scholarly journals Challenges in teaching English writing skills: Lessons learnt from Indonesian high school English language teachers

2021 ◽  
Vol 2 (1) ◽  
pp. 12-21
Author(s):  
Nurhardiyanti Adam ◽  
Abid Abid ◽  
Yusna Bantulu
Keyword(s):  
High School ◽  
Teaching And Learning ◽  
English Language ◽  
Writing Skills ◽  
Language Teachers ◽  
Target Language ◽  
Teaching English ◽  
English Writing ◽  
Writing Skill ◽  
English Language Teachers

Writing skill, among the four target language skills, is one of the skills that language learners need to master. In teaching this skill, therefore, teachers should take any effort to help learners write using the language they learn correctly. However, in the context of teaching English in Indonesia, particularly the writing skill, teachers often face challenges. The study reported in this article seeks to identify the challenges experienced by several Indonesian English language teachers in teaching English writing skills at VHS, a vocational high school, in Gorontalo, Indonesia. The participants involved were all English language teachers working at the school. Data were collected using interview and observation, and analyzed by using a thematic analysis method. The findings showed that there were four themes describing the teachers’ challenges in teaching English writing skills. They were teaching technique-related challenges, teaching time-related challenges, linguistics-related challenges, and learning motivation-related challenges. Even though the teachers are able to cope with the challenges, they still need to explore more strategies in teaching, thus the teaching and learning process can run effectively.

scholarly journals An Analysis of Teachers’ Questions in English Language Classroom: A Case Study in Year 10 of SMK N 1 Nunukan

2018 ◽  
Vol 1 (1) ◽  
Author(s):  
Eka Pratiwi ◽  
Yuyun Yulia
Keyword(s):  
English Language ◽  
Video Recording ◽  
Language Teachers ◽  
Target Language ◽  
Knowledge Level ◽  
Teaching English ◽  
Language Classroom ◽  
Tenth Grade ◽  
Research Findings ◽  
English Language Teachers

In English language classroom, teachers’ questions are important parts of teaching English language. Teachers need to know what kind of questions which potentially support students learning target language.  However, students did not actively participate in learning particularly when responding teachers’ questions. To overcome this problem, it is important for teachers to modify their question through some techniques in order to get students’ responses. This study reports the types of teachers’ questions used by English teachers in classroom, and the classification of modification questions used by teachers during teaching English language in class.This research belongs to classroom discourse analysis. The research was conducted at tenth grade of SMKN 1 Nunukan. The data were collected through observation, video recording, and interview. The teachers’ questions were analyzed using Miles and Huberman’s (1995) model of qualitative data analysis.The research findings show that both teachers pose more questions of knowledge level than other levels, and the teachers used various techniques to modify their questions when the students did not give response. The modification of modifying questions are repeating and rephrasing. Then sometimes teachers negotiated questions by in Bahasa Indonesia or first language (local language). The domination of knowledge level questions and how teachers modified the questions is influenced by teachers’ competence, students’ competence, situation of teaching English language, and teaching material.

scholarly journals Relationship between Teachers’ Competency Level in Teaching English Language and Students’ English Language Proficiency in Secondary Schools in Rwanda

2021 ◽  
Vol 4 (7) ◽  
pp. 104-122
Author(s):  
Girimbabazi Serge ◽  
◽  
Mrs Adegoke Oyebimpe ◽  
Dr. Hesbon Opiyo Andala ◽  
◽  
...  
Keyword(s):  
Secondary Schools ◽  
Language Proficiency ◽  
Teaching And Learning ◽  
English Language ◽  
English Proficiency ◽  
English Language Proficiency ◽  
Language Teachers ◽  
Teaching English ◽  
Proficiency Level ◽  
English Language Teachers

The improvement of students’ English proficiency depends on the level of teaching English language and the competency of teachers in teaching career. The purpose of this study therefore, was to investigate the relationship between teachers’ competency in English language and students’ English language proficiency within secondary schools of Karongi in Rwanda. The study adopted correlation research design research design. Data collection tools were questionnaire and interview guide. The target population was 1794 people comprised of 1560 students, 14 Sector Education Officers, 20 Head Teachers, 200 teachers. A simple random sampling and purposive sampling techniques were used to get a sample size of 395 respondents. The study findings revealed that majority of the students with a total of 290 (91.2%) agreed that in their school, teachers are not competent enough in English language. Moreover, almost 292 (91.8%) of the respondents agreed that in their school, students English reading, writing, listening and speaking proficiency level is low and 70 (90.9%) of key informants agreed that both in public and private secondary schools of Karongi District, students’ English language proficiency level in reading, writing, speaking and listening is low. The correlation results showed the association between between teachers’ inability to teach in English, teachers’ inability to read classroom interactions in English language, teachers’ incompetency in English language, teachers’ inability to express themselves in English language as well as teachers’ inability to develop English language educational materials) and dependent variables (students’ reading, writing, speaking and listening English language proficiency and students’ English language proficiency (reading, writing, speaking and listening English proficiency) is positive. The study recommended the Ministry of Education through Rwanda Basic Education Board to avail enough English teaching and learning materials, including charts, textbooks and dictionaries which are adequate in enhancing English language proficiency mastery among students at an early age. All stakeholders of the education sector are recommended to support English teaching and learning activities in Rwanda, as it is the only and one shortcut for making Rwandans master the English language. Keywords: Teachers’ competency, English Language, English proficiency, Rwanda

scholarly journals Factors that Affect the implementation of Teaching Writing Skills: Focus on Second Cycle Primary Schools in North Shoa

2021 ◽  
Vol 2 (6) ◽  
pp. 22-30
Author(s):  
Seid Mohammed ◽  
Gessese Nigusse ◽  
Zenawi Nigussie ◽  
Belihu Zenebe
Keyword(s):  
Primary Schools ◽  
Teaching And Learning ◽  
English Language ◽  
Writing Skills ◽  
Language Teachers ◽  
Writing Performance ◽  
English Classes ◽  
English Language Teachers ◽  
Language Instructors ◽  
Instruction And Learning

The purpose of this study was to determine the variables affecting the implementation of writing skills instruction and learning in grades 7 and 8 in North Shoa Zone Second Cycle Primary schools. The study's primary purpose was to determine the difficulties encountered by English language instructors and students while teaching and learning to write in English classes. The research included the participation of 25 English language instructors and 1484 pupils from 14 Second Cycle Primary Schools. A questionnaire and an interview were used to obtain the required data. Questionnaires were completed by instructors and students, and English language teachers were interviewed. The questionnaire data was tallied and examined statistically in terms of frequency and percentage. Similarly, interview data were categorized and qualitatively characterized. The investigation revealed that the majority of instructors and students struggle with teaching and learning writing skills. Additionally, although both English instructors and students believe they are engaging in writing activities in the classroom, the students' writing performance is not as promising as shown by open-ended questions and comments from English language teachers interviewed. Several key suggestions are made in light of the results of this research in order to mitigate the issues that impede the efficient implementation of writing instruction and learning in second cycle primary schools. The primary recommendation is to offer enough training for English language instructors on how to teach writing skills, which will then be conveyed to students in order for them to enhance their writing performance.

scholarly journals The Differences in Communication Ability and Mathematical Disposition of Students who are given a Geogebra- Assisted Contextual Learning Model and the Cooperatif Learning Model

2021 ◽  
Vol 4 (1) ◽  
pp. 403-411
Author(s):  
Tungga Pramudya Utama ◽  
Sumardi Sumardi ◽  
Slamet Supriyadi
Keyword(s):  
High School ◽  
High School Students ◽  
Junior High School ◽  
English Language ◽  
Junior High ◽  
Writing Skills ◽  
Learning Model ◽  
Teaching English ◽  
School Students ◽  
English Writing

The portfolio system exists as one alternative answer for a challenge encountered by an English teacher. The research about the portfolio system that focused on middle education teachers' perception is quite necessary since it helps the teachers and students of the English language find a proper way of learning writing skills. This study aimed to investigate the middle education teachers' perception of using a portfolio system to improve writing ability in teaching writing skills in English as a foreign language to junior high school students. The participants of this research were four junior high school teachers. In conducting this case study, the researcher collected data from the interview. This research found that the teachers favored implementing a portfolio system to improve students’ English writing skills. This research stands as a contribution to teaching English writing skills. This study suggests that a portfolio system is a useful tool for teaching English writing skills in middle education. The teachers were to facilitate the students by applying the portfolio system and giving feedback on their writing to encourage their writing performance.

scholarly journals Teaching English Language at SSC Level in Private Non-Elite Schools in Pakistan: Practices and Problems

2018 ◽  
Vol 5 (1) ◽  
pp. 80 ◽  
Author(s):  
Dr. Muhammad Fareed ◽  
Saniya Jawed ◽  
Sidra Awan
Keyword(s):  
English Language ◽  
Writing Skills ◽  
Analysis Data ◽  
Language Teachers ◽  
Teaching Writing ◽  
Teaching English ◽  
Elite Schools ◽  
English Language Teachers ◽  
Group Interviews ◽  
Compulsory Subject

<em>English language is taught as a compulsory subject up to graduate level in Pakistani educational system. Despite studying English for over 14 years, majority of students coming from non-elite schools, lack required command in English language skills to pursue their higher education and professional careers. With this background in mind, the current research focused on teaching English reading and writing skills and the problems faced while teaching these skills at Secondary School Certificate (SSC) level in private non-elite schools in Karachi. The sample of the study comprised 20 SSC level students, 12 SSC level English language teachers of non-elite private schools and 5 student notebooks. Data were collected through open-ended questionnaires, group interviews and notebook analysis. Data were examined using thematic analysis. The findings revealed that teaching English language reading practices include reading the text aloud, translating the chapter, providing the central idea and meanings of difficult words to the students. The major problems faced by the teachers in teaching reading skills are learners’ lack of interest in reading, lack of concentration and low reading comprehension skills. The study also revealed practices of teaching writing skills such as provision of model texts and relevant vocabulary items. The major problems while teaching writing skills are lack of pre-writing activities, learners’ deficient command over vocabulary, grammar, spellings and punctuation, lengthy syllabus and limited time.</em>

scholarly journals Portfolio System in Teaching Writing: EFL Students' Perceptions

2020 ◽  
Vol 8 (2) ◽  
pp. 159
Author(s):  
Tungga Pramudya Utama
Keyword(s):  
High School ◽  
High School Students ◽  
English Language ◽  
Writing Skills ◽  
Teaching Writing ◽  
Teaching English ◽  
School Students ◽  
Writing Ability ◽  
English Writing ◽  
Teachers And Students

The portfolio system appears as one alternative answer for such a challenge encountered by an English teacher. The research about the portfolio system that focused on students' perception is quite necessary since it helps the teachers and students of the English language find a proper way of learning writing skills. This study aimed to investigate the students' perception of using a portfolio system to improve writing ability in teaching writing skills in English as a foreign language to high school students. The participants of this research were four students of high school. In conducting this case study, the researcher collected data from the interview. This research found that the students favored implementing a portfolio system to improve their English writing skills. This research stands as a contribution to teaching English writing skills. This study suggests that a portfolio system is a useful tool for teaching English writing skills in secondary education. It can use the teacher to facilitate the students by giving feedback on their writing to encourage their writing performance.

scholarly journals An Analysis of Professional Teachers’ Questions in EFL Classroom

2020 ◽  
Vol 1 (1) ◽  
pp. 85-96
Author(s):  
Shelly Navtria ◽  
Mulyadi Mulyadi ◽  
Hilda Puspita
Keyword(s):  
Quantitative Research ◽  
English Language ◽  
Video Recording ◽  
English Teachers ◽  
Language Teachers ◽  
Target Language ◽  
Teaching English ◽  
Tenth Grade ◽  
Research Findings ◽  
English Language Teachers

In English language classroom, teachers’ questions are important parts of teaching English language. Teachers need to know what kind of questions which potentially support students learning the target language. However, students did not actively participate in learning particularly when responding to teachers’ questions. To overcome this problem, it is important for teachers to modify their questions through some techniques in order to get students’ responses. This study reports the types of teachers’ questions used by English teachers in the classroom. This research was descriptive quantitative research. The research was conducted at the tenth grade of SMA N 5 Bengkulu. The data were collected through observation and video recording. The teachers’ questions were analyzed using types according to Taxonomy Blooms revised by Anderson and Krathwohl (2001). The research findings show that both teachers the English teachers only used three from the six types. Namely, remembering, understanding, and analyzing questions. The types that did not appear were applying, evaluating, and creating questions. The modification of modifying questions are repeating and rephrasing. The dominant of remembering questions and how teachers modified the questions are influenced by teachers’ competence, students’ competence, a situation of teaching English language, and teaching material.

Corpus-Based Vocabulary Analysis of English Podcasts

RELC Journal ◽  
2021 ◽  
pp. 003368822097931
Author(s):  
Ulugbek Nurmukhamedov ◽  
Shoaziz Sharakhimov
Keyword(s):  
Teaching And Learning ◽  
Public Discourse ◽  
English Language ◽  
Language Teachers ◽  
Television Programs ◽  
University Professors ◽  
Word Families ◽  
Proper Nouns ◽  
English Language Teachers ◽  
Ted Talks

In addition to movies, television programs, and TED Talks presentations, podcasts are an increasingly popular form of media that promotes authentic public discourse for diverse audiences, including university professors and students. However, English language teachers in the English as a second language/English as a foreign language contexts might wonder: “How do I know that my students can handle the vocabulary demands of podcasts?” To answer that question, we have analyzed a 1,137,163-word corpus comprising transcripts from 170 podcast episodes derived from the following popular podcasts: Freakonomics; Fresh Air; Invisibilia; Hidden Brain; How I Built This; Radiolab; TED Radio Hour; This American Life; and Today Explained. The results showed that knowledge about the most frequent 3000 word families plus proper nouns (PN), marginal words (MW), transparent compounds (TC), and acronyms (AC) provided 96.75% coverage, and knowledge about the most frequent 5000 word families, including PN, MW, TC, and AC provided 98.26% coverage. The analysis also showed that there is some variation in coverage among podcast types. The pedagogical implications for teaching and learning vocabulary via podcasts are discussed.

Sign in / Sign up

Export Citation Format

Share Document