ◽  
pp. 5-12
Author(s):  
Robert Donegan
Keyword(s):  
High School ◽  
English Language ◽  
Language Teaching ◽  
Senior High School ◽  
English Language Teaching ◽  
Process Drama ◽  
Specific Technique

This paper is a discussion of the potential of using specific drama techniques during English lessons at a Japanese private senior high school. The techniques in focus are process drama and specifically teacher in role (TiR). TiR is a specific technique that is often used in the broader area of process drama. Process drama concerns itself more with the experiential rather than the performance aspect of drama. In it, a teacher, or facilitator, goes into role with the participants in the co-construction of extended role-plays and dramas. Such methods have been used in English language teaching by many practitioners. The methods are discussed in this paper, with the focus on their suitability for teaching in a Japanese senior high school.

scholarly journals Promotıng Multılıteracy Framework - Based Lesson Plan for Englısh Language Teachıng In Senıor Hıgh School

2020 ◽  
Vol 5 (2) ◽  
pp. 22-31
Author(s):  
Muhammad Nawawi ◽  
Ana Christanti
Keyword(s):  
High School ◽  
English Language ◽  
Language Teaching ◽  
Lesson Plan ◽  
Senior High School ◽  
Lesson Plans ◽  
English Language Teaching ◽  
Learning Activities ◽  
Framing Analysis ◽  
Teaching Learning

The objective of the research was to promote a new model of designing activities in the lesson plan of English teachers. The model was derived from the phases of the Multiliteracy pedagogical Framework. It was qualitative research with documentation techniques for collecting data. The source of data was the document of lesson plans made by teachers of English. The data was statements on teaching-learning activities in the lesson plans. The author identified the lesson plan of teachers from Al Islam senior high school in Krian, Sidoarjo. The activities statements were categorized using the four phases and cognitive process of the Multiliteracy Framework; Situated Practice (Experiencing), Overt Instruction (Conceptualizing), Critical Framing (Analysis), and Transformed Practice (Applying) promoted by Cope and Kalantzis with New London Group in 1996.  The result showed that the teachers just included two phases; Situated Practice (Experiencing) and Overt Instruction (Conceptualizing), no Overt Instruction (Conceptualizing), Critical Framing (Analysis), and Transformed Practice (Applying) yet in their teaching-learning activities. The teachers should change the old phases in their lesson plan with the four phases of the framework to guide them in applying multiliteracy in English language teaching. The next researcher could focus on teachers’ knowledge or belief about the multiliteracy framework to assure the implementation

scholarly journals Compound Words: Implementation in English Language Teaching

2018 ◽  
pp. 70
Author(s):  
Muhammad Gilar Yudha Pratama
Keyword(s):  
High School Students ◽  
Junior High School ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Linguistic Knowledge ◽  
Compound Words ◽  
School Students ◽  
Learning English

Teaching English in Indonesia is implemented through the teaching of EFL (English as a foreign language). Teaching and learning English as a second language poses a challenge for both teachers and students. Problems that arise such as lack of student motivation, changing curriculum, monotonous learning, lack of teacher creativity, and lack of linguistic knowledge in teaching become a separate issue. This article describes the role linguistic morphology plays in teaching and learning English in the classroom. It particularly describes the challenge of combining simple compound words with morphological forms created by the teacher. This teaching design will be applied to 7th grade junior high school students. This simple design will introduce how to combine noun and adjective using the daily context familiar to the students. The researcher expects to see the challenges the teachers will face during the application of the design in the classroom and how they create ways to deal with the challenges.

scholarly journals PENGEMBANGAN BAHAN AJAR INOVATIF BAHASA INGGRIS PROGRAM LINTAS MINAT KELAS X SMA DENGAN PENDEKATAN PRAGMATIK

2020 ◽  
Vol 8 (1) ◽  
pp. 1
Author(s):  
Mulyani Mulyani
Keyword(s):  
High School ◽  
High School Students ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Instructional Materials ◽  
Pragmatic Approach ◽  
Teaching Materials ◽  
Product Forms

The quality of English learning in high schools (SMA) needs to be improved to achieve better target competencies. One effort that can be taken is to improve the quality of teaching materials. From a number of instructional materials or textbooks of English language, it seems that improvements still need to be made, especially related to the pragmatic elements contained in the textbook. Teaching materials that present a pragmatic approach are still very limited.This study aims to find out about the forms of English language teaching materials and develop them with a pragmatic approach in order to improve the quality of learning. The research method used is research and development. Data collection techniques used in this study through observation, in-depth interviews, and questionnaires. Research development procedures include information gathering, planning, developing initial product forms (product design), field testing, and product revisions. Analysis of the data used is qualitative and quantitative analysis.The results of this study in the form of findings about the form of cross-interest program teaching materials for high school students tend to use the Englis To Pathway Specialization Program written by M. Sudarwati and Eudia Grace published Erlangga Publishers. The results of the development of English teaching materials in the cross-interest class X program with the pragmatic approach emphasize on systematic: (a) basic competence, (b) social function, teaching and learning activities, (c) topic, (d) linguistic element, (e) definition, (f) exercise / assignment, and (g) pragmatics corner.Development of English language teaching materials is dynamic. Therefore, it requires further research in the field of English for specific purposes, especially teaching materials for cross-interest programs for science and social studies programs in high school. 

scholarly journals MANAJEMEN KESANTUNAN BERBAHASA DALAM PEMBELAJARAN BAHASA INGGRIS DI SEKOLAH (Penelitian Pada PBM Bahasa Inggris di kelas X MIPA-3 SMAN 27 Bandung)

2021 ◽  
Vol 5 (1) ◽  
pp. 102
Author(s):  
Muhammad Hasan Basari ◽  
Sofyan Sauri
Keyword(s):  
High School ◽  
Teaching And Learning ◽  
English Language ◽  
Senior High School ◽  
English Language Teaching ◽  
Norms And Values ◽  
Management Function ◽  
The Subject ◽  
Planning Implementation ◽  
Learning English

Language politeness management is a conversation that is used by someone to others as opposed to speaking with subtle language, good, calm and polite so that it can be a manifestation of the modesty of his behavior in accordance with the norms and values ​​adopted and held by the community where he lives through the management function of William A Shcrode and Dan Voice, Jr., which includes: planning, implementing, and evaluating. This research uses descriptive-qualitative method with the subject of educators and students and the object of the English language teaching and learning process in class X- Sciences-5 of 27 public senior high school. Through tapping techniques, competent listening, recording techniques and note taking techniques. By adhering to the principle of politeness in the maxim of wisdom, maxim of generosity, maxim of simplicity, maxim of agreement, appreciation and maxim of sympathy. This study aims to describe the politeness of language in learning English which is managed through planning, implementation and evaluation. The results of this study indicate that the politeness of language in learning English in class X-Sciences-5 of   27 public senior high school has been made planning, implementation and evaluation but not entirely optimal.

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