scholarly journals Teachers’ Perception of Students’ Misbehavior and Assertive Discipline in English Classroom

2021 ◽  
Vol 3 (3) ◽  
pp. 07-15
Author(s):  
Jeya Sarkunan Jaya Thilagaratnam ◽  
Hamidah Yamat
Keyword(s):  
Data Collection ◽  
Learning Process ◽  
Teaching And Learning ◽  
Qualitative Methodology ◽  
English Language ◽  
Main Mode ◽  
Teaching Process ◽  
Field Note ◽  
Language Classroom ◽  
English Classroom

Students’ misbehavior has become one of the major problems in the English language classroom and affects the teaching and learning process. Therefore, this study aimed to identify the teachers’ perception of students’ misbehavior and if it really affects their teaching process and the students’ learning process. The Qualitative methodology was used to collect data for this study. The main mode of data collection instruments used for this study was Teachers’ Interview, Observation and Students’ Interview, in which the data was triangulated to counter biases. The Interview questions focused on the teachers’ perception of students’ misbehaviour and how it disrupts their English language lesson. The teachers were also asked about their perception of assertive discipline approach. Observation was done, and a field note was created based on the happenings in the specific observed class. To round it up, the students' perception of their behavior and the classes’ environment was collected. It was evident that the teachers’ perception towards students’ misbehavior was a disruption to their lesson. It was primarily based on the student's lack of interest and discipline towards learning English.

scholarly journals THE TEACHER’S USE OF TRANSLATION IN ENGLISH LANGUAGE TEACHING BASED ON SCIENTIFIC APPROACH AT SMP NEGERI 4 AND SMP NEGERI 5 SINGARAJA

PRASI ◽  
2018 ◽  
Vol 13 (1) ◽  
Author(s):  
N. M. Sumarningsih ◽  
G. Batan ◽  
L. D. S. Adnyani
Keyword(s):  
Qualitative Research ◽  
Data Collection ◽  
Learning Process ◽  
Teaching And Learning ◽  
English Language ◽  
Language Teaching ◽  
English Language Teaching ◽  
Data Display ◽  
Scientific Approach ◽  
Collection Data

This study was conducted as an attempt to investigate in what step of scientific approach theteachers most frequently use translation in English Language Teaching as well as to find out the teachers’reasons toward the use of translation in English Language Teaching based on scientific approach atSMP Negeri 4 Singaraja and SMP Negeri 5 Singaraja. It was conducted in qualitative research design.There were two teachers chosen as the subjects of study. The data were collected through audio recordingthe teaching and learning process and interviewing the subjects of study, while the techniques ofanalyzing data were done descriptively following the four processes according to the theory of Miles &Huberman (1984), namely: data collection, data reduction, data display, and conclusion drawing. Theresults of analysis indicated that the teachers most frequently used translation in exploring step of scientificapproach. In addition, there were seven teachers’ reasons found in relation to the use of translationin the classroom, namely to help the students’ difficulty in: (1) understanding the instruction given bythe teacher, (2) understanding the English vocabulary, (3) asking something in English, (4) understandingthe tenses or grammar, (5) understanding the material deeply, (6) doing the task, and (7) presentingtheir work. The related parties interested in the same area of the research should give deeper concern indoing wider range of aspects involved in further study.Keywords : Translation, the Use of L1 in ELT, Scientific Approach

scholarly journals ENGLISH ZONE (EZO): A FUN ACTIVITY IN LEARNING ENGLISH SPEAKING SKILL FOR YOUNG LEARNERS

2020 ◽  
Vol 2 (1) ◽  
Author(s):  
Linda Septiyana ◽  
Puri Widiarti ◽  
Tika Purnama Sari ◽  
Eka Nur Kasih ◽  
Hijjriah Al Mukaromah
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
English Language ◽  
Descriptive Study ◽  
Young Learners ◽  
Language Classroom ◽  
Qualitative Descriptive ◽  
Speaking Skill ◽  
English Speaking ◽  
Learning English

This research aims to describe the implementation of English Zone (EZo) activities in learning English speaking skills for young learners. Employing qualitative descriptive study, this research included observation of teaching and learning process, and interview that was administered to 10 students from Kampung Sawah, West Hadimulyo. Ten meetings were observed thoroughly. Each observation took place in English language classroom every Sunday at Al-Fatimah Mosque. This research presented the implementation of English Zone (EZo) to young learners and students’ responses to the implementation of EZo. The findings illuminated the powerful ways in which EZo was able to improve students’ speaking skill. The students were having fun in the classroom which made them actively participate IN speaking practice with their friends or teachers. The findings further highlighted that EZo showed a good result in improving students’ confidence during their speaking practice. EZo helped them to speak more and decreased hesitation. They felt more relaxed to speak.Keywords : English zone, speaking skill, young learners, activity

scholarly journals ENGLISH TEACHING INSTRUCTION FOR NON-ENGLISH LEARNERS

JURNAL ELINK ◽  
2019 ◽  
Vol 6 (1) ◽  
pp. 117
Author(s):  
Arin Inayah
Keyword(s):  
Learning Process ◽  
English Learners ◽  
Teaching And Learning ◽  
English Language ◽  
Related Area ◽  
Teaching Process ◽  
English Teaching ◽  
Core Questions ◽  
Data Collections ◽  
Teaching Instruction

The quality of educational institutions is influenced by teaching and learning process that is students and lecturers. Novalita (2006) state that to learn a language the learners need more than just once or twice, but they need many time to understand the language, the real meaning of the language, the structure of the language, and so on. There is no good strategies in teaching process, but suitable strategy which is can be used in the teaching process. Therefore, every teacher or lecturer should master many strategies in the teaching and learning process. Some strategies can be applied to some students or learners, but it can’t be applied to all of students or learners. he goal of this study is to observe how the teacher implements English teaching instruction at English language center (PKPBI). Besides that, what are the material used and the way how teacher evaluates and also how do the learners perceive the English teaching instruction at English language center (PKPBI) of Maulana Malik Ibrahim state Islamic university of Malang. This study was a qualitative research because this study is a case study which focuses on teaching process. The data collections used in this study were observation, interview, and documentation. In order to analyze the data collected in the research project and answer the core questions of the study, it was used the grounded theory. The researcher found that the contents of the material used was reading section characterized by provision of an English reading text on mathematic-content-related area followed by writing exercises. The teacher implement English teaching instruction with the aim of answering the question, it can be concluded that for the beginning of teaching, there were a big amount of mistakes with the guidance and no explicit implementation of grammatical aspects during the lessons, because the teacher intents to present language items as in a regular language course. The balance between content and language was not easy to manage either, because in some situations the teacher tends to focus more in language or in content. The teacher evaluate by her choice of evaluation. She felt confused and scared at the beginning of the experience. About perceiving of the learners, the researcher concluded that the students feel challenging with the process of teaching and learning in the class, they also interesting with because they can continued applied what they learn. Key words: Teaching instruction, Non-English learners

scholarly journals Clustering technique to improve ability of generating ideas in recount text writing

2021 ◽  
Vol 3 (1) ◽  
pp. 25
Author(s):  
Hilda Mutia Sari ◽  
Yohanes Gatot Sutapa ◽  
Clarry Sada
Keyword(s):  
Action Research ◽  
Learning Process ◽  
Teaching And Learning ◽  
English Language ◽  
Clustering Technique ◽  
Individual Test ◽  
Field Note ◽  
Cyclical Process ◽  
Classroom Action Research ◽  
Text Writing

One of learners’ difficulties in the English language subject is writing. It also happened at MTs Darussalam Sengkubang, Kalimantan Barat. This classroom action research was conducted in the MTs to solve the learners’ difficulty in writing recount texts. The classroom action research that was used in this study consisted of planning, acting, observing, and reflecting in cyclical process. In this research, the data were collected using field note, observation checklist, interview guideline, documentation, and individual test. The finding was that there was improvement on learners’ behavior in the process of teaching and learning through the implementation of clustering technique. The researcher concluded that clustering technique was improving the learners’ ability in generating ideas in recount text writing. Therefore,clustering technique could help the learners in learning process because this technique encouraged learners to learn actively.

scholarly journals Teachers’ reinforcement and students’ perception to the teachers in English classroom

2020 ◽  
Vol 9 (1) ◽  
pp. 96-106
Author(s):  
Maria Ana Mei Lestari
Keyword(s):  
Qualitative Research ◽  
Learning Process ◽  
Positive Reinforcement ◽  
Teaching And Learning ◽  
English Teachers ◽  
Delayed Reinforcement ◽  
Teaching Process ◽  
Verbal Reinforcement ◽  
English Classroom ◽  
Almost All

The study focuses on the positive reinforcement that is used by the teachers in each class and students’ perception towards reinforcement itself. This research involved two English teachers and two different classes of year ten students in SMA Kristen YSKI Semarang. To describe the use of reinforcement by the teachers, their teaching process were recorded and observed. Questionnaire and interview were done at the end of the lesson to describe how the students perceive reinforcement. This study is qualitative research.  The data showed that the teachers used various types of reinforcement based on the theory of reinforcement by Moore (2007). They are Verbal, Non-verbal, Vicarious, Delayed, and Qualified Reinforcement. They used almost all types of reinforcement, except the Delayed Reinforcement. In general, Non-verbal Reinforcement was mostly used by the teachers. The interview results showed that the students agreed that reinforcement is important and useful for them during teaching and learning process.

scholarly journals The Inclusion of Literature Components in Malaysian English Papers: the Challenges and Pros in Teaching and Learning

AL-TA LIM ◽  
2017 ◽  
Vol 24 (3) ◽  
pp. 174-186
Author(s):  
Yahya Omar
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
English Language ◽  
Direct Factor ◽  
Main Attention ◽  
Teaching Literature ◽  
Language Curriculum ◽  
Learning And Teaching ◽  
Language Classroom

The low proficiency attainment in English language among Malaysian learners has been given main attention in Malaysia Ministry of Education’s plan to further improve education. Part of the plan is by introducing literature components in the teaching and learning of English language curriculum. This has immediately changed the scenario of teaching and learning in English language classroom. This paper will review past studies related to the implementation of Literature component in English language by looking specifically at the teacher’s roles since teachers are the direct factor contributor in learners’ process of learning and teaching. Apart of roles in the learning process, teachers’ approaches employed in teaching literature component will be critically reviewed in this paper and suitable approaches available in teaching literature in English will be put forward.

scholarly journals Pelatihan penyusunan Ice Breaking untuk penguatan kompetensi calon guru

2021 ◽  
Vol 2 (1) ◽  
pp. 85-93
Author(s):  
Asfi Aniuranti ◽  
◽  
M Happy Nur Tsani ◽  
Yasinta Wulandari ◽  
◽  
...  
Keyword(s):  
Community Service ◽  
Learning Process ◽  
Teacher Candidates ◽  
Teaching And Learning ◽  
English Language ◽  
Teaching Practice ◽  
English Language Teaching ◽  
English Teacher ◽  
Teaching Process ◽  
Nahdlatul Ulama

In every teaching and learning process includes English teaching, there is a phase called ice breaking. The activity that generally only lasts a few minutes is a paramount aspect. Every English teacher or even the candidate has to be skillful in preparing effective ice breaking. Although ice breaking is viewed as a crucial stage in a teaching process, many students miss this phase when they have to do teaching practice. Therefore, the community service team regarding a workshop about icebreaking is still needed by the students as the teacher candidates. This workshop was conducted online via Google Meet in two days, and the participants were the students of the English Language Teaching Department of Universitas Nahdlatul Ulama Purwokerto. In the workshop, the participants learned the theories related to ice breaking and the examples of ice breaking. They also did some practice on creating ice breaking. Overall, the two-day workshop ran well. The questioner's result also tends to be positive and based on the tasks submitted, the participant's ability to create ice breakers is good enough

scholarly journals Teacher’s Obstacles in English Online Learning during Covid-19 Pandemic

2021 ◽  
Vol 5 (2) ◽  
pp. 228
Author(s):  
Yoga Purnama
Keyword(s):  
Online Learning ◽  
Data Collection ◽  
Learning Process ◽  
Teaching And Learning ◽  
English Language ◽  
Learning Strategy ◽  
English Language Teaching ◽  
Collection Data ◽  
Data Collection Technique ◽  
The Right

<p>The study investigated some difficulties on the implementation of learning English through online learning due to Covid-19 pandemic on students from Islamic Family Law of IAIN Surakarta in the academic year of 2020/2021. The type of this research is qualitative descriptive. The data in this study are learning problems that occur in English language online learning activities. The data collection technique was carried out by documentation techniques and observations. Data analysis used in this research is data collection, data reduction, data presentation and conclusion. The study found that there are three main difficulties which hinder English language teaching and learning process namely: (1) student’s limited skills of English, (2) lack of teacher supervision and interactions during the learning process, and (3) inadequate learning facilities and internet networks for online learning. The right implementation of learning strategy, communication, patience, and consideration on students’ condition become the key factors to overcome all the problems during online learning in pandemic era.</p>

scholarly journals The Analysis of Teacher Talk and The Characteristic of Classroom Interaction in English for Young Learner

2019 ◽  
Vol 8 (2) ◽  
pp. 166-174
Author(s):  
Nurul Khusnaini
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
English Language ◽  
Interaction Analysis ◽  
Classroom Interaction ◽  
Teacher Talk ◽  
Learning Material ◽  
Language Classroom ◽  
New Learning ◽  
Asking Questions

ABSTRACT This study was aimed to find out the type of teacher talk and the characteristic of classroom interaction take place in the English language classroom of Semarang Multinational School.This study applied descriptive qualitative research. There were two activities in gathering the data of this study: observation and audio recording. In analyzing this study, the researcher used interactive theory proposed by  Flander (1989). The findings showed that based on Flanders Interaction Analisys Categories (FIAV), the teacher indirectly influenced the students in teaching and learning process by relying hard on asking questions. Besides asking questions to students, teacher also used (1) accepting students’ feeling, (2) praising or encouraging students, and (3) accepting or even using students’ ideas. In addition the pattern of content cross interaction tended to be more on asking questions than lecturing behavior. It indicated that teacher often relied on asking questions to students in the teaching and learning process rather than to introduce new learning material and help conveying information to students. In conclusion, the teacher indirectly influenced the students in the teaching and learning process. This kind of interaction indicated that teacher often relied on asking rather than lecturing the students. Keywords: Teacher Talk, Classroom Interaction, Flanders Interaction Analysis Categories

scholarly journals Using Video as Media of Teaching in English Language Classroom: Expressing Congratulation and Hopes

2019 ◽  
Vol 1 (1) ◽  
pp. 34-38
Author(s):  
Kamelia Kamelia
Keyword(s):  
Qualitative Research ◽  
Teaching And Learning ◽  
English Language ◽  
Learning Activities ◽  
Teaching Procedure ◽  
Effective Media ◽  
Language Classroom ◽  
Good Material ◽  
English Classroom ◽  
Main Activity

This research was design in descriptive qualitative research. The data was collected and analyzed from several related of literature on the application of videos in English classroom around the globe. This study stands its objectives and sees video as one of the effective media that can make students more enjoyed process teaching and learning. This study recorded that many research has proved on the effectiveness of using video as media for students, especially the EFL classroom. It seems using videos can give a relaxing situation for students in learning English. It also can make students more active and easy to understand the material since the video contains pictures and audio that causes students to see the material directly. These recent studies also share the teaching procedure used by the researcher/teacher when conducting teaching and learning activities in the class which are seems divided into three steps, e.g., Pre-activity, main activity, and activity of the last post. The analysis recommends the teacher, as a model should have planning systematically what teacher should do during teaching and learning process to deliver good material.

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