scholarly journals PLATFORMS, PROBLEMS AND SOLUTIONS OF ONLINE ENGLISH LANGUAGE TEACHING AT VOCATIONAL HIGH SCHOOL

JURNAL BASIS ◽  
2021 ◽  
Vol 8 (2) ◽  
pp. 299
Author(s):  
Fajar Kristina ◽  
Syahrial Syahrial ◽  
Wisma Yunita
Keyword(s):  
High School ◽  
English Language ◽  
Language Teaching ◽  
Language Skills ◽  
Descriptive Analysis ◽  
English Language Teaching ◽  
Vocational High School ◽  
Additional Time ◽  
Teaching Language ◽  
Problems And Solutions

The study aimed to discover and to describe online learning platforms used, the problems faced and the solutions that offered by the English teacher in Vocational High School. The descriptive qualitative research was used as the research design in order to describe in detail the issues which had been discovered. The researcher selected 7 English teachers from each state vocational high school of Bengkulu city as the representative sample for this research. The instrument of this research was the interview guideline and data were collected by using the interview. After collecting the data, the researcher analyzed the data by using descriptive analysis. The result Google classroom and WhatsApp were effective platforms to have online English language teaching in the pandemic era, especially, for the students at the vocational high school. The problems of using the platforms were the internet connection, lack of students’ motivation, lack of students’ understanding, and inefficient teaching time. While the problems of teaching language skills through the use of platforms were miss understanding and lack motivation, in adequate time, lack of interaction, and overload the use of data plan. The solution that the teacher used for solving the use of platform were providing the extended time and offline module or having face to face class. However for solving the problems of teaching language skills, the teachers did Whatsapp discussion, peer feedback and having question and answer session in Whatsapp, decreasing listening activity and providing additional time for writing.

Digital literacies: A strategy of pedagogy for English language teaching to technical undergraduates

2021 ◽  
pp. 518-526
Author(s):  
Narendra Kumar Jangir ◽  
Amol R. Bute ◽  
Amit Bansode
Keyword(s):  
English Language ◽  
Engineering Students ◽  
New Literacies ◽  
Language Teaching ◽  
Language Skills ◽  
English Language Teaching ◽  
Language Skill ◽  
Traditional Classrooms ◽  
Rural Location ◽  
Teaching Language

English language teaching for the engineering students in under-develop colleges of rural location encounters challenges of resources. Even the task of imparting necessary language skills becomes difficult with the help of traditional classrooms. The syllabuses for professional courses are designed to comprehend the language skill to cop-up with the entire degree course and face the placement process towards the end of the course. Hence, the paper would be discussing the solution to the problem of the lack of facilities in teaching language to the professional undergraduates in under-develop colleges. It would also bring out the scope of discovering beyond basic software programs on the computer like Grammarly and Ginger, instead discusses the implication of new literacies in learning a language in the classroom of professional college.

Process Drama and Teacher in Role in ELT

2020 ◽  
Vol 8 (1) ◽  
pp. 5-12
Author(s):  
Robert Donegan
Keyword(s):  
High School ◽  
English Language ◽  
Language Teaching ◽  
Senior High School ◽  
English Language Teaching ◽  
Process Drama ◽  
Specific Technique

This paper is a discussion of the potential of using specific drama techniques during English lessons at a Japanese private senior high school. The techniques in focus are process drama and specifically teacher in role (TiR). TiR is a specific technique that is often used in the broader area of process drama. Process drama concerns itself more with the experiential rather than the performance aspect of drama. In it, a teacher, or facilitator, goes into role with the participants in the co-construction of extended role-plays and dramas. Such methods have been used in English language teaching by many practitioners. The methods are discussed in this paper, with the focus on their suitability for teaching in a Japanese senior high school.

scholarly journals Writing News Item in English Language Teaching Context: Line Apps Platform for Senior High School Students

2020 ◽  
Vol 2 (1) ◽  
pp. 24-28
Author(s):  
Tia Dwi Risani
Keyword(s):  
High School ◽  
Social Media ◽  
High School Students ◽  
Learning Process ◽  
English Language ◽  
Language Teaching ◽  
Senior High School ◽  
English Language Teaching ◽  
News Item ◽  
Learning English

Learning English nowadays is a process of giving learners not just skills its also an innovative learning technique, and creative ways are needed as well. The  Information Communication Technology (ICT) device such as social media, i.e., Line provides students to explore more in learning English. This research aimed at proving social media such as Line today can be used as virtual support for English language Teaching (ELT) process of writing news item in senior high school. This descriptive qualitative research was conducted on classroom during the subject news item. In this study, the research belongs to the interpretivism paradigm or related to the explaining or understanding the meaning of a sentence or passage. The result of this research is using a virtual or electronic device not only could help students as a learner but the essential things in learning process namely teachers also need virtual to support teaching process and even virtual assessment help teachers and even students to develop learning process especially by using Line apps for writing news item.

scholarly journals TRANSITIVITY SYSTEMS ANALYSIS OF ENGLISH FOR VOCATIONAL HIGH SCHOOL (SMK) OF SOSORGADONG TEXTBOOK FOR GRADE X AND ITS RELEVANCE TO ENGLISH LANGUAGE TEACHING

2019 ◽  
Vol 15 (3) ◽  
Author(s):  
Gusman Keizer Bondar ◽  
I Wayan Dirgeyasa Tangkas ◽  
Eddy Setia
Keyword(s):  
High School ◽  
Systems Analysis ◽  
Teaching And Learning ◽  
English Language ◽  
English Language Teaching ◽  
Vocational High School ◽  
Dominant Type ◽  
Qualitative Descriptive ◽  
Material Process ◽  
Reading Texts

There are two problems proposed in this paper, i.e. about (1) the transitivity systems elements that characterize English for SMK 1 Textbook for Grade X, and (2) the relevance of transitivity elements (Process and Circumstance) with the English teaching and learning processes. By using the theory of SFL, it can be described (as qualitative descriptive method of research), that in all Units of reading texts in the English textbook there were 238 clauses selected methodologically to be analyzed. In these clauses, all Process Types can be found with varieties of the usage. It is found that in all units of reading texts, Material Process types was the dominant type used, i.e. (48.6%), followed by Relational Process type (27,2%), Mental Process (18.6%) Verbal Process type 8,4%, and Behavioral and Existentional 7.0% each respectively. Related to the circumstance, the dominant one is Circumstance of Location (Time and Place = 37.7%). For the participant, it is related to the process exists in the text, i.e. Actor for Participant 1 and Goal for Paticipant 2.Keyword: Transitivity Systems Analysis, Textbook, Vocational High School

STEM for English Language Teaching

2020 ◽  
pp. 99-117
Author(s):  
Bilge Akıncı
Keyword(s):  
Action Research ◽  
21St Century ◽  
Research Method ◽  
Teacher Research ◽  
English Language ◽  
Language Teaching ◽  
Language Skills ◽  
Descriptive Study ◽  
English Language Teaching ◽  
Teaching Process

This chapter presents an example of STEM and English language teaching integration. In this study, it was aimed to improve students' English language skills and increase their engagement with the appliance of STEM. In this descriptive study, a way of integrating STEM into the language teaching process was explained with an applied example. The research is of qualitative design with the implementation of action research method. As a result, the implementation improved students' language skills and gave students the chance of using knowledge of other disciplines in English courses while increasing their engagement. Additively, the implementation developed students' 21st century skills. It is thought this study can be an inspiration for English teachers to apply various approaches in their teaching processes. In addition, the study can be accepted as an example of the contribution of STEM to English language teaching process. Moreover, the study is a representation of teacher research, and this research can be assessed as an inspiration for teachers to turn their practices into research.

scholarly journals High School teachers' Experiences in classroom Ecology of Language Teaching: A Study from the Phenomenological Perspective

2020 ◽  
Vol 4 (4) ◽  
pp. 466-482
Author(s):  
Mani Ram Sharma
Keyword(s):  
High School ◽  
English Language ◽  
Language Teaching ◽  
English Teachers ◽  
English Language Teaching ◽  
High School English ◽  
Classroom Ecology ◽  
Teachers Experiences ◽  
Phenomenological Perspective ◽  
Ecology Of Language

The present study aims to look into ecological classroom practices adopted by teachers while teaching English language courses at colleges in Kathmandu, Nepal. The study specifically explains how three high school English teachers in the class felt about ecology of language teaching, how they experienced teaching, and how they provided meaning to it. Three high school English teachers’ experiences were recalled through an in-depth phenomenological interview. The results revealed that the need of classroom ecology was not emphasized. The teachers' experiences in the form of narratives, collected, transcribed, coded, thematic analyses and presented in the notion of  emerging themes that English language teaching helped to explore the effective classroom ecological practices in detail. The study is expected to contribute in making EFL teaching successful in linguistic landscapes of Nepal.

scholarly journals QAR (QUESTION ANSWER RELATIONSHIP) AS AN ALTERNATIVE STRATEGY TO TEACH READING

2017 ◽  
Vol 2 (2) ◽  
pp. 101-123
Author(s):  
Sa’dulloh Muzammil
Keyword(s):  
Reading Comprehension ◽  
Reading Strategies ◽  
English Language ◽  
Language Teaching ◽  
Language Skills ◽  
English Language Teaching ◽  
Alternative Strategy ◽  
Teaching Reading

In English language teaching, teaching reading plays an important role, for reading is one of language skills. In order to succeed doing this activity, a teacher must be familiar and able to employ various teaching readingstrategies that can assist his/her students comprehend what they read. To check students’ reading comprehension, a teacher may propose several questions related to the texts being read. However, if the students have difficulties dealing with these reading comprehension questions, a teacher must be able to help them by introducing reading strategies to overcome the problems. QAR is one of reading strategies which is beneficial for a teacher to check students’ reading comprehension and frame reading question-answer activity in reading phases: pre-, while-, and post-reading; as well as to help students locate answers for the questions.

scholarly journals An Evaluation of English Language Textbook: Interlanguage English for Senior High School Students

2019 ◽  
Vol 2 (1) ◽  
pp. 33-39
Author(s):  
Muhammad Affan Ramadhana ◽  
Opik Dwi Indah ◽  
Suhardi Suhardi
Keyword(s):  
High School ◽  
High School Students ◽  
English Language ◽  
Language Teaching ◽  
Senior High School ◽  
English Language Teaching ◽  
School Students ◽  
Instructional Activities ◽  
Senior High School Students ◽  
Language Type

English Language Teaching (ELT) textbooks serve as the basis for many language inputs that learners receive and language practices that occur in the classroom. They may provide the basis for ideas and instructional activities as well as giving teachers rationales for what they do. The objective of this analysis is to know about how much a textbook meets the requirements of a good EFL textbook. The evaluation checklist used in this paper is the modification of Cunningsworth’s (1995) checklist developed by Al-sowat (2012). There are nine issues of textbook evaluating in this checklist: (1) layout and physical appearance; (2) content; (3) objectives; (4) language type; (5) skills; (6) activities and tasks; (7) structure and vocabulary; (8) culture values; and (9) teacher's needs.

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