scholarly journals Understanding Teaching Method Used in EFL Classroom: Students’ and Teachers’ Perspective

JET ADI BUANA ◽  
2017 ◽  
Vol 2 (2) ◽  
pp. 159-170
Author(s):  
Irfan Rifai ◽  
Salim Nabhan
Keyword(s):  
Higher Education ◽  
Teaching Methods ◽  
English Language ◽  
Teaching Method ◽  
Group Discussion ◽  
View Point ◽  
Teachers Perceptions ◽  
Future Goals ◽  
Language Classroom ◽  
Perceptions Of Teaching

This study is focused on getting an understanding of the students and teachers perceptions of teaching methods use in EFL classroom. More importantly, this research is aimed at bringing to light how students and teachers in the higher education English language classroom help provide new meanings of how different methods are used in the classrooms. To make sense of their perceptions of teaching methods, we focus on four individual narrative interviews, classroom observations and two focus group discussions. The data findings show that a particular teaching method, such as students’ presentation, based on the students’ view, is due to that lecturers are not quite confident to speak in front of the classroom. The students assert that the lecturers seem are not quite well prepared to teach, so that the students are asked to make presentation in front of the classroom. This, based on the students’ view is about spending much time for the students to speak rather than their lecturers’ do. In addition, the data findings illustrate that the traditional methods used in the classroom such as classroom presentation and group discussion are needed to be modified by considering the employment of technology to mediate the acquisition of 21st century skills. In addition, the findings suggest that the lecturers’ experience during their careers and study deeply influence the way they conduct teaching methods in the classroom. Moreover, the data findings indicate that identity and the self- image are prevalent in shaping the teaching methods the lecturers are used in the classroom. This study indicates that students and lecturers have different view point with regards to the teaching methods use in the higher education language classroom. It is suggested, therefore, that the use of teaching methods in the classroom should ideally involve the students’ view point to generate more effective and future goals oriented.

scholarly journals Research on the Influence of Interactive Teaching Method on the Learning Effect of College English

2019 ◽  
Vol 4 (1) ◽  
Author(s):  
Ying Yang
Keyword(s):  
Teaching Methods ◽  
Global Economy ◽  
English Language ◽  
Teaching Method ◽  
Teaching Style ◽  
Traditional Teaching ◽  
Self Directed Learning ◽  
Interactive Teaching ◽  
Teaching Mode ◽  
Traditional Teaching Methods

English has been a subject in the university classroom since the 1980s. This subject helps produce more excellent talents in economics, politics, and culture who are proficient in English language in China, and enable our country to better integrate with the global economy. At the same time, the relationship between our country and the international community has become closer. However, the social environment is constantly developing and changing. The traditional teaching methods can be said to be ineffective and associated with many shortcomings. Traditional teaching methods were used in the English lessons. Under this teaching mode, students were the passive subjects on the receiving end of what have been taught. The teacher was always talking in the classroom and the students were listening. This teaching style also affects the effectiveness of learning. Compared with traditional teaching, interactive teaching method has its unique advantages. It is a new teaching mode and under this teaching mode, students can actively communicate with teachers in the classroom to complete learning tasks. The initiative to perform self-directed learning is also greatly improved, and the students’ English proficiency can be improved.

scholarly journals Teachers’ Perception on Students’ Learning Style and Their Teaching

2019 ◽  
Vol 7 (1) ◽  
pp. 11-19
Author(s):  
Agustrianita Agustrianita ◽  
Didi Suherdi ◽  
Pupung Purnawarman
Keyword(s):  
Learning Styles ◽  
Learning Style ◽  
Teaching Methods ◽  
Quantitative Research ◽  
Teaching Style ◽  
Group Discussion ◽  
English Teachers ◽  
Research Approach ◽  
Teachers Perceptions ◽  
Teaching Learning

Lack of teachers’ understanding in students’ learning styles and their teaching could cause unfacilitated teaching methods for example through the use of traditional lecturing methods. This issue brings the importance of this research objective to investigate teachers’ perceptions about learning style, their teaching, and the applied methods in the classroom. This study uses a quantitative research approach that is the analysis of learning style types for different students at different grade levels. To find out the perceptions of English teachers in this study, information was collected through 20 closed questions with data analysis to find out how the learning style influenced the teaching learning process of 28 English teachers. The findings of this study suggest that teachers’ understand about students’ different learning styles, so they adopt their students’ learning styles to their teaching. The last, teachers agree to use group discussion rather than lecturing methods by integrating ICT. In conclusion, teachers’ perception on students’ learning styles can increase their awareness to design teaching methods that differentiate students’ learning styles. Abstrak Kelangkaan pemahaman guru mengenai gaya belajar siswa dan bagaimana cara mengajarnya yang tepat dapat disebabkan oleh metode mengajar yang tidak bersifat fasilitatif, misalnya masih berupa perkuliahan tradisional. Oleh karena itu, penting untuk meneliti persepsi guru mengenai gaya belajar, cara mengajarnya, dan implementasinya di kelas. Penelitian ini menggunakan pendekatan kuantitatif yang fokus pada beragam gaya belajar siswa pada kelas-kelas yang berbeda. Infomasi diperoleh dengan memberikan 20 pertanyaan tertutup untuk mencari tahu bagaimana gaya belajar memengaruhi proses pembelajaran di kelas Bahasa Inggris (28 guru). Penelitian ini menemukan bahwa guru memahami keragaman gaya belajar siswa, sehingga mereka mengadopsi gaya belajar siswa dalam pengajaran mereka. Guru juga sepakat menggunakan kelompok diskusi ketimbang perkuliahan tradisional dengan mengintegrasikan Teknologi Informasi dan Komunikasi (TIK). Dapat disimpulkan bahwa persepsi guru terhadap gaya belajar siswa meningkatkan kepedulian mereka dalam mengembangkan metode mengajar yang beragam sesuai keragaman belajar siswa. Keywords: Students’ learning style, teaching style

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.

A Study on Teaching Methods of Reading Comprehension Strategies by Comparison between TEM-4 Reading Comprehension and IELTS Academic Reading Comprehension

2016 ◽  
Vol 7 (6) ◽  
pp. 1174
Author(s):  
Qian Feng ◽  
Liping Chen
Keyword(s):  
Reading Comprehension ◽  
Teaching Methods ◽  
English Language ◽  
Group Discussion ◽  
Test System ◽  
Constructive Method ◽  
Comprehension Strategies ◽  
Reading Comprehension Strategies ◽  
Academic Reading ◽  
Effective Group

The ultimate purpose of Test for English Majors 4 (TEM-4) and International English Language Test System Academic (IELTS A) are to test students' English language application abilities. This paper made a comparative study between reading comprehension part in two tests. It points out that IELTS A, with its up-to-date and diversified types of writing, can reflect students’ real English level and ability to use English. IELTS reading requires that students adopt effective reading comprehension strategies to accurately and effectively extract the information and understand the meaning in the face of different types of English reading materials. Meanwhile, students can apply productive skills to use English language. It further puts forward 3 teaching methods of reading comprehension strategies: direct explanation, transactional method, interactive constructive method. It ends with factors teachers should take into consideration when teaching reading comprehension strategies. Three methods can be used in combination considering context of Chinese students’ English learning, teachers’ demonstration and effective group discussion and communication.

scholarly journals Current Teaching Methods Used for English Language Teaching in Upper Elementary School and the Preferred Ones for the Lower Grades

2021 ◽  
Vol 7 (1) ◽  
pp. 35
Author(s):  
Shereen Alhindi ◽  
Maha Halabi
Keyword(s):  
Public Schools ◽  
Teaching Methods ◽  
English Language ◽  
Teaching Method ◽  
Language Teaching ◽  
Language Teachers ◽  
English Language Teaching ◽  
Upper Elementary ◽  
Elementary Grades ◽  
English Language Teachers

There is no doubt that the teaching method has a significant effect on the student`s outcome and the responsibility for choosing the right method falls on the teacher. With experience, the teacher will be able to decide which method will fit the student’s needs. This research examines the most popular teaching methods and materials for teaching the English language in Saudi public schools, particularly in the upper elementary grades. It also aims to explore the perceptions of English language teachers of the methods and materials they consider to be the most effective in the teaching of lower elementary grades in Saudi public schools, who will be exposed to the English language for the first time. The sample of the study comprised 44 English teachers in Saudi public schools. The findings show that the majority of the English language teachers use Communicative Language Teaching (CLT) either alone or with other teaching methods. Moreover, most of them are willing to use it with the low grades of elementary. The findings also show that the most used materials in the classroom are videos, pictures, audiovisuals and the least used are written texts. These were the same materials that the teachers would like to use (with the same order of preference) for teaching the lower elementary grades. The findings have implications for current English language teachers who are willing to change their way of teaching and future teachers who would benefit from being aware of the effective methods of teaching the elementary grades in particular.

scholarly journals Effectiveness of Lecture and Discussion Teaching Methods in Teaching English Language through Figures of Speech

2019 ◽  
Vol 6 (1) ◽  
pp. 1-17
Author(s):  
Lok Raj Sharma ◽  
Ram Nath Khanal
Keyword(s):  
Teaching Methods ◽  
English Language ◽  
Teaching Method ◽  
Sampling Technique ◽  
T Test ◽  
Control Group ◽  
Teaching English ◽  
Figures Of Speech ◽  
Significant Difference ◽  
Experimental Group

The main objective of this study is to identify the effectiveness of teaching methods in teaching English language through figures of speech. Thirty-one figures of speech were selected from different prose adverse lines for the study.  The study was experimental in nature and the pretest-post test control group research design was adopted among 120 bachelor third year education students from five campuses of Makawanpur District, Nepal. Simple random sampling technique was used to select the students to form the Control Group and the Experimental Group which were taught by using the lecture teaching method and the discussion teaching method respectively for thirty five days. The paired samples t test in SPSS Version 20 was used to compare Total Pretest Mean Score and Total Posttest Mean Score within groups. The overall reliability of the instruments based on the posttest scores of the students of the both groups of the pilot study was .979 and that of the research study was .968.  The pair samples t test between the Total Pretest Mean Score and the Total Posttest Mean Score of the Control Group (observed t- value=20.652, critical t- value= 2.001 and p< .05) and the Experimental Group (observed t- value= 42.907, critical t- value= 2.001 and p< .05) show that there was a statistically significant difference between the Total Pretest Mean Score and the Total Posttest Mean Score in each group. It justifies that the lecture teaching method and the discussion teaching method were effective within each group.    

scholarly journals Exploring the Strategies of Teachers to Integrate Tauhid in Teaching Science and History in Selangor, Malaysia

2021 ◽  
Vol 1 (2) ◽  
pp. 89-102
Author(s):  
Riski Munandar Hutapea ◽  
M Husnaini ◽  
Irnie Victorynie ◽  
Ahmad Syauqi Fuady
Keyword(s):  
Secondary School ◽  
Thematic Analysis ◽  
Teaching Methods ◽  
Group Discussion ◽  
Teaching Science ◽  
Classroom Observations ◽  
Teaching Approaches ◽  
Teachers Perceptions ◽  
Methodological Triangulation

This study examines the teachers’ strategies to integrated Tawheed in teaching at Al-Amin Islamic Secondary School, Selangor. The purpose of this study is to explore the teachers’ perception of integrating Tawheed in teaching and to examine the strategies that have been practiced by teachers to integrated Tawheed in teaching. The teachers were purposively selected based on their experiences in teaching. This research employed a qualitative design by using the case study. The methodological triangulation was used for collecting the data, and the data was collected from oral interviews and classroom observations. A total of 5 teachers from Al-Amin Islamic Secondary School were selected to be interviewed and observed in the classroom. The data was analyzed using thematic analysis. The data from the interviews and observations were transcribed and the keywords were identified. Then, to start analysing the data, the researchers identified the theme and generated the sub-themes for further exploration. The findings showed that teachers’ perceptions in integrating tawheed in teaching were important to increase faith in Allah. Also, the researchers foundtwo strategies which were implemented by the teachers to integratetawheed in teaching namely teaching approaches and teaching methods. In teaching approaches, the teachers used both deductive and inductive approach. Besides, in teaching methods, the teachers applied story-telling, demonstrations and group discussion forintegrating tawheedto the students.

scholarly journals TEACHING METHODS USED BY STUDENTS OF DEPARTMENT OF ENGLISH LANGUAGE EDUCATION OF UIN AR-RANIRY IN TEACHING ENGLISH AT ENGLISH COURSE

2017 ◽  
Vol 4 (1) ◽  
pp. 10
Author(s):  
Dara Fitria Munzaki ◽  
Lilis Suadah ◽  
Risdaneva Risdaneva
Keyword(s):  
Teaching Methods ◽  
English Language ◽  
Teaching Practice ◽  
English Education ◽  
Teaching Method ◽  
Direct Method ◽  
Language Education ◽  
Teaching English ◽  
Qualitative Descriptive ◽  
Teaching Grammar

Learning can take place in school, course, and community. There are some differences of teaching at school and course, such as teaching methods used. It is one of the most important elements in teaching. Teaching method is used to help the learners to gain the knowledge and help them to achieve their learning targets. Therefore, this research focused on teaching methods that were used by English Education Department students in UIN Ar-Raniry in teaching grammar at English courses. The purposes of this research were to identify which methods were used in teaching grammar at courses and to describe the teaching techniques that were applied in classroom. The participants were five English Education students who have been teaching English at English courses. They were selected using purposive sampling with a consideration that they have completed Teaching Method, Micro Teaching, and Teaching Practice (PPL) subjects in their previous semesters. This research was conducted by using qualitative descriptive and two techniques for collecting data namely observation and interview. Based on the research findings, writer found that all of the selected teachers used Grammar Translation Method (GTM) as the main teaching method which was sometimes combined with some techniques of other methods such as Direct Method, Communicative Language Teaching (CLT), and Bilingual Method.

scholarly journals Gamification as a method of increasing motivation of law students in learning English language

2021 ◽  
pp. 22-29
Author(s):  
Susanna Seitbilyalovna Emirilyasova
Keyword(s):  
Higher Education ◽  
Virtual Reality ◽  
Foreign Language ◽  
Teaching Methods ◽  
English Language ◽  
Educational Process ◽  
Law Students ◽  
Linguistic Research ◽  
Educational Motivation

This article deals with the main approaches of &laquo;gamification&raquo; as a new concept in the context of higher education, as well as an exceptional peculiarity of the phenomenon in enhancing motivation of the students majoring in law. Gamification is a relatively new branch of linguistic research. Multiple scientific works are currently dedicated to virtual reality as an integral and perspective part of education, which includes certain motivational mechanisms. Special emphasis is placed on the internal and external educational motivation of students. The ways to increase motivation through gamification in the educational process are introduced. Particular attention in the article is paid to the role of the English language teacher. One of the fundamental tasks of the teacher of the XXI century consists in the introduction of gaming technologies into teaching a foreign language. It is proven that the implementation of gamified teaching methods will lead to student engagement and better attitude towards the English language, since involvement into online educational content allows the students to enjoy the immediate results of their work and feel content for the points earned. The use of gamification tools in the system of learning a foreign language is an appropriate way to improve attendance and activity of law students.

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