scholarly journals ENGLISH TEACHERS’ VOICES ON COMMUNICATIVE LANGUAGE TEACHING FOR READING IN INDONESIAN RURAL CLASSROOMS

2018 ◽  
Vol 76 (5) ◽  
pp. 649-662
Author(s):  
Martin Kustati ◽  
Yunisrina Qismullah Yusuf ◽  
Nooreiny Maarof
Keyword(s):  
Teacher Development ◽  
Rural Areas ◽  
Language Teaching ◽  
English Teachers ◽  
Communicative Language Teaching ◽  
Teaching Reading ◽  
Teachers Perceptions ◽  
Rural High Schools ◽  
Self Confidence ◽  
West Sumatra

The aim of this research was to find out whether English teachers teaching in rural areas in Indonesia are incorporating the Communicative Language Teaching (CLT) approach in their reading classes. The mixed research design included questionnaires, observations and interviews. A questionnaire was administered to 144 teachers in 68 rural high schools in Padang, West Sumatra. Out of these teachers, eight were chosen to be interviewed, and observations were conducted in their classes. Findings of the questionnaire showed that English teachers’ perceptions and attitudes are generally positive towards CLT in teaching reading. However, the results from observations and interviews with the teachers indicated that a majority of teachers still implemented the traditional (teacher-centred) approach in teaching reading compared to the student-centred approach as suggested by CLT. The preferred choice of teaching methods in teaching reading was influenced by several factors; namely, the students’ low proficiency level, their low degree of self-confidence and motivation, large class sizes, limited teaching schedule, and the teachers’ insufficient knowledge on CLT implementation. Finally, this research suggests that if Indonesia expects its policy of learning reform to be successful, intensive and consistent teacher development must be well-organized, and sufficient resources must be allocated so that all schools, especially those in rural areas, can meet the objectives. Keywords: communicative language teaching, English as a foreign language, reading, teachers’ voices, rural areas.

scholarly journals An Exploration into Teachers’ Perceptions towards the challenges of Teaching Reading Skills using Communicative Language Teaching Approach: Focus on Wolaita Sodo Preparatory School

2019 ◽  
Vol 1 (1) ◽  
pp. 1-8
Author(s):  
Tesfaye Buche Bosha ◽  
Desalegn Youpo Ukute
Keyword(s):  
Reading Skills ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Teaching Approach ◽  
Observation Data ◽  
Teaching Reading ◽  
Preparatory School ◽  
Teachers Perceptions ◽  
Efl Teachers ◽  
Wolaita Sodo

The main purpose of this study is to explore teachers’ perceptions towards the challenges of teaching reading skill using communicative language teaching approach: focus on Wolaita Sodo Preparatory School. Descriptive research design was employed. The data were collected through semi-structured interview and classroom observations. Six grade eleven EFL (English as a Foreign Language) teachers of the Wolaita Sodo Preparatory school were selected as of the study using convenience sampling method. The Interview data were tape recorded and transcribed into textual form and the classroom observation data were noted to analyze. The findings of this study disclosed that EFL teachers have a positive perception in towards teaching/reading skills using communicative language teaching approach but students were negatively perceived in learning/reading using Communicative Language Teaching (CLT). Hence, based on the findings, recommendations were made. In concurrence to this, the researcher recommends that the concerned bodies should give due attention to overcome selected problems which hampers teaching/reading skills using communicative language teaching approach particularly mobilizing EFL teachers through continuous capacity building activity is paramount.

scholarly journals The multipurpose entrance examination: Beliefs of expatriate ELT faculty

2013 ◽  
Vol 37 (1) ◽  
pp. 9 ◽  
Author(s):  
Melodie Cook
Keyword(s):  
Public Relations ◽  
Language Teaching ◽  
English Teachers ◽  
Negative Influence ◽  
Communicative Language Teaching ◽  
Entrance Examination ◽  
Tertiary Level ◽  
Entrance Examinations ◽  
Teachers Perceptions ◽  
Entrance Exams

Entrance examinations for Japanese universities have come under fire from various sources for having a negative influence on communicative language teaching (Cook, 2010; Sakui, 2004; Sato & Kleinsasser, 2004), for being less valid and reliable than they could be (Brown, 2000; Leonard, 1998; Murphey, 2004), and for largely not having been written by experts (Aspinall, 2005). While these criticisms may be valid to some extent, it is important to realize that university entrance exams may only marginally serve pedagogical purposes; their economic, social, and public relations functions may, in some cases, even outweigh educationally-related concerns. This paper presents some initial findings from an exploratory Japan-wide study of tertiary-level, expatriate English teachers’ perceptions of entrance examination creation (specifically with regard to the English portion) and results reveal that these tests may be fulfilling more functions than we might at first expect. 日本の大学入試は、「コミュニカティブ・ランゲージ・ティーチングに負の影響を持つ」（Cook, 2010; Sakui, 2004; Sato & Kleinsasser, 2004）、「妥当性・信頼性に欠ける」(Brown, 2000; Leonard, 1998; Murphey, 2004)、「概して専門家によって作成されていない」(Aspinall, 2005)、など、様々な研究から批判を浴びてきた。これらの批判はある程度妥当かもしれないが、大学入学試験における教育的な目的の役割はごくわずかに過ぎないと認識することが重要である。入試の経済的・社会的・広報的機能が、場合によっては、教育関連の関心を上回ることさえある。本論では、日本全国の高等教育機関に従事する外国人英語教師の入試問題作成（特に英語の試験）への認識に関する探索的研究から得られた初期の調査結果を提示し、その結果、入試が当初の予想以上に多くの機能を果たす可能性があることを明らかにする。

scholarly journals Asessing Teacher’s Perception in the Use of Pre-Reading Activities in EFL Classroom

2020 ◽  
Vol 4 (2) ◽  
pp. 236
Author(s):  
Karolis Anaktototy ◽  
Mathilda Huwae
Keyword(s):  
Research Method ◽  
English Teachers ◽  
Text Structure ◽  
Junior High Schools ◽  
Survey Method ◽  
Teaching Reading ◽  
Teachers Perceptions ◽  
Asking Questions ◽  
Reading Activities ◽  
Teacher's Perception

This study was aimed at finding out kinds of pre-reading activities commonly used, and teachers’ perceptions on the use of pre-reading activities. Survey method was used as research method. To collect data, questionnaire and observation checklist were used as research instruments. There were 33 English teachers from 11 Junior High Schools as participants. The result of the study revealed that pre-reading activities were used by English teachers to engage students in reading activities. Pre-reading activities such as asking questions, identifying text structure, previewing, showing picture, brainstorming, and making prediction were the preferable activities applied by teachers. The teachers believed that the use of pre-reading activities in teaching reading is an effective way to improve students’ reading comprehension.

EXPLORING ENGLISH TEACHERS’ PERCEPTIONS ON USING SITUATIONAL LANGUAGE TEACHING METHOD IN TEACHING VOCABULARY

2020 ◽  
Vol 7 (2) ◽  
pp. 283-293
Author(s):  
Yuliar Masna ◽  
Syarifah Dahliana ◽  
Nurul Aulia Martaputri
Keyword(s):  
Teaching Methods ◽  
Teaching Method ◽  
Language Teaching ◽  
English Teachers ◽  
School Teachers ◽  
Teachers Perceptions ◽  
Course Material ◽  
Teaching Learning ◽  
Language Teaching Methods ◽  
English Subject

The research was accomplished to investigate the perceptions of elemantary- school teachers on using Situational Language Teaching method in teaching vocabulary. The aims of this study were to examine the advantages of using situational language teaching method in teaching vocabularies and to investigate English teachers’challenges of using Situational Language Teaching method in teaching vocabulary. This research was completed by using a qualitative approach and the reseachers employed a semi-structured inteview to collect the data. The research participants were five English teachers who teach English subject at elementary schools in Aceh Barat. The results of this research indicate that the advantages of using this method were enhancing students’ motivation ,and creating an effective teaching-learning process. Then, the challenges of using Situational Language Teaching methods in teaching vocabulary were preparing course material and dealing with students’ boredom.

scholarly journals The Matters in Teaching Reading Comprehension to EFL Students

2016 ◽  
Vol 3 (1) ◽  
pp. 68
Author(s):  
Yuliana Natsir ◽  
Anisati Anisati
Keyword(s):  
Academic Success ◽  
Reading Attitudes ◽  
English Teachers ◽  
Teaching Methodology ◽  
Teaching Reading ◽  
Teachers Perceptions ◽  
Interview Guide ◽  
Efl Students ◽  
Teaching Learning ◽  
Banda Aceh

The purpose of this study was to find out the efforts that were being made by certified English teachers in teaching reading since reading is considered as one of the determiners of academic success. Descriptive qualitative research was used in this study; the subjects were two English teachers in Banda Aceh and the instrument was an interview guide. The interview questions were adapted from Fletcher, et al. (2012) that focused on curriculum, teacher preparation, teaching methodology, teaching instructions, authentic teaching materials, teachers’ perceptions toward reading attitudes of learners, barriers in teaching reading, and teaching strategies for helping ineffective readers. The interviews revealed that the efforts made by the teachers played a pivotal role at assisting students to achieve reading competency. The attitude of students toward reading was also important in the teaching-learning process. The strategies of the teachers towards the students who were not reading effectively were not in line with the strategies as suggested by some experts:  that the teacher should teach the students the strategies of how to read with interest, how to predict meanings, how to develop knowledge about the topic and so forth .These strategies were not implemented due to the situation and condition of the teaching environment. In brief, proper efforts by teachers to improve the learning environment could assist students to achieve better reading competency.

scholarly journals La enseñanza comunicativa del inglés en el ciclo diversificado en Costa Rica: imágenes de algunas realidades

LETRAS ◽  
2010 ◽  
pp. 11-34
Author(s):  
Catalina Domian Sánchez ◽  
Hilda Fonseca Solórzano ◽  
Rocío Lara Jiménez ◽  
Sonia Rodríguez Salazar
Keyword(s):  
High Schools ◽  
Costa Rica ◽  
Field Study ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
Teaching Approach ◽  
Rural High Schools ◽  
Private And Public

Análisis sucinto de una investigación de campo efectuada con estudiantes de 10 grado y 11 grado de colegios urbanos y rurales, públicos y privados, de Heredia. La investigación explora las metodologías empleadas por el profesorado y la aplicación del enfoque de la enseñanza comunicativa de la lengua y su relación con el Examen de bachillerato.A field study was carried out with tenth and eleventh grade students in private and public, urban and rural high schools in Heredia. The research focused on exploring the methodologies used by the instructors as well as on the implementation of the Communicative Language Teaching Approach and its relationship with the Standardized English Test.

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