THE STUDENTS’ ATTITUDE TOWARDS ENGLISH CLASSROOM ENVIRONMENT AT SMP KARTIKA BANJARMASIN SCHOOL YEAR 2014/2015

2016 ◽  
Vol 1 (1) ◽  
pp. 33-40
Author(s):  
Hidya Maulida
Keyword(s):  
Classroom Management ◽  
Classroom Environment ◽  
Positive Attitude ◽  
English Teacher ◽  
Teaching English ◽  
School Year ◽  
The Mean ◽  
English Classroom ◽  
Student’S Attitude ◽  
Descriptive Method

This research aims to find out the students’ attitude toward English classroom environment especially English teacher, English material and English classroom management. This research used descriptive method to find out the students attitude toward English teacher, English material and English classroom management.The population of this research was the ninth year students of SMP Kartika Banjarmasin which consists of two classes so the totalis 67 students. The instrument of the research was questionnaire by using mean score to find out the mean score of them.The result of the data analysis of the questionnaire indicated that the students have positive attitude toward English teacher (59.80), the students have positive attitude toward English material (59) and the students have positive attitude toward English classroom management (55.92).Based on the result, some suggestions are proposed: (1)Generally, the student's attitude toward English classroom environment is positive but there are still some students have neutral attitude so that its suggested to English teacher at the SMP Kartika Banjarmasin in order to learn more skills and pay attention to the classroom environment’s factor and he should be creative in teaching English so that the students can be motivated in learning English (2) To the students, they should make English as interesting subject so that it can give benefit to the future. 

scholarly journals The Students’ Attitude Towards English Classroom Environment of Madrasah Tsanawiyah Negeri Model Makassar 2018/2019

2019 ◽  
Vol 7 (1) ◽  
pp. 146-160
Author(s):  
Hanafi Pelu
Keyword(s):  
Classroom Management ◽  
Classroom Environment ◽  
Positive Attitude ◽  
English Teacher ◽  
Sample Technique ◽  
The Mean ◽  
Second Year ◽  
English Classroom ◽  
Student’S Attitude ◽  
Descriptive Method

This research aims to find out the students’ attitude toward English classroom environment especially English teacher, English material and English classroom management. This research used descriptive method to find out the student’s attitude toward English teacher, English material and English classroom environment. The population of this research was the second-year students MTS Negeri Model Makassar. The sample technique of this study was random sampling which consists of 50 students.The instrument of this research was questionnaire by using mean score to find out the mean score of them xˉ=n1(x1+x2+50+xn). The result of data analysis of the questionnaire indicated that the students have positive attitude toward English teacher (59. 24 %), the students have positive attitude towards English material (53. 64 %) and the students have neutral attitude toward English classroom management (39%).

scholarly journals Teacher’s Strategies and Classroom Management Techniques in Teaching English at SMP Inklusi TPA Jember

2020 ◽  
Vol 4 (1) ◽  
pp. 177-191
Author(s):  
Nostalgianti Citra Prystiananta
Keyword(s):  
Qualitative Research ◽  
Mental Retardation ◽  
Classroom Management ◽  
Positive Attitude ◽  
Participant Observation ◽  
English Teacher ◽  
Teaching English ◽  
Management Techniques ◽  
The Subject ◽  
Modeling Strategy

The research aims at explaining the teacher’s strategies and classroom management techniques applied in teaching English to mental retardation students at SMP Inklusi TPA Jember. This is a descriptive qualitative research. The subject of the research was an English teacher at SMP Inklusi TPA Jember. The data were collected through a non-participant observation and interview. The data were analyzed through identification, classification, data reduction, and description. The findings were: 1) the teacherused three kinds of strategies, i.e. imitation and modeling strategy, demonstration strategy, and active strategy with imitation and modeling strategy as the most used; 2) from 7 classroom management techniques listed by Sarosdy, Bencze, Poor and Vadnay (2016), there were only 5 techniques applied by the teacher including showing respect for students, showing professionalism, applying class techniques, applying positive attitude of teacher’s role and knowing the students. Keywords: Mental Retardation, Teachers Strategies, Classroom  Management,  Teaching Disable

scholarly journals Challenges Faced by English Teacher in Teaching: Case Study of Junior High School in Banjarnegara Regency

2020 ◽  
Vol 5 (1) ◽  
pp. 34
Author(s):  
Hari Widi Utomo ◽  
Tatsuya Kusakabe ◽  
Achmad Sultoni ◽  
Dhina Setyowati
Keyword(s):  
High School ◽  
Classroom Management ◽  
Junior High School ◽  
Junior High ◽  
Mother Tongue ◽  
School Teacher ◽  
Mountainous Area ◽  
English Teacher ◽  
Teaching English ◽  
Development Activity

Teaching English is not a very easy job and becomes a challenging task for the Junior High School teacher in Banjarnegara regency that is located in a mountainous area and the majority of the people love to speak their mother tongue in their daily life. The main purpose of this study was to investigate the challenges faced by an English teacher in the teaching as well as what the solution/recommendation they made. This study employed the qualitative methods in which questionnaires and interview guide utilized and hundred and twenty-five (N=125) teachers were purposely and conveniently sampled from Junior High School English teachers in Banjarnegara regency. The results revealed that the challenges faced in teaching English are divided into four parts. The first challenges were from the teachers. These challenges are less of teaching material, teaching design, classroom management, ICT skill, many teaching administration, job loaded, and memory decrease. The second was from the students. Those are lack of vocabulary, loss of motivation, and juvenile delinquencies. The third was from schools. Schools had limited facilities, which can be utilized by teachers and students in teaching activities such as; limited dictionary, projector, and language laboratory. The fourth was from the parents. Many parents from the village have low education and future vision so it influenced their children's education. The study also gives three recommendations for succeeding in teaching English such as; (1) teachers should make teaching contract at the beginning of the semester, (2) principals send teachers joining to MGMP meeting and Continuous Professional Development activity, (3) schools give motivation to students and parents periodically.

scholarly journals STUDENTS’ ATTITUDE TOWARD THE USE OF INTERNET IN ENGLISH CLASSROOM

2020 ◽  
Vol 5 (1) ◽  
pp. 15-26
Author(s):  
Mesi Oktavia ◽  
Reflinda Reflinda ◽  
Absharini Kardena
Keyword(s):  
Language Learning ◽  
Positive Attitude ◽  
Simple Random Sampling ◽  
The Internet ◽  
Cognitive Aspect ◽  
English Classrooms ◽  
The Mean ◽  
Students Attitudes ◽  
Use Of The Internet ◽  
English Classroom

         Related literature indicates that the internet has an important role and great potential in language learning. It is also obvious that the attitudes of students affect the learning process significantly. This research aimed to find out the students’ attitude toward the use of the internet in English classrooms. The design of this research was survey research in which the sample was collected from 37 students at SMK Pembangunan Bukittinggi which used simple random sampling as the technique sampling of the research. Additionally, the analysis of the data was done by identifying the respondent’s responses, analyzing the data, and making a conclusion. The result showed that the mean score of students’ attitudes toward the use of the internet in the cognitive aspect was 3.7. It means that the students had a positive attitude in the cognitive aspect. Besides, the mean score of students’ attitudes toward the use of the internet in terms of the affective was 3.3. It means the students had a positive attitude toward the use of the internet in terms of affective. In addition, the mean of the conative attitude statement was 3.4. It means the students had a positive attitude in the conative aspect related to the use of the internet.

scholarly journals THE IMPLEMENTATION OF HOTS IN TEACHINGENGLISHPROCESS AT TENTH GRADE OF MTI PASIA

2021 ◽  
Vol 3 (1) ◽  
pp. 117-130
Author(s):  
Sesmiyanti Sesmiyanti ◽  
Melyann Melani
Keyword(s):  
Learning Process ◽  
Document Analysis ◽  
English Teacher ◽  
Teaching English ◽  
Face To Face ◽  
School Year ◽  
Technological Advances ◽  
Tenth Grade ◽  
Qualitative Descriptive ◽  
Face To Face Learning

This research was conducted because HOTS is a significant factor in achieving the learning process in accordance with the 2013 curriculum, HOTS is a solution that students become active and participatory in the learning process, teachers not only explain learning in front of the class, but students must be more active to describe the problems that were found during learning, therefore, the researcher wanted to investigate how the HOTS process was implemented in teaching English at X grade of  MTI Pasia in the 2019/2020 school year. The purpose of this research to know how the English teacher at X grade of MTI Pasia apply HOTS in Teaching english process, especially in developing productive and receptive skills according to the level of critical thinking.This type of this research was a qualitative descriptive study, the instruments of this study were documentation (document analysis) and observation sheets to collected the data. The subjects in this study was X grade English teachers at MTI Pasia in the 2019/2020 academic year. The results of this study obtained from the document analysis and observation sheets found that, the English teacher at  X  gradeof MTI pasia did not apply HOTS in teaching English and learning process. The English teacher only applied HOTS to the learning design, it was not apply to the process in learning, this happened not because it was caused by online learning due to COVID 19 pandemic, but it was happened because the teacher did not encourage learning to be effective during thepandemic, the teacher should still be able to improved the learning process using technological advances,even though it was still a long of perfection than face-to-face learning.

scholarly journals INNOVATIVE PRINCIPLES OF FACILITATIVE TEACHING IN USING CONTEMPORARY APPROACHES FOR TEACHING ENGLISH YOUNG LEARNERS

2021 ◽  
Vol 1 (13) ◽  
pp. 81-94
Author(s):  
Ернест Івашкевич ◽  
Наталія Антюхова
Keyword(s):  
Classroom Management ◽  
Classroom Environment ◽  
Psychological Factors ◽  
Teaching Practice ◽  
Teaching English ◽  
Internal Factors ◽  
Appropriate Behavior ◽  
Young Learners ◽  
Good Point ◽  
Supportive Learning Environment

We emphasized that there were many factors (both internal and external) that should be taken into consideration while we were engaged in the teaching process. Under “the internal factors” we mean factors which are inside the classroom. They are: Effective instructions. In this way we mean teaching practice due to the attention to individuals of pupils leading well-planned instructions, which tend to enhance a great order and effective process of studying. Setting and implementing rules. In this case the goal is to achieve maximum result of learning within minimum of time. Feedback according to appropriate behavior. It is a good point to remember that praise of behavior would be more effective if it was linked with well-planned and well-done performance. Emphasizing on classroom environment. Well-managed classrooms will increase pupils’ desire to study in such supportive learning environment. The best teacher’s Approach. The best way to teach pupils is to develop their activity that lets them to create the rules, instead of telling the schoolchildren what the rules are. Disabilities. If one pupil has a disability to study this subject, the teacher may need to spend more one-on-one time with this pupil or allow the development of technician to provide the activities with him/her.             It was shown that external factors were these ones that were outside the classroom. In this way they affect classroom management, such as: planning, developing teacher’s personality, organizing parent-teacher meetings and emphasizing on psychological factors.

scholarly journals Teaching English to Young Learners and Factors to Consider in DesigningThe Materials

2012 ◽  
Vol 5 (1) ◽  
Author(s):  
Sukarno
Keyword(s):  
Elementary School ◽  
Classroom Management ◽  
Teaching And Learning ◽  
English Teachers ◽  
Teaching English ◽  
Young Learners ◽  
Language Classroom ◽  
Methods And Techniques ◽  
English Classroom ◽  
Teaching Learning

Teaching English to young learners at elementary school is different from that to adults. The English teachers to young learners in elementary school, therefore, need to comprehend and to apply the theories of language teaching-learning to young learners and language classroom management. Besides, the English teachers are not only required to be able to teach well but also to be able to design materials so that they can apply approaches, methods, and techniques of teaching-learning English appropriately.This article discusses teaching English to young learners, the theories of teaching English to young learners at elementary school, English classroom management at elementary school, and what to consider in designing teaching-learning materials.To reach the goal of the teaching and learning of English at elementary school, the English teachers at elementary school should know and apply the theories of teaching English to young learners. Besides, they should also know what to consider in designing teaching-learning materials in order that the materials given to the students are appropriate for the students’ development in relation to languages.

scholarly journals THE TOTAL COMMUNICATION FOR HEARING-IMPAIRED STUDENTS IN LEARNING ENGLISH

2021 ◽  
Vol 17 (2) ◽  
pp. 65-84
Author(s):  
Mohammad - Halili ◽  
Mahbub Arham Arrozy
Keyword(s):  
Sign Language ◽  
Hearing Impaired ◽  
English Teacher ◽  
Symbol System ◽  
Teaching English ◽  
English Class ◽  
Lip Reading ◽  
Total Communication ◽  
Communication Modes ◽  
English Classroom

This study aims to discuss the use of Total Communication (TC, henceforth), the combinations of communication modes, and the reasons for using TC for hearing-impaired (HI) students of English class at SLB PGRI Kamal. Teaching English to them is believed to require more strategic approaches especially when compared to students who do not have any hearing issues. The data are from four HI students at SLB PGRI Kamal and their English teacher. In collecting the data, observation, note taking and recording were used as the instruments in which during taking note and observation, the researchers used phone recorder and phone camera to anticipate the data from lost and for further analysis. The results show that there are seven communication modes that were used. Those are lip-reading, sign language, images, writing, Indonesian Alphabetic Symbol System (IAS), finger spelling, and speech. Those modes are combined depending on the needs of the users (both English teacher and HI students). Therefore, the researcher found six combinations of modes in TC. Moreover, the researchers found five reasons for using TC for HI students in the English classroom at SLB PGRI Kamal. It is because of its flexibility and effectiveness in communication. Futhermore, TC gives chances to HI students to learn to speak, write and read in English, and allow the HI students to make English sounds and identify them

scholarly journals Students’ perception of English as a medium of instruction (EMI) in English classroom

2016 ◽  
Vol 6 (2) ◽  
pp. 131 ◽  
Author(s):  
Denni Rahmadani
Keyword(s):  
Random Sampling ◽  
Research Method ◽  
Sampling Technique ◽  
Second Grade ◽  
Medium Of Instruction ◽  
English Teacher ◽  
Teaching English ◽  
English Classroom ◽  
Cluster Random Sampling ◽  
English Subject

<p class="BodyArtikel">This study aims to uncover what extent of the students’ expectation of English as a medium of instruction (EMI) used by the English teacher in teaching English at senior high schools in Palangka Raya, Indonesia. A survey research method was applied. The survey was conducted at the four schools: MAN Model, MA Muslimat NU, SMAN 4, and SMKN 2 in Palangka Raya. To collect the data, the study employs the questionnaire with 10 items given to 134 students of the second grade taken from one class of each of the schools. It was used the cluster random sampling technique to take the samples. The items were designed for evaluating the factual, behavioral, and attitudinal condition of EMI in the English classroom. As a result of the study, it is shown that most of the students agree of EMI dominantly applied by the English teacher in the teaching of English subject. By implementing EMI in this classroom, it can increase students’ English ability with appropriate English standard, motivate them to learn English, improve their confidence to speak English, help them to comprehend English textbook or article, and assist them to understand the international culture.</p>

scholarly journals Basic school teachers’ personality type as determinant of classroom management in Lagos State, Nigeria

2021 ◽  
Vol 15 (3) ◽  
pp. 329-334
Author(s):  
Omoshalewa Lasbat Badamas
Keyword(s):  
Classroom Management ◽  
Classroom Environment ◽  
Personality Type ◽  
Teaching Profession ◽  
School Teachers ◽  
Moment Coefficient ◽  
Lagos State ◽  
Research Questions ◽  
Descriptive Method ◽  
Gathering Data

Teachers encounter many problems in the classroom and amongst is classroom management. Classroom management pose a problem to teachers especially the novice teachers who are not privileged to undergo the training of teaching profession. Teachers’ personality type play an important role in whether to increase positive behaviours or decrease negative behaviours among the students in classroom environment. This study therefore examined teachers’ personality type as determinant of classroom management in Lagos State. Descriptive method of research was used for this study. The respondent comprised of 180 teachers selected from 15 schools in Lagos State. Two instruments were used in gathering data for the study. Mean rating and Pearson Product Moment Coefficient were used to answer and test research questions and hypotheses respectively. Findings revealed that teachers personality determines their classroom management.

Sign in / Sign up

Export Citation Format

Share Document