scholarly journals EFL Pre-Service Teachers’ Perception of Their Readiness in Teaching Online during Covid-19 Pandemic

2021 ◽  
Vol 2 (1) ◽  
pp. 83-88
Author(s):  
Ni Komang Sarini Dewi
Keyword(s):  
Teaching Practice ◽  
English Education ◽  
Teacher Candidate ◽  
English Teacher ◽  
Classroom Setting ◽  
Teaching English ◽  
Teaching Online ◽  
Interview Guide ◽  
Online Setting

As teacher candidate, students majoring in English Education is required to take a teaching practice in real classroom setting. However, due to Covid-19 pandemic, the scheme of teaching practice is changed to online setting. The current study investigated pre-service teachers’ perception of their readiness in teaching English online. This study was a qualitative study followed by five English teacher candidate. The data were collected using interview guide and were analyzed using thematic analysis. It was found that the pre-service teachers were already familiar with the use technology for teaching such as google classroom, Schoology, and Zoom. They mentioned that in terms of pedagogy, they are still uncertain about their readiness because of their lack experience. The study highlighted that the role of supervision in really importance in enhancing pre-service teachers’ competencies.  

scholarly journals Exploring Inductive Grammar Teaching: English Teacher Perspectives

2017 ◽  
Vol 4 (2) ◽  
pp. 111-119
Author(s):  
Didin Nuruddin Hidayat
Keyword(s):  
English Language ◽  
English Education ◽  
Teacher Perspectives ◽  
English Language Teaching ◽  
English Teacher ◽  
Grammatical Structure ◽  
Teaching English ◽  
Grammar Teaching ◽  
Grammatical Structures

ABSTRACT In the past few decades, the discussion of what grammatical structures to teach, and how to teach them remains controversial (Ellis, 2006). This research study aimed to explore the role of inductive grammar teaching toward specific grammatical structure, i.e. the second conditional or the unreal/hypothetical conditional. In light of this, ten English teachers were involved in this study, providing beneficial feedback through their experience in English language teaching. They were given two sessions of inductive grammar teaching, and were asked to provide feedback. The results showed that inductive grammmar teaching possessed its strengths and weaknesses. One strength would be from its ability in engaging more active participation from the students. However, a notable weaknessess was in terms of its lack of opportunities in explicit grammatical explanation. ABSTRAK Dalam beberapa dekade terakhir, diskusi tentang struktur tata bahasa apa yang perlu diajarkan, dan bagaimana mengajarkan struktur tata bahasa tersebut tetap menjadi isu yang kontroversial (Ellis, 2006). Penelitian ini bertujuan untuk mengeksplorasi peran pengajaran tata bahasa induktif terhadap struktur tata bahasa tertentu, yaitu the second conditional atau the unreal/hypothetical conditional. Untuk itu, sepuluh guru bahasa Inggris dilibatkan dalam penelitian ini, memberikan umpan balik yang bermanfaat melalui pengalaman mereka dalam bidang pengajaran bahasa Inggris. Mereka diberi dua sesi pengajaran tata bahasa induktif, dan diminta untuk memberikan umpan balik. Hasilnya menunjukkan bahwa pengajaran grammmar induktif memiliki kekuatan dan kelemahannya. Salah satu kekuatan berasal dari kemampuannya dalam melibatkan partisipasi yang lebih aktif dari para siswa. Namun, salah satu kelemahan yang menonjol adalah dalam hal kurangnya peluang dalam menjelaskan tata bahasa secara eksplisit.   How to Cite: Hidayat, D.N. (2017). Exploring Inductive Grammar Teaching: English Teacher Perspectives. IJEE (Indonesian Journal of English Education), 4(2), 111-119. doi:10.15408/ijee.v4i2.8538. 

scholarly journals Teaching English in Non-English Departments: Empowering Teacher Towards Improvement

2017 ◽  
Vol 4 (1) ◽  
pp. 49-62
Author(s):  
Ninuk Sholikhah Akhiroh
Keyword(s):  
Social Sciences ◽  
English Language ◽  
English Education ◽  
Group Discussion ◽  
English Language Teaching ◽  
Teaching English ◽  
English Departments ◽  
English Majors ◽  
Relevant Field

ABSTRACT English Language Teaching (ELT) in non-English majors already has its “home” but not its “host”. It means that the parties involved in the teaching have not been able to manage an effective ELT yet. There could be many aspects related to this, yet this paper prefers to propose a solution to improve the effectiveness of English teaching in non-English majors by empowering the English language lecturer. This paper refers to the results of research conducted on the teaching of English in the Faculty of Social Sciences that use lecturers and students as the main informant, as well as interviews, observation and document analysis as data collection techniques. The results showed that some important improvement in ELT for non-English majors can be initiated by the lecturers. There are some necessary steps to do to reinforce the role of lecturers in ELT implementation. They are involving the lecturer in designing or revising the curriculum, building connection with fellow ESP lecturers and lecturers of relevant field of study, and activating Focus Group Discussion among teaching team. These steps hopefully will be complemented by the improvement of other aspects in ELT for non-English departments to build an effective teaching.   ABSTRAK Pengajaran bahasa Inggris di jurusan non-bahasa Inggris baru memiliki “rumah” saja, belum “tuan rumah”nya. Ini berarti bahwa pihak-pihak yang terlibat dalam pembelajaran belum dapat menata sebuah pengajaran bahasa Inggris yang efektif. Ada banyak hal yang dapat dilakukan, namun tulisan ini memilih untuk mengajukan sebuah solusi perbaikan pengajaran bahasa Inggris di jurusan non-bahasa Inggris dengan cara memberdayakan dosen pengampu matakuliah. Tulisan ini  merujuk pada hasil penelitian yang dilakukan terhadap pengajaran bahasa Inggris di Fakultas Ilmu Sosial dengan menggunakan dosen dan mahasiswa sebagai informan utama, serta wawancara, observasi dan analisis dokumen sebagai teknik pengumpulan data. Hasil penelitian menunjukkan bahwa beberapa perbaikan penting dalam penegajaran bahasa Inggris dapat difasilitasi oleh dosen pengampu matakuliah. Langkah-langkah yang dapat dilakukan adalah: melibatkan dosen dalam menyusun kurikulum pengajaran bahasa Inggris; membangun hubungan dengan sesama dosen pengajar ESP dan dosen ahli bidang ilmu tertentu; mengaktifkan forum diskusi antar anggota tim pengajar. Langkah-langkah ini diharapkan dapat dilengkapi dengan perbaikan dari aspek-aspek lain guna mewujudkan pembelajaran yang efektif. How to Cite: Akhiroh, N. S. . (2017). Teaching English in Non-English Departments: Empowering Teacher Towards Improvement. IJEE (Indonesian Journal of English Education), 4(1), 49-62. doi:10.15408/ijee.v4i1.5341  

scholarly journals From preschool educator to preschool English Educator: A study of transformation of classroom practice

Psicoespacios ◽  
2021 ◽  
Vol 14 (25) ◽  
pp. 44-66
Author(s):  
Sonia Ruth Quintero Arrubla ◽  
Evelin Cristina Quiceno Sosa ◽  
Claudia María Uribe Hoyos
Keyword(s):  
Qualitative Research ◽  
Classroom Practice ◽  
Classroom Practices ◽  
Teaching Practice ◽  
Communicative Competence ◽  
Teaching English ◽  
Self Assessment ◽  
Preschool Educators

This case study aims to analyze how preschool educators can play the role of language educators (Spanish and English) and how their pedagogical and teaching practice is being transformed. This study considers the theoretical framework behind the constructivist paradigm, which states that the context, participants' actions and views, and historical elements all play a part in constructing a theory. That truth is relative depending on one's perspective, while also focusing on establishing a rigorous and thorough process throughout this study, focusing on qualitative research principles (Creswell, 2014). The findings show that preschool educators can significantly improve their communicative competence, particularly in discourse, strategic and socio-cultural competencies. Furthermore, through reflection and self-assessment, preschool educators refine their classroom practices and enhance their conception about teaching English to preschool learners. 

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 PENGAJARAN “ENGLISH FOR GUIDING” BERBASIS PENDEKATAN SOSIOKULTURAL

2011 ◽  
Vol 1 (2) ◽  
pp. 170-178
Author(s):  
I Nengah Astawa
Keyword(s):  
Language Teaching ◽  
English For Academic Purposes ◽  
Tourism Industry ◽  
English For Specific Purposes ◽  
English Teacher ◽  
Teaching English ◽  
Future Career ◽  
Cultural Aspects ◽  
Teaching Interaction

Teaching English for specific purposes (ESP), which is in contrast with English for Academic purposes (EAP), has gained specially great attention since 1960’s. One of the examples of  ESP is English for guiding. The main purpose of implementing English  for tourism in some schools or collages is to give the students ability  to communicate mainly orally so as to  be able to fulfil the student’s need for his or her future career . In reality  very often  cultural misunderstandings which may produce fatal consequences emerge among those who are involved in tourism industry. Due to this circumstance, inserting sosio-cultural aspects in the teacher’s language teaching interaction is  indeed beneficial. In this case, the role of the teacher to include some cultural aspects in language teaching, beside giving formal grammatical language forms, of course is highly worth considering. Teaching English for tourism industry  is not regarded appropriate yet if sosio-cultural aspects are not adequately included. In other words, beside teaching the language forms, English teacher should incorporate sosio-cultural aspects  into his/her interaction.

Teacher and His/Her Role in Teaching English

2017 ◽  
Vol 7 (2) ◽  
pp. 49-53
Author(s):  
Ervin Balla
Keyword(s):  
English Language ◽  
Recent Literature ◽  
English Teacher ◽  
Teaching English ◽  
Know How ◽  
Ideal Teacher ◽  
Teacher Needs ◽  
The Subject ◽  
The Ideal

Abstract Teachers play e key role in the process of teaching. In this article it is tried to focus on some of the most important roles that the teacher of English language plays during the difficult process of teaching. The role of the teacher in class is important. In the class teachers are: leaders of the language, thinkers, administrators, surces experts, vigilants, material furnishers, organizers, performers, estimators, listeners and controllers. At the recent literature is posed the question of the ideal teacher, so what makes a good teacher? According to Medgyes P. All the teachers are extraordinary according to their ways and different from eacher other. According to him the concept of the ideal teacher does not fit to a single concept, because many things have to be taken into consideration. Another image of English teacher is the teacher who is expert of the English language. According to Whitaker the English teacher needs to own the subject and to make the students to follow willingly the subject. He not only should own the subject but he should also know how to explain it.

scholarly journals IMPROVING STUDENTS VOCABULARY THROUGH BBC’S VIDEO IN INSTAGRAM AT JUNIOR HIGH SCHOOL

Epigram ◽  
2021 ◽  
Vol 18 (1) ◽  
pp. 32-36
Author(s):  
Kammer Sipayung
Keyword(s):  
High School ◽  
Action Research ◽  
Junior High School ◽  
Teaching Method ◽  
Language Skills ◽  
Average Score ◽  
English Teacher ◽  
Teaching English ◽  
Class Room

Vocabulary is a linguistics ellement of language skills. The purpose of this research is to describe the role of BBC’s Video in Instagram for improving students’ mastery on vocabulary. This research is a class room action research based on the theory of Kemmis and McTaggart (1988). The researcher used three times of classroom action cycle to achieve the goal. The population of this research is students at SMP Negeri 3 Medan and the sample is students at grade seven-two. The data of this classroom action research is score from each cycle. The result of this research shows us that BBC’s Video in instagram as a media of teaching English is able to improve students’ mastery on vocabulary. It can be seen in the first cycle their average score is 60.1, in the second cycle is 72.3 and the last cycle is 85.1. This result shows us that video in instagram is a good instrument to improve the students’ mastery in vocabulary. It is suggested to other English teacher to make this media as an alternative media as far as the teaching method is supported to use.

scholarly journals Classroom Strategies through Translanguaging for Multilingualism Students

2021 ◽  
Vol 2 (1) ◽  
pp. 17-27
Author(s):  
Rachmi Retno Nursanti
Keyword(s):  
Mother Tongue ◽  
Target Language ◽  
English Teacher ◽  
Teaching English ◽  
Classroom Strategies ◽  
Local Language ◽  
Interview Technique ◽  
English Speaking ◽  
Bahasa Indonesia

This research aims to discover translanguaging strategy in the process of teaching English material to multilingualism students. Due to the Indonesian country is a multicultural, the children got their mother tongue is a local language, not Bahasa Indonesia as the national ones. The Indonesian students acquire two languages n their daily life; local language and Bahasa Indonesia. Therefore, the role of English teacher is to explain English materials using English as the target language, local language and Bahasa Indonesia to increase students’ comprehension. This research used qualitative research with grounded theory design. In collecting the data, the researcher used interview technique to discover further information. In this research, the use of L1 was mostly used in the classroom rather than L2. The students could understand the material because the teachers’ effort to translate the language from Bahasa Indonesia to English and vice versa. This phenomenon was challenging because of the lack of students’ confidence to practice English. However, translanguaging decreased students’ anxiety in the class because they could understand English well by using two languages; Bahasa Indonesia and English. the findings are easy to be implemented by the following teachers in teaching multilingualism students for non-English speaking country, because translanguaging facilitates students and teachers to learn English using affordable way.

scholarly journals USING SHORT FILMS FOR TEACHING ENGLISH WHILE BUILDING CHARACTERS

2019 ◽  
Vol 26 (1) ◽  
pp. 33
Author(s):  
Hutapea Jesica Vanessa ◽  
Suwastini Ni Komang Arie
Keyword(s):  
Character Education ◽  
Target Language ◽  
Short Film ◽  
English Teacher ◽  
Teaching English ◽  
Important Benefit ◽  
Short Films ◽  
New Ideas ◽  
The Media

The role of teachers in EFL/ESL classroom is very important for the improvement of the students since it is believed that professional and creative English teachers can help students in learning English well. However, many teachers still lack the effort in finding new ideas and in improving their professionalism as a good English teacher. Yet, with the development of technology nowadays, many media are worth to be considered in teaching English. One of the media that is being actively mentioned in educational world nowadays is short film. In this case, short film is believed to be one of the appropriate ways in teaching English especially in teaching the character education presented in it. With short film, students can have more exposure to authentic English and the culture of the target language. But another important benefit is often overlooked by teachers, that is the possibility of learning values for building the students’ characters through the use of short film in the learning process. This present paper will try to respond to this fact by identifying the values of character educations in a short film entitled Piper from Pixar animation through textual analysis. There are character educations that revealed about parenting, self-supporting, and friendship value in the film. Thus, it can be concluded that when chosen correctly, short films can be a media for building students’ characters while developing their English, all in a more entertaining, relaxed, and enjoyable media that meet the students’ 21st century contexts.

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