scholarly journals GENDER-BASED ON STAIN OF WATAMPONE LECTURERS PERFORMANCE IN THE EFL CLASS

Al-Qalam ◽  
2016 ◽  
Vol 18 (2) ◽  
pp. 199
Author(s):  
Aschawir Ali
Keyword(s):  
High School ◽  
Foreign Language ◽  
Political Theory ◽  
Learning Process ◽  
Student Interaction ◽  
Relevant Variable ◽  
Teacher Student ◽  
Gender Based ◽  
Gender Paradigm ◽  
English Students

<p>Abstract<br />The concept of modern teachers and the development of ideas such as 'professionalism teacher"<br />historically is genderized and more often reflects the paradigm of political theory or patrilinialism.<br />At the same time, research shows that gender as a relevant variable is more focused on the function<br />of the class and the teacher-student interaction. This study aimed to determine the effect of the<br />gender of teachers to English students who are learning foreign language (EFL), particularly at<br />the high school of Islam that has its own challenges and contradictions of gender paradigm of<br />gender itself Contextual investigation showed that the development of democratic and learning<br />about democracy more often grab to the feminism, while the more traditional prescriptive environment<br />often associated with masculinity that is considered less helpful in getting the success in the<br />learning process</p>

scholarly journals An Analysis of Violation and Flouting Maxim on Teacher-Students Interaction in English Teaching and Learning Process

2021 ◽  
Vol 15 (2) ◽  
pp. 249-256
Author(s):  
Siti Arofah ◽  
Husni Mubarok
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Qualitative Method ◽  
Student Interaction ◽  
Data Display ◽  
Cooperative Principle ◽  
English Teaching ◽  
Teacher Student ◽  
Teacher Students ◽  
Maxim Of Quality

The objectives of this research are to analyze the type of violation and flouting the maxim of teacher-student interaction in the English teaching and learning process in MA Hasyim Asy’ari Bangsri and also find the most frequently produced between violation and flouting of the maxim. This research used the descriptive qualitative method. The data was obtained from the conversation between the teacher and students during the teaching and learning process and analyzed by categorizing utterances based on the violation and flouting maxim theory of the Cooperative Principle. The data were collected through the observation then analyzed by using the technique which is suggested by Miles and Huberman that consists of data reduction, data display, and drawing conclusion or data verification. The result of the research showed that there are four types of maxims that are violated by the teacher and students. These are the maxim of quantity 11 (50%), the maxim of quality 5 (22.73%), the maxim of relation 1 (4.54%), and the maxim of manner 5 (22.73%). The dominant violation was the maxim of quantity with 11 occurrences. Based on the findings, there are three types of flouting maxims in which the most of flouting maxim that is occurred was the maxim of relation. They are divided into 1 (14.29%) maxim of quantity, 2 (28.57%) maxim of quality, and 4 (57.14%) maxims of relation. In conclusion, the most produced between the violation and flouting was the violation of maxim with 22 (75.86%) of total occurrences. Meanwhile, the proportion of flouting maxim was 7 (24.14%).

scholarly journals Strengthening Local Identity by Writing Chronicles in the EFL Classroom

2018 ◽  
Vol 20 (2) ◽  
pp. 185-195
Author(s):  
Alba Milena Flórez González
Keyword(s):  
High School ◽  
High School Students ◽  
Foreign Language ◽  
Language Learning ◽  
Learning Process ◽  
Foreign Language Learning ◽  
Local Identity ◽  
School Students ◽  
Active Involvement ◽  
The Impact

This action research study sought to incorporate students’ local identity as the set of traditions, language, history and norms of conduct as a potential element to enhance the foreign language learning process. The purpose of this study was to strengthen local cultural identity in high school students, facilitating a meaningful foreign language learning process and promoting the active participation of students in their local communities (Sharkey, Clavijo, & Ramirez, 2016), through inter-generational dialogue. The research questions proposed were: a) what were the perceptions students had about their local identity? and b) how did high school students strengthen their identity by writing chronicles in English class about their family history? Findings posit the impact of the study on students’ perception about their local identity, how they proudly identify themselves as Villanuevas (people from Villanueva), their active involvement in the community by fostering an intergenerational communication, the improvement on the students’ L2 competence as well as the impact of the sutdy on the researcher teaching process and its cross curricular influence. 

scholarly journals FUNCTIONS OF CODE SWITCHING IN AN ENGLISH CLASS

2016 ◽  
Vol 5 (2) ◽  
pp. 57
Author(s):  
Semi Sukarni
Keyword(s):  
High School ◽  
Student Interaction ◽  
Code Switching ◽  
Medium Of Instruction ◽  
English Teacher ◽  
Func Tions ◽  
Teacher Student ◽  
The World ◽  
Field Notes ◽  
Class Room

<p>Code Switching (CS) is shifting from one language to another in a conversation. It is a normal every day practice among people in the world for various reasons and usually an unconscious activity. This language switching might not be the whole sentence, but also can occur in brief phrases or words. Therefore, in this study, using CS as a medium of instruction was focused on. The objective of this study is to describe the functions of CS done  both by teacher and  students.</p><p>The data for this study were collected at State Junor High School 18 of Purworejo on 12th and 13th July, 2013. The researcher chose the eighth grade VIII G class of SMP Negeri 18 Purworejo. The data were taken twice (two meetings; 2x80 minutes). There are 40 students and one English teacher, Ms. Titik Kusumawati, S.Pd. The data of the study were collected in the form of recorded class- room interaction with videocamera and the observer’s field notes. The two types of database were examined in order to identify what kinds of activity were involved in the teacher-student interaction. The analysis of the data was adobted from Sert (2005). The func- tions of student CS includes equivalence, floor holding, reiteration, and conflict control. While the functions of  teacher CS include- schecking understanding, asking clarification, clarification, transla- tion, and socializing adobted from Flyman-Mattson and Burenhult (1999).</p><p>Code Switching (CS) is shifting from one language to another in a conversation. It is a normal every day practice among people in the world for various reasons and usually an unconscious activity. This language switching might not be the whole sentence, but also can occur in brief phrases or words. Therefore, in this study, using CS as a medium of instruction was focused on. The objective of this study is to describe the functions of CS done  both by teacher and  students.</p><p>The data for this study were collected at State Junor High School 18 of Purworejo on 12th and 13th July, 2013. The researcher chose the eighth grade VIII G class of SMP Negeri 18 Purworejo. The data were taken twice (two meetings; 2x80 minutes). There are 40 students and one English teacher, Ms. Titik Kusumawati, S.Pd. The data of the study were collected in the form of recorded class- room interaction with videocamera and the observer’s field notes. The two types of database were examined in order to identify what kinds of activity were involved in the teacher-student interaction. The analysis of the data was adobted from Sert (2005). The func- tions of student CS includes equivalence, floor holding, reiteration, and conflict control. While the functions of  teacher CS include- schecking understanding, asking clarification, clarification, transla- tion, and socializing adobted from Flyman-Mattson and Burenhult (1999).</p>

scholarly journals EFL Students’ Perception and Motivation Toward Quizizz as E-Learning Media in English E-Classroom

2021 ◽  
Vol 4 (2) ◽  
pp. 71-78
Author(s):  
Farah Ika Dhamayanti
Keyword(s):  
High School ◽  
Foreign Language ◽  
Learning Process ◽  
Senior High School ◽  
Descriptive Statistics ◽  
Positive Perception ◽  
English As Foreign Language ◽  
E Learning ◽  
Efl Students

This study investigates the English as Foreign Language (EFL) students' perception and motivation toward Quizizz as e-learning media in English e-classroom. The total number of participants in this study is 106 students of 11th graders of Senior High School consist of five classes who had experience toward Quizizz. A descriptive statistics approach is applied in this study. The data collected by using closed-ended questionnaire. The obtained data were analyzed by using SPSS version 25.00. The result shows most of EFL students had positive perception and motivation toward Quizizz. Therefore, Quizizz as e-learning media can support the learning process in English e-classroom. It indicates that Quizizz is an appropriate e-learning media that can be used in English e-classroom and it can increase EFL students’ motivation during e-learning.

scholarly journals Mending Students’ Speaking Deficiencies in Moroccan EFL Classes

2017 ◽  
Author(s):  
Arab World English Journal ◽  
Assya El Hannaoui
Keyword(s):  
High School ◽  
Foreign Language ◽  
Learning Process ◽  
Common Core ◽  
Teaching And Learning ◽  
English Language ◽  
Arab World ◽  
First Year ◽  
Learning Practices ◽  
Speaking Skills

This paper presents an attempt to help students enhance their speaking skills in Moroccan English as a foreign language (EFL) classes. It was observed that students in Moroccan high schools are generally not able to speak their minds out freely and imaginatively in English. This paper studies the causes for students’ weak speaking skills in the English language and suggests solutions to mend the situation. An observation of the teaching and learning practices took place in a sample Moroccan high school and interviews as well as questionnaires were administered for the aim of tracing the obstacles students face in their learning process as well as their preferences that they wish to have applied in the speaking sessions. Several speaking activities were tested and proved effective in encouraging students to speak English in class and defeat their shyness and reluctance to express their opinions. These activities are provided in this paper for teachers to use starting from common core classes passing by 1st year Baccalaureate( Bac )and ending with 2nd year Bac (common core being the first year of high school in Morocco and so on) and include watching films and conducting projects in the framework of a cooperative learning. They outline a project of forming good speakers of English in Morocco and maybe elsewhere in the Arab world.

scholarly journals The Implementation of Humanistic Learning at Darul Aman Islamic High School in Aceh Besar

ULUMUNA ◽  
2017 ◽  
Vol 21 (1) ◽  
pp. 151-172
Author(s):  
Sulaiman Sulaiman
Keyword(s):  
High School ◽  
Learning Process ◽  
Private School ◽  
Physical Environment ◽  
Communication Model ◽  
Instructional Media ◽  
Teacher Student ◽  
Qualitative Descriptive ◽  
Descriptive Method ◽  
Teacher Learners

This article focuses on humanistic learning at an Islamic private school in Aceh. It uses qualitative descriptive method and takes seven subjects as the sample of the data. It shows that the humanistic learning in Darul Aman Private Madrasah Aliyah of Aceh Besar was implemented through three mechanisms. First, creating a humanist class situation, both physical and non-physical environment (socio-emotional), through a democratic approach. Second, employing a cooperative learning model as the basis of humanistic learning. Third, adopting an effective communication model in creating humanistic learning interactions. This involves cycle-models of communication and interaction of learning: one direction interaction (teacher-student), teacher-learners-learners (their feedback for teachers; students learn from each other) and multi-interaction of the teacher-learner, learner-teacher, learners-learners (interaction in many directions). The implementation of humanistic learning at Darul Aman Private Madrasah Aliyah of Aceh Besar had a problem in the form of limited instructional media resources. Nevertheless, the overall learning process was humanist. DOI: http://dx.doi.org/10.20414/ujis.v21i1.1161

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