scholarly journals ENGLISH TEACHER PERSPECTIVE ON LEARNING ENGLISH AT SMA KARTIKA VIII-1 SOUTH JAKARTA

JURNAL BASIS ◽  
2020 ◽  
Vol 7 (1) ◽  
pp. 199
Author(s):  
Sjafty Nursitti NP Maili ◽  
Endang Sondari
Keyword(s):  
Qualitative Research ◽  
English Teachers ◽  
English Learning ◽  
English Teacher ◽  
Teacher Perspective ◽  
The Hours ◽  
Learning English

The objective of this study is to describe the perspective of English teachers about the 2013 curriculum, the implementation of English learning, the expectations of English teachers about the learning English. This research has been conducted at SMA Kartika VIII-1 Srengseng Sawah Jakarta Selatan It was a qualitative research that the researcher described the phenomenon happened and analysis it. The data was obtained by observation and interview. There are some steps as follow; First, Observation. It was done when the English teacher teach to the students; Second, Interview. It was taken when the English teacher taking a rest. The result of this research as follow: 1. The English teachers perspective about the concept of 2013 curriculum are positive; 2. The English teachers perspective about the implementation of learning English based on the 2013 curriculum was not maximal because there is no correspondence between the hours only 2 hours and the material taught by the English teacher; 3. English teachers expectation of learning English that is a change from 2 hours a week  to 4 hours  in a week.

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 ENGLISH TEACHER EDUCATION IN SLOVAKIA

2021 ◽  
Vol 10 (2) ◽  
pp. 122-140
Author(s):  
Elena Kovacikova ◽  
Tomas Pechociak
Keyword(s):  
Teacher Education ◽  
Teacher Preparation ◽  
Career Development ◽  
Teaching Practice ◽  
English Teachers ◽  
English Teacher ◽  
University Preparation ◽  
The World ◽  
The Hours ◽  
The University

The paper sheds light on the university preparation of future English teachers in Slovakia. Since the requirements for becoming an English teacher differ around the world, the first part of the paper describes and explains the requirements and career development of English teachers in Slovakia. Twelve Slovak faculties provide university preparation of future English teachers, and this research analyses their curricular offer. The courses offered to future English teachers are firstly categorized into linguistic, intercultural, methodological, and literary groups. As teaching practice becomes an essential part of the teacher preparation, the hours devoted to the teaching practice were counted at each institution. The tables and graphs show the sums of the courses and allocated hours. Thus, this paper brings an overview, comparison, and differences in the university preparation of future English teachers in Slovakia. Even though this survey shows only a quantitative point, this research results can be considered as one of the quality indicators in the university preparation of future English teachers in Slovakia

scholarly journals ENGLISH TEACHERS’ PERCEPTION TOWARD CHARACTER ASSESMENT IN 2013 CURRICULUM: A STUDY ON JUNIOR HIGH SCHOOLS IN MANADO AND TOMOHON, NORTH SULAWESI

2018 ◽  
Vol 1 (01) ◽  
Author(s):  
Ervita Carolina Tania ◽  
Nihta Liando ◽  
Mister Gidion Maru
Keyword(s):  
Qualitative Research ◽  
Character Education ◽  
English Teachers ◽  
Research Data ◽  
Junior High Schools ◽  
Assessment Process ◽  
English Teacher ◽  
North Sulawesi ◽  
Character Assessment ◽  
Character Building

This research aims at finding out the perceptions of English teachers on character aspectswhich are not directly taugh. Yet it becomes a priority to asses basic competence. This study attemptsto identify the obstacles for implementing curriculum 2013 particularly student character assessment.As a qualitative research, data are obtained through interviews. The data are taken from the schoolsthat implement the curriculum especially six teachers who are randomly selected out of twentyteachers from each school.The results reveal that most of the teachers perceived that aspects of the should be taughtindirectly. Such perception was based upon the notion that character is not to be taught but to bepracticed. Those teachers were also of the opinion that character assessment does not guarantee thepositive character building. They believed that school must involve the parents and society for thesuccess of the character education. The teachers met the problems in implementing the assessmentsuch as time consuming, complicated assessment process, incompatiblity with big class and the lackof facility.Keywords: perception, character assesment, english teacher, curriculum 2013INTRODUCTION

scholarly journals Code Mixing in EFL Classroom: Views from English Teachers Side

Al-Lisan ◽  
2020 ◽  
Vol 5 (2) ◽  
pp. 130-147
Author(s):  
Agus Rahmat
Keyword(s):  
Qualitative Research ◽  
Foreign Language ◽  
Research Design ◽  
Sampling Technique ◽  
English Teachers ◽  
English Teacher ◽  
Qualitative Research Design ◽  
Code Mixing ◽  
Language Classroom ◽  
Positive Input

The objectives of this research were to find out the category of code mixing used by the English teacher and the code mixing category dominantly used by the English teacher in teaching EFL (English as a foreign language) classroom based on the category of code mixing according to Muysken (2000). This research employed descriptive qualitative research design to analyze the teacher’s code mixing in teaching EFL at SMK Negeri 1 Makassar. The participant of this research was one of all the English teacher of SMK Negeri 1 Makassar, this participant was taken by using purposive sampling technique. The instruments of this research were observation and audio recording.The result showed that (1) The English teacher of SMK Negeri 1 Makassar used all of the categories that categorized by Muysken (2000, cited in Liu, 2008: 6) in teaching EFL classroom, they were: Insertion, Alternation and Congruent Lexicalization. There were seventeen examples of Insertion category, two examples of Alternation category and there were also two examples of congruent lexicalization category used by the English teacher; (2) The category of code mixing dominantly used by the English teacher of SMK Negeri 1 Makassar was insertion category in teaching EFL classroom.Therefore, it can be a positive input of the English teachers to enrich their English vocabulary to avoid using code mixing in teaching EFL classroom.

Attitudes and Motivation of Turkish EFL Students towards Second Language Learning

2000 ◽  
Vol 129-130 ◽  
pp. 141-168 ◽  
Author(s):  
Z. Kiziltepe
Keyword(s):  
Second Language ◽  
Language Learning ◽  
Second Language Learning ◽  
English Teachers ◽  
Foreign Languages ◽  
English Teacher ◽  
English Classes ◽  
Motivational Intensity ◽  
Efl Students ◽  
Learning English

This paper presents the results of a study of the influence of attitudes and motivation on the acquisition of English by Turkish students. It investigates the following factors : attitudes. towards the British and Americans; motivational intensity; interest in English and foreign languages in general; instrumental and integrative orientation; anxiety in English classes; family encouragement; the English teacher and course. Results indicate that students are highly motivated instrumentally as well as integratively although a moderate interest in the-British and the American community and culture is reported. Respondents' motivational intensity is high, their attitudes towards learning English and languages in general are positive. They do not show anxiety in class and their families are very supportive. Results about their attitudes towards their English teachers and courses vary according to the school they attend. Implications for EFL/ESL classrooms are also discussed at the end of the paper.

scholarly journals Characteristics of English Teachers when Training Global Multi Cultural Students (Sinop Sample)

2011 ◽  
Vol 4 (1) ◽  
pp. 51
Author(s):  
Hakan USAKLI
Keyword(s):  
Qualitative Research ◽  
Multicultural Education ◽  
Life Style ◽  
Educational Program ◽  
English Language ◽  
Language Teaching ◽  
English Teachers ◽  
English Language Teaching ◽  
English Learning ◽  
Teaching Standards

Language teaching, particularly English language teaching was discussed in this study. That is why it is integral to the globalization. The study demonstrates that problems addressed from the aspects of administration, educational program and psychology can indeed be generalized to all. This study is conducted according to qualitative research methods. 60 English teachers explained their ideas on qualifications and teaching standards. As a conclusion, it was emphasized that English learning is a life style rather than simply being a preparation for passing examination. It is recommended for researchers to study on possible problems of multicultural education and their way of solutions.

scholarly journals Students’ Obstacles on Autonomous English Learning

2020 ◽  
Vol 5 (1) ◽  
Author(s):  
Andi Dian Rahmawan
Keyword(s):  
Qualitative Research ◽  
Learning Process ◽  
English Education ◽  
Autonomous Learning ◽  
English Learning ◽  
Data Source ◽  
The Subject ◽  
Basic Need ◽  
Learning English ◽  
Descriptive Qualitative

This study attempts to give teachers a perspective regarding what problems students face during the process of learning English material by employing the Autonomous Learning. The researcher used Pragmatics as the subject of learning to observe the process of Autonomous Learning during one semester. This is a descriptive qualitative research in which 7 students of English Education of PGRI University were employed as the subjects of this study. Those students are the most active ones in class. After they conducted a series of learning process autonomously, they were expected to fill the questionnaire as the data source to reveal the basic need of the students that they are expecting from the teachers. Then the data would be explained descriptively. It is expected that the teachers are going to have some new perspectives regarding the autonomous learning, which is related to the students’ problems. What they want the teachers to do and what the teachers should provide are two fundamental considerations. This study reveals that the autonomous learning does not mean that the students learn the material fully autonomously. Bigger than that, the students still need the presence of the teachers as the agent of autonomous learning.

scholarly journals TECHNOLOGY-ENABLED ENGLISH LEARNING TRAINING FOR MTs TEACHERS IN THE WAJO DISTRICT

2021 ◽  
Vol 1 (4) ◽  
pp. 92-96
Author(s):  
Yusuf Razak ◽  
Satriani Satriani ◽  
Amiruddin Amiruddin
Keyword(s):  
English Teachers ◽  
English Learning ◽  
English Classes ◽  
Regional Languages ◽  
Learning Options ◽  
Learning English

For the majority of students, English is a dreaded subject. Mastering English necessitates the repetition of patterns used in daily speech, as our pupils are more likely to communicate in regional languages and Indonesian. It is almost always tough for English teachers to urge their students to learn English. As a result of this occurrence, we as English lecturers are committed to giving students with learning options that allow them to enjoy learning English while being focused on the goal. We introduce technology-based English classes and educate this subject to MTs teachers around Wajo Regency, who will later serve as the students' learning relay.

scholarly journals The Analysis of The Lesson Plan Based 2013 Curriculum Designed by The English Teacher At MTS Al Hidayah Makassar

2021 ◽  
Vol 7 (1) ◽  
pp. 260-271
Author(s):  
Afdaliah Amin
Keyword(s):  
High School ◽  
Qualitative Research ◽  
Junior High School ◽  
Lesson Plan ◽  
English Teachers ◽  
Learning Activities ◽  
Learning Assessment ◽  
English Teacher ◽  
Qualitative Research Design ◽  
Interview Research

This research discusses Analysis of the lesson plan based 2013 curriculum designed by the English teacher at MTS. Al – Hidayah” This research will cover how the English teacher designs learning activities relate with the basic competence to basic competence, and how English teacher do assessment to the students based on 2013 curriculum objectives. This research applied a qualitative research design. The subjects of this research were English teachers in Mts Alhidayah Makassar. Sample of the researcher took two English teachers in Mts Alhidayah Makassar, since there are two English teachers in the school. In collecting the data, the researcher used two kinds of instruments. In collecting the data through interview. Research results show dealing with finding out the basic competence and learning activities, it was that found some of learning activities are related and non related with the basic competences in 2013 curriculum for Junior High School which designed by the English teachers. In learning assessment, the teacher applied various kinds of assessment for cognitive and psychomotor domain. Teachers’ way in assessing students’ achievement in terms of cognitive and psychomotoric based on 2013 curriculum is applying instrument assessment

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