scholarly journals The English Teachers’ Instructional Strategies to Assist Students to Meet the Minimum Criterion of Mastery Learning

JET ADI BUANA ◽  
2018 ◽  
Vol 3 (2) ◽  
pp. 175-196
Author(s):  
Jessica Febrina Haryanto ◽  
Agustinus Ngadiman
Keyword(s):  
High Schools ◽  
Instructional Strategies ◽  
Junior High ◽  
Mastery Learning ◽  
Short Review ◽  
English Teachers ◽  
Junior High Schools ◽  
English Teacher ◽  
Main Instrument ◽  
Structured Questionnaire

This article uncovered the instructional strategies used by Junior High English teacher to assist students to achieve the determined Minimum Criterion of Mastery Learning (MCML) or KKM (Kriteria Kompetensi Minimal). The subjects of the study were 4 English Teachers of Junior High Schools and Senior High Schools in Surabaya. They were assumed to have had enough experiences in teaching EFL to the students. The main instrument of the study was a semi structured questionnaire. There were ten strategies used by English Teachers of Junior High Schools and Senior High Schools to assist their students to meet the Minimum Criterion of Mastery Learning. They are (1) Conducting short review, (2) Teaching step-by-step, (3) Giving a large number of questions, (4) Giving a large number of questions, (5) Guiding the students’ practices, (6) Checking the students’ understanding, (7) Obtaining high success rate. (8) Providing scaffolds for difficult tasks, (9) Assessing independent practices, and (10) Conducting weekly and monthly review. Keywords:  Minimum Criterion of Mastery Learning (MCML), strategies

scholarly journals Improving Student Mathematics Understanding through Problem-Based Learning

2020 ◽  
Vol 8 (06) ◽  
pp. 1442-1447
Author(s):  
Cut Septiya Putri ◽  
Anwar ◽  
Usman
Keyword(s):  
High Schools ◽  
Junior High ◽  
Mastery Learning ◽  
Problem Based Learning ◽  
Learning Model ◽  
Mathematical Understanding ◽  
Junior High Schools ◽  
Learning Mathematics ◽  
Mathematics Understanding ◽  
Main Instrument

This study aimed to improve students’ mathematics understanding through Problem-Based Learning. The subjects were Year 8 students in one of the junior high schools in Sigli, Indonesia. The main instrument used in this study was a mathematical understanding test, while the supporting instrument was the observation sheets of student and teacher activities. The data were analyzed qualitatively and described descriptively. The results showed that students' mathematics understanding reached the classical mastery learning of 62.50% and 75.00% for the cycle I and II, respectively. Based on these results, it can be concluded that the ability of mathematics understanding enhanced through the Problem-Based and Learning model.   Keywords: Problem-Based Learning, Mathematics Understanding, Junior High Schools.

Energy Attitude and Energy Instructional Strategy of Science and Technology Teacher Based on Environment Protection in Junior High Schools in Taiwan

2014 ◽  
Vol 1023 ◽  
pp. 279-283
Author(s):  
Yung Jin Weng ◽  
Hui Ju Chang ◽  
Tian Ynan Wu
Keyword(s):  
High Schools ◽  
Instructional Strategies ◽  
Instructional Strategy ◽  
Junior High ◽  
Science And Technology ◽  
Junior High Schools ◽  
Environment Protection ◽  
Technology Teacher ◽  
The Relationship ◽  
Better Than

The purpose of this study was investigated the relationship between information education of energy attitude and energy instructional strategy of science and technology teacher in junior high schools in Taiwan. With the questionnaires and statistic analysis of 618 teachers, we found the energy attitude of teachers is positive and they made good use of energy instructional strategies. The energy safe attitude of teachers whose age are 41-50 years old were better than those below 28 years old and 29-33. The energy safe attitude of teachers who worked for 16-25 years were better than those below 5 years and 6-15 years. And the saving energy attitude of teachers who taught in school above 49 classes were better than those below 12 classes. At the same time we found the infusing question strategy and cognitive-oriented strategy of teachers whose age were 41-50 years old made better use of than those age were 29-33 years old. The energy attitude could forecast the using situation of energy instructional strategy especially in infusing question strategy, cognitive-oriented strategy and total energy instructional strategies.

The Effect of Junior High School Teachers' Motivation and Willingness to Change on the Diversity of Their Teaching Methods

2017 ◽  
Vol 7 (12) ◽  
pp. 1160
Author(s):  
Hanan Abu Zeid ◽  
Nabil Assadi ◽  
Tareq Murad
Keyword(s):  
High Schools ◽  
Junior High School ◽  
Teaching Methods ◽  
Junior High ◽  
Research Question ◽  
English Teachers ◽  
Junior High Schools ◽  
School Teachers ◽  
Willingness To Change ◽  
High Motivation

This study attempts examine the influence of motivation and willingness of   teachers to change on the diversity of teaching methods. The research question is: What is the influence of junior school teachers' motivations and willingness to change on the diversity of their teaching instructions? The participants of the study are 50 English teachers of Junior High Schools in Northern Israel. The research instruments were three questionnaires. The research’s findings revealed a significant influence of English teachers of Junior High Schools willingness to change on the diversity of teaching methods; the higher the willingness to change, the diversity in teaching modes increases. Another significant effect was also found between the level of teaching motivation and diversity of teaching methods; teachers with high motivation level reported diversification in teaching methods. A final significant effect of level of general motivation and willingness for change was also found; the willingness for change among teachers of high motivation increased. The main research conclusion is that willingness to change, which is connected to motivation, influences the diversity of teaching methods. Therefore, in order to assimilate changes in teachers’ working modes, like diversifying their teaching methods or in any other way, there is a need to encourage and nurture their motivation.

scholarly journals “I FORGOT WHAT IT IS”: THE ENACTMENT OF 2013 CURRICULUM IN EFL CLASSROOM

2020 ◽  
Vol 3 (3) ◽  
pp. 234
Author(s):  
Susmalinda Misbah ◽  
Untung Waluyo ◽  
Khusnul Khotimah
Keyword(s):  
High Schools ◽  
Research Study ◽  
Junior High ◽  
Authentic Assessment ◽  
English Teachers ◽  
Junior High Schools ◽  
Practical Recommendations

To date, the 2013 curriculum has been implemented for almost a decade. But this latest curriculum has not been well-implemented due to many obstacles. Accordingly, plethora studies have been extensively carried out to refine the praxis. However, the investigation of this area in junior high schools is underexplored. Thus, this study was carried out to fill this void. This research study aimed to investigate the problems in enacting 2013 Curriculum, to reveal the hindering factors, and to showcase how teachers cope with those problems. Grounded in a case study, nine English teachers of state junior high schools were recruited. Data were collected through observations, documentations, and interviews. The findings confirmed that teachers experienced some delinquent setback in translating curriculum into instruction. This was related to how they teach using suggested teaching stages, integrate intended domains of competence, and conduct authentic assessment. Furthermore, students’ lack of motivation and autonomy was also a sizeable impediment. In relation to this, some hindering factors and teachers’ endeavours to cope with the abovementioned problems were also elaborated systematically. To end this article, some practical recommendations were proposed accordingly.

scholarly journals Developing Students� Higher Order Thinking Skills (HOTS) in Reading: English Teachers� Strategies in Selected Junior High Schools

2019 ◽  
Vol 5 (3) ◽  
pp. 204
Author(s):  
Bernadeta Siska Indriyana ◽  
Paulus Kuswandono
Keyword(s):  
High Schools ◽  
Reading Skills ◽  
Junior High ◽  
Higher Order Thinking ◽  
English Teachers ◽  
Thinking Skills ◽  
Higher Order ◽  
Junior High Schools ◽  
Learning Goals ◽  
Higher Order Thinking Skills

The 2013 curriculum in Indonesia mandates that teachers should develop students� Higher Order Thinking Skills (HOTS). One of the learning goals through HOTS is to make sure that students can analyze, evaluate, and create their knowledge. However, studies on HOTS issues in English learning, particularly in reading skills, are still very limited. Therefore, this study aimed at describing the teachers� strategies in developing HOTS in teaching reading skills. The researcher used a mixed-method, as it is relevant to the methodology needed in this study. The participants were 22 English teachers of Junior High Schools in Yogyakarta. The data were collected through questionnaires, observations, and interviews. The findings indicated that the strategies by the teachers to develop HOTS were as follows: (1) asking divergent questions to the students, (2) using group discussions, (3) informing learning objectives to the students, (3) giving feedback to invite the students to review, refine, and improve understanding about learning materials, and (5) giving motivation to the students to think critically. The recommendation for further study is also discussed.

scholarly journals EVALUATION OF AUTHENTIC ASSESSMENT FOR WRITING SKILL AT JUNIOR HIGH SCHOOLS IN WEST SUMATERA

2019 ◽  
Vol 12 (2) ◽  
pp. 159
Author(s):  
Mega Enjela Sari ◽  
M. Zaim ◽  
Refnaldi Refnaldi
Keyword(s):  
High Schools ◽  
Evaluation System ◽  
Junior High ◽  
Evaluation Research ◽  
Authentic Assessment ◽  
Language Assessment ◽  
English Teachers ◽  
Junior High Schools ◽  
Eighth Grade ◽  
Writing Skill

Evaluation is a process for gathering students’ progress in the learning. Authentic assessment as an evaluation system in 2013 curriculum is needed in assessing students’ process and product of the learning. Yet, teachers need a guidance book in implementing the authentic assessment for assessing students’ writing skill. Those products of authentic assessment have been developed by the experts from Universitas Negeri Padang. This research aimed to evaluate these authentic assessment products for writing skill at junior high schools at the seventh and eighth grade based on the requirement of 2013 curriculum, the content or material, and the authenticity of authentic assessment. To achieve the aims, the research was designed to the evaluation research. The participants of this research were twelve English teachers at junior high schools in West Sumatera and one expert in the language assessment.

scholarly journals Designing English Listening Materials through YouTube Video Editing: Training for English Teachers of Islamic Junior High Schools, Parepare, South Sulawesi

2020 ◽  
Vol 4 (2) ◽  
pp. 275
Author(s):  
Zulfah Fakhruddin ◽  
Usman Usman ◽  
Rahmawati Rahmawati ◽  
Sulvinajayanti Sulvinajayanti
Keyword(s):  
High Schools ◽  
Junior High ◽  
English Teachers ◽  
Junior High Schools ◽  
Video Editing ◽  
South Sulawesi ◽  
Listening Skill ◽  
Training Materials ◽  
Phoneme Discrimination ◽  
Training Activities

This study was conducted to help English teachers in designing English listening materials in form of audio and textbook through YouTube video editing. 18 English teachers of 10 Islamic junior high schools in Parepare were trained to write English listening materials in form of textbook and to edit video(download ,import, cut, merge, and export video) in form of audio.150 students were observed and tested to evaluate teachers’ products. Training materials consist of: (1) searching and download video through YouTube, (2) editing video that includes import, cut, merge, and export video, and (3) writing worksheet that contains phoneme discrimination dan listening comprehension exercise in form of multiple choice,true false,and completion. Training activities include: (1) explanation, (2) practice, (3) grouping, (4) assignment/design, and (5) evaluation and revision. After following training, teachers’ ability was categorized into good and fair in designing English listening materials. More than 50% teachers were categorized into good in editing video and 72% teachers were categorized into good in writing listening exercise. Students’ English listening learning outcome was categorized into good after learning by using teachers’ products and students have positive attitude in learning English listening skill.

scholarly journals A NARRATIVE INQUIRY STUDY ON TEACHING READING USING AUTHENTIC MATERIALS

2021 ◽  
Vol 15 (2) ◽  
pp. 55
Author(s):  
Melasari . ◽  
Alan Jaelani ◽  
Movi Riana Rahmawanti
Keyword(s):  
High Schools ◽  
Narrative Inquiry ◽  
English Teachers ◽  
Junior High Schools ◽  
English Teacher ◽  
Teaching Reading ◽  
Structured Interviews ◽  
Audio Recording ◽  
Authentic Materials ◽  
Authentic Material

<p>This study investigates in-service English teachers’ voices toward the use of authentic materials in teaching reading and the challenges in using the materials. A narrative inquiry study is employed in which the data were qualitatively collected through interview and documentation process. This study was conducted at one of the Private Junior High Schools in Bogor, Indonesia. An in-service English teacher was chosen as a participant who participated in the process of collecting data through structured interviews by audio recording. The result of this research shows that an in-service English teacher have positive perceptions toward the use of authentic material in teaching reading. Various positive reasons and challenges for the use of authentic materials in the classroom were revealed.</p>

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