scholarly journals ENGLISH TEACHERS' CULTURAL BACKGROUND AND THEIR TEACHING BELIEF

Lire Journal ◽  
2019 ◽  
Vol 3 (1) ◽  
pp. 43-52
Author(s):  
Heidy Wulandari
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
English Teachers ◽  
Cultural Background ◽  
Teaching Beliefs ◽  
Negative Side ◽  
Research Article ◽  
Teachers Beliefs ◽  
Successful Teaching ◽  
Red Line

This paper is a non-research article which aims at elaborating the relation between teachers’ cultural background and their teaching beliefs. Way of thinking, behaviour, value, tradition, and belief in a society are taken into account as aspects of cultural background in this paper. Meanwhile belief is considered as unchangeable principle set in teachers’ personality which has impact on what they do in the classroom. The red line between cultural background and teachers’ beliefs has positive and negative side. Thus it is important for teachers to rely not only on their belief but also students’ needs and other supporting teaching aspects in order to reach a successful teaching and learning process.

scholarly journals “ENGLISH LEARNING IS LIKE…”: METAPHORICAL PERCEPTIONS OF PROSPECTIVE ENGLISH TEACHERS ABOUT LANGUAGE LEARNING PROCESS

2020 ◽  
Vol 7 (1) ◽  
pp. 69-90
Author(s):  
Heri Mudra ◽  
Nurul Aini
Keyword(s):  
Language Learning ◽  
Learning Process ◽  
Teaching And Learning ◽  
English Teachers ◽  
Cultural Background ◽  
English Learning ◽  
Construction Work ◽  
Negative Attitudes ◽  
Male And Female ◽  
Positive Attitudes

The present study aimed to examine the attitudes and types of metaphorical perceptions of male and female prospective English teachers (PETs) towards their English learning process. Elicitation sheet with the prompt “English learning is (like) … because …” was used to collect the data. The data were qualitatively analyzed by listing, naming, categorizing, and determining the metaphors. The results of the elicited metaphors reveal that male and female PETs’ attitudes towards English learning process include positive, negative, ambivalent, and neutral perceptions. Both male and female PETs viewed English learning in different attitudes. Male PETs generated more negative attitudes than the positive ones, while female PETs produced more positive attitudes than the negative ones. The findings also show that the metaphors were categorized into several types such as enjoyable activity, construction work, movement/journey, experience, planting/farming, exploration, and things. These types of metaphor imply the importance of the socio-cultural background of the learners. In conclusion, the metaphors help to determine appropriate strategies, methods, and materials for English teaching and learning.

scholarly journals The postmethod condition, an oportunity for going into a “New pedagogical era”

2015 ◽  
pp. 117-128
Author(s):  
Diana Katerine Martínez Rodríguez
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Teaching Practice ◽  
Language Teaching ◽  
English Teachers ◽  
Current Situation ◽  
Good Option ◽  
New Era ◽  
Research Article ◽  
Starting Point

One of the current but unknown topics for new English teachers’ generation is the Postmethod condition. Its correct use causes a great impact on the teaching and learning process,for this reason it has been considered as the starting point of a new era in respect to pedagogy specifically for some eastern countries. This is not a research article, but it is more oriented to reflect upon Kumaravadivelu’s ideasand the current situation of the Postmethod Condition in Colombia, as well as, to invite ELT teachers to become part of a “new pedagogical era”. It concludes that Postmethod is a good option to rethink about our Language Teaching practice in order to contribute to a real and authentic pedagogicalepoch.

scholarly journals The Effective 21st-century Pedagogical Competence as Perceived by Pre-service English Teachers

2020 ◽  
Vol 8 (1) ◽  
pp. 1
Author(s):  
Renol Aprico Siregar
Keyword(s):  
21St Century ◽  
Learning Process ◽  
Teaching And Learning ◽  
Real Life ◽  
English Teachers ◽  
21St Century Education ◽  
Pedagogical Competence

As teaching is considered as a lifelong process, teachers should always intend to develop themselves to be able to effectively conduct the teaching and learning process. This study aimed at exploring the view of pre-service English teachers towards the effective 21st-century teachers’ pedagogical competence and how they develop their pedagogical competence for their future teaching. The data were obtained through interviews and questionnaires. The study was qualitatively conducted as a case study by involving 12 pre-service English teachers purposively chosen due to their familiarity with the study issue. The results indicated that in terms of 21st-century education, the participants perceived that the pedagogical competence focused on teachers’ capability of integrating the technology in classrooms and teachers’ ability to exploit adjusted methods and materials which furnish students with skills appropriate to their future real-life careers.  Further, there were eight very crucial traits of effective 21st-century pedagogical competence perceived by the participants. They were extended to; facilitating and inspiring students to learn creatively, utilizing, designin

PELATIHAN METODE PEMBELAJARAN FUN ENGLISH GAMES USING APPLICATION BAGI GURU BAHASA INGGRIS MAS NU BATAHAN

2021 ◽  
Vol 2 (2) ◽  
pp. 43-50
Author(s):  
Resdilla Pratiwi
Keyword(s):  
Community Development ◽  
Learning Process ◽  
Teaching And Learning ◽  
English Teachers ◽  
English Learning ◽  
English Teacher ◽  
Learning Method ◽  
Teaching English ◽  
Learning Methods

This article deals with the training of Fun English Games Learning Method for English Teacher in MAS NU Batahan, This article shows several learning methods by using English Games funny and easy to understand, such as, Word Connect Application, Spelling Bee application, Stop the Clock Application, Typing Paragraphs for speed. This activity intends to enlarge some learning methods by using English Games for fun, and to give comprehending that English learning’s easy and enjoying. The method of this study used community development that collaborating theory and practicing in which using fun English games learning method in teaching English for English teacher MAS NU Batahan. The result shows that Fun English Games learning Method’s successfully applied in the classroom, the students are happy and can understand English learning easily and quickly through Fun English Games Method. It has benefit for teachers in teaching 4 skill, reading, writing, speaking and listening that must be mastered by students. In addition, School can use this method to improve the quality of learning in achieving very satisfactory results. Based on the explanation above can be concluded that Fun English Games learning Method for English teachers is very useful dan helpful in teaching and learning process.

scholarly journals Bahan Ajar Berbasis Kearifan Lokal bagi Guru-Guru MGMP Bahasa Inggris Tingkat SMP Kabupaten Tanah Laut

2020 ◽  
Vol 2 (1) ◽  
pp. 17
Author(s):  
Rina Listia ◽  
Noor Eka Chandra ◽  
Eka Puteri Elyani
Keyword(s):  
High School ◽  
Junior High School ◽  
Learning Process ◽  
Teaching And Learning ◽  
Junior High ◽  
English Teachers ◽  
School Level ◽  
Teaching Materials ◽  
High School Level ◽  
Junior High School Level

Bahasa Inggris di SMP berisi tentang teks singkat tentang deskripsi, naratif, dan prosedural. Idealnya, para siswa diberikan teks bahan ajar yang dekat dengan kehidupan mereka. Kearifan lokal yang ada pada daerah siswa dapat menjadi media belajar yang otentik bagi siswa. Di sisi lain, guru-guru Bahasa Inggris, khususnya pada jenjang SMP di Kabupaten Tanah Laut sebagian besar belum terbiasa mengembangkan bahan ajar yang bermuatan kearifan lokal. Kegiatan pengabdian masyarakat ini memiliki tujuan agar guru-guru Bahasa Inggris yang ada di Kabupaten Tanah Laut dapat memodifikasi, membuat, dan mengaplikasikan bahan ajar berbasis kearifan lokal daerahnya dalam proses pengajaran dan pembelajaran. Sasaran kegiatan pengabdian masyarakat ini adalah Guru-guru Bahasa Inggris SMP yang tergabung dalam MGMP Bahasa Inggris se-Kabupaten Tanah Laut yang berjumlah 50 orang.  Metode yang digunakan pada pengabdian masyarakat ini adalah kualitatif. Hasil pelatihan ini berupa bahan ajar yang meliputi teks deskriptif, naratif, dan prosedural berbasis kearifan lokal Kabupaten Tanah Laut. Bahan ajar dibuat oleh para guru MGMP Bahasa Inggris tingkat SMP Kabupaten Tanah laut. Bahan ajar yang dihasilkan oleh para guru adalah berupa 3 tipe teks bacaan yang dipelajari siswa pada level SMP dan sesuai dengan kearifan lokal yang ada di KabupatenTanah Laut. Teks-teks yang dihasilkan diaplikasikan pada proses pengajaran dan pembelajaran di dalam kelas oleh guru-guru Bahasa Inggris di Kabupaten Tanah Laut. Jadi, ketersediaan dan pengaplikasian bahan ajar yang berupa teks-teks bermuatan kearifan lokal yang dibuat oleh para guru memudahkan siswa dalam proses belajar secara otentik dan juga memudahkan siswa dalam menerapkan pengetahuan sesuai dengan keadaan dan lingkungan di Kabupaten Tanah Laut.  English in junior high contains short texts on description, narrative, and procedural. Ideally, students are given the text of teaching materials that are close to their lives. Local wisdom in the student area can be an authentic learning medium for students. On the other hand, English teachers, especially on junior high school level in Tanah Laut Regency, are mostly not accustomed to developing teaching materials related to local wisdom.  This community is aimed to give opportunity to English teachers in Tanah Laut Regency to modify, create, and apply local wisdom teaching materials in the teaching and learning process. 50 English teachers of junior high school are members of English MGMP of junior high school in Tanah Laut Regency. The method used in this community service is qualitative. The workshop's result is in the form of teaching materials, which include descriptive, narrative, and procedural texts based on local wisdom of Tanah Laut Regency. Teaching materials were created by English teachers of English MGMP of junior high school in Tanah Laut Regency. The resulting texts are implemented in the teaching and learning process in the classroom by English teachers in Tanah Laut Regency. Teaching materials produced by the English teachers are in the form of three genres of reading texts that students learn on the level of junior high school, and they are also in accordance with the local wisdom in Tanah Laut Regency. English teachers of junior high school apply the resulting texts on the teaching and learning process in the classroom. It can be concluded that the availability and application of teaching materials in the form of local wisdom texts created by English teachers enable students to learn materials authentically and also help students apply the knowledge that fits with the condition and environment in Tanah Laut Regency. 

scholarly journals Explorations of Beliefs about EFL Teachers’ Roles from Both Teachers’ and Students’ Perspectives through Metaphor Analysis

2020 ◽  
Vol 16 (29) ◽  
Author(s):  
Sharihan Shawkat Azeez
Keyword(s):  
Teaching And Learning ◽  
English Teachers ◽  
Sentence Completion ◽  
Teachers Perceptions ◽  
Teachers Experiences ◽  
Teachers Beliefs ◽  
Efl Teachers ◽  
Teachers And Students ◽  
The University

Metaphor acts as a window into comprehending teachers’ experiences through providing insights into complex concepts of teaching and learning. As a result, it plays a crucial role in exploring beliefs about teachers’ roles in the teaching and learning process. To elicit ideas and beliefs which both teachers and students held about the role of English teachers, questionnaires were given to 30 teachers and 85 students in the University of Duhok, English Department. The questionnaire asked the subjects to provide their beliefs about English teachers’ roles by using a sentence completion task “An English teacher is…. because….”. Eight conceptual categories are introduced from the linguistic metaphors and example metaphors for each category are given in the results tables. The eight conceptual categories include: teacher as devotee, teacher as nurturer, teachers as provider / source of knowledge, teacher as cultural transmitter, teacher as authority, teacher as guider, teacher as a friend, and teacher as a nice beautiful soul. All participants expressed the same conceptual categories, but still they use different metaphors to express their views. An interesting feature of these results is that there are some parallel and overlaps of metaphors among different subjects. The findings of this study suggested subtle differences between students’ and teachers’ beliefs. This study will benefit teachers, curriculum designers, and researchers. Researchers may carry out comprehensive studies using metaphor as an investigating tool to better understand both students and teachers’ perceptions of the teachers’ roles. The results will help develop comprehensive and inclusive methods of teaching. Larger samples with variables such as gender, age, different locations, and proficiency of participants should be taken into consideration during future studies.

scholarly journals Culture teaching in EFL classes: Teachers’ beliefs, attitudes, and classroom practices

2022 ◽  
Vol 9 (1) ◽  
pp. 237-257
Author(s):  
Lucky Amatur Rohmani ◽  
Erna Andriyanti
Keyword(s):  
High School ◽  
Junior High School ◽  
Teaching And Learning ◽  
Junior High ◽  
English Teachers ◽  
High School English ◽  
Cultural Elements ◽  
Teachers Beliefs ◽  
Culture Teaching ◽  
Beliefs And Attitudes

It is inevitably believed that culture teaching is the pivotal feeling of integrating culture into the teaching of a language, including in the EFL setting. This study aims to explore the English teachers’ beliefs, attitudes, and the reflection of their beliefs and attitudes on the teaching syllabi. The sequential explanatory mix-methods design was applied in junior high schools in Ngawi. The data were obtained from 144 English teachers’ answers to a questionnaire and interviews with six teachers. Then, the data were analysed by using descriptive statistics, the independent sample T-test, and the Mann-Whitney test. The results indicated that the majority of junior high school English teachers believed in the importance of incorporating culture into their teaching of the language taught and students’ learning process. Moreover, both state and private junior high school English teachers showed similar beliefs and attitudes related to culture teaching. When they taught English, the culture associated with that language had also been taught so that the misconception of learning the language can be minimized. The result of teachers’ practices strongly indicates that the English teachers in Ngawi had implemented the teaching of culture and inserted various cultural elements in the process of their teaching and learning in the EFL classes.

scholarly journals A Study of the Instructional Media Used by the English Teachers in Teaching English

2020 ◽  
Vol 4 (3) ◽  
pp. 506
Author(s):  
Ni Putu Rika Ristika ◽  
Ni Made Ratminingsih ◽  
N. P. A Pratiwi
Keyword(s):  
Learning Process ◽  
School Environment ◽  
Teaching And Learning ◽  
English Teachers ◽  
The Other ◽  
Learning Problems ◽  
Instructional Media ◽  
Teaching English ◽  
Audio Books ◽  
Real Objects

This study was a descriptive qualitative which intended to investigate the types of instructional media used and the implementation done by the English teachers. The instructional media used to become the best solution to overcome the learning problems faced by the teachers. The subjects of this study were 5 English teachers at SMPN 2 Melaya. The data were collected through observation during the teaching and learning process and interviews with the teachers. The data analyzed descriptively. From the overall findings, the English teachers used eight types of instructional media, such as; real objects or models, slides, pictures, video, web, audio, books, and the boards. The teachers had different ways to implement them, such as they used LCD Projector and speakers as the tools to show the material and the school environment as the realia. The lack of facilities became the main problem in implementing them. Moreover, the teachers tend to use the same instructional media for the other topic since they do not have enough time to prepare.

scholarly journals Cadets’ Perceptions on the Teaching Methods and Their Influence on Cadets’ Language Learning Process: A Study on the Co-curricular English Class of PIP Semarang

2019 ◽  
Author(s):  
Latifa Ika Sari ◽  
Ria Hermina Sari
Keyword(s):  
Language Learning ◽  
Learning Process ◽  
Teaching Methods ◽  
Teaching And Learning ◽  
English Teachers ◽  
First Year ◽  
Positive Perception ◽  
Negative Perception ◽  
Self Confidence ◽  
English Class

Cadets’ perception is very important in teaching and learning process. Cadets who perceive the teaching methods used by their teachers positively are more likely to achieve better results. This study aims to investigate cadets’ perceptions on teaching methods used by English teachers in the Co-curricular English class and how they influence cadets’ language learning process especially on the aspect of language improvement, motivation, self-confidence and attitude. As many as 200 questionnaires were distributed randomly to the first-year cadets of PIP Semarang and 10 of the cadets were involved for the interview. The study found that 79.2% cadets have positive perception towards the teaching methods used by English teachers, while the rest (20,8%) have negative perception. This study also revealed that cadets perceive their class more positively if the teachers use interesting method such as games and challenge. It is expected that the result of this study can become an evaluation to improve teaching and learning process ahead.

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