English classes without English teachers: The Pan Deng English learning program

2019 ◽  
pp. 51-70
Author(s):  
Qi Dong ◽  
Sha Tao ◽  
Beilei Li ◽  
Wenjing Wang ◽  
Chuansheng Chen
Keyword(s):  
English Teachers ◽  
English Learning ◽  
Learning Program ◽  
English Classes

scholarly journals TECHNOLOGY-ENABLED ENGLISH LEARNING TRAINING FOR MTs TEACHERS IN THE WAJO DISTRICT

2021 ◽  
Vol 1 (4) ◽  
pp. 92-96
Author(s):  
Yusuf Razak ◽  
Satriani Satriani ◽  
Amiruddin Amiruddin
Keyword(s):  
English Teachers ◽  
English Learning ◽  
English Classes ◽  
Regional Languages ◽  
Learning Options ◽  
Learning English

For the majority of students, English is a dreaded subject. Mastering English necessitates the repetition of patterns used in daily speech, as our pupils are more likely to communicate in regional languages and Indonesian. It is almost always tough for English teachers to urge their students to learn English. As a result of this occurrence, we as English lecturers are committed to giving students with learning options that allow them to enjoy learning English while being focused on the goal. We introduce technology-based English classes and educate this subject to MTs teachers around Wajo Regency, who will later serve as the students' learning relay.

The Effect of a Blended English Learning Program of CDI on Students’ Achievement

2009 ◽  
Vol 64 (4) ◽  
pp. 181-201 ◽  
Author(s):  
Hoo-Dong Kang ◽  
박명수 ◽  
AhnByungkyoo ◽  
Kiwan Sung
Keyword(s):  
English Learning ◽  
Learning Program

scholarly journals Artefacts, practices and pedagogies: teaching writing in English in the NAPLAN era

2021 ◽  
Author(s):  
Susanne Gannon ◽  
Jennifer Dove
Keyword(s):  
Secondary Schools ◽  
English Teachers ◽  
Teaching Writing ◽  
Pedagogical Practices ◽  
Deep Dive ◽  
Geographically Dispersed ◽  
English Classes ◽  
Novel Method ◽  
Teaching Of Writing

AbstractIn secondary schools, English teachers are often made responsible for writing results in national testing. Yet there have been few studies that focussed on this key group, or on how pedagogical practices have been impacted in the teaching of writing in their classrooms. This study investigated practices of English teachers in four secondary schools across different states, systems and regions. It developed a novel method of case study at a distance that required no classroom presence or school visits for the researchers and allowed a multi-sited and geographically dispersed design. Teachers were invited to select classroom artefacts pertaining to the teaching of writing in their English classes, compile individualised e-portfolios and reflect on these items in writing and in digitally conducted interviews, as well as elaborating on their broader philosophies and feelings about the teaching of writing. Despite and sometimes because of NAPLAN, these teachers held strong views on explicit teaching of elements of writing, but approached these in different ways. The artefacts that they created animated their teaching practices, connected them to their students and their subject, suggested both the pressure of externally driven homogenising approaches to writing and the creative individualised responses of skilled teachers within their unique contexts. In addition to providing granular detail about pedagogical practices in the teaching of writing in the NAPLAN era, the contribution of this paper lies in its methodological adaptation of case study at a distance through teacher-curated artefact portfolios that enabled a deep dive into individual teachers’ practices.

Another look at the Acceptability of Philippine English through the Lens of Basic Education Teachers

2021 ◽  
Vol 3 (2) ◽  
pp. 99-115
Author(s):  
Jenifer Mangalus
Keyword(s):  
Public Schools ◽  
English Language ◽  
Basic Education ◽  
School Administrators ◽  
English Teachers ◽  
Current Status ◽  
Academic Context ◽  
English Classes ◽  
Significant Difference ◽  
Post Test

While there have been studies and awareness seminars conducted in the promotion of Philippine English (PE), still PE has not fully-penetrated in most public schools. Hence, the study sought to identify the acceptability of PE among English teachers from a secondary high school in Pampanga. PE’s levels of acceptability were determined using Torres and Alieto’s (2019) Grammatical and Lexical Acceptability Questionnaire. Pre -test result revealed that teachers have low acceptability level of the PE grammatical and lexical items   and that they are not aware of the PE. A webinar was conducted to introduce the PE among teachers and the post-test showed a significant difference to their acceptability level. Furthermore, teachers’ answers to the follow up questions imply that they are willing to introduce PE in the classroom, which they believe will help the students to be more conversant and become more confident in speaking the English language. It is concluded that teachers are open to incorporating the PE in their classes to further improve their students’ confidence in learning the language. The following recommendations were given: (1) Teachers should be provided with more seminars that will update them with the current status of Philippine English; (2) Teachers should be encouraged to consider the Philippine English in motivating students to be confident speakers in the English classes; and (3) School administrators and English teachers should promote the acceptance of Philippine English in the academic context.

scholarly journals Study of the Relationship between Self-Esteem and the English Learning Achievement of Students at SMU Advent Klabat Manado

2019 ◽  
Vol 3 (2) ◽  
pp. 24
Author(s):  
Marlin Steffi Marpaung ◽  
Deicy Silvia Wenas
Keyword(s):  
Junior High School ◽  
Significant Relationship ◽  
English Teachers ◽  
Self Esteem ◽  
Female Students ◽  
Future Research ◽  
English Learning ◽  
Learning Achievement ◽  
Significant Difference ◽  
Males And Females

The study sought to find out the significant relationship between self-esteem and the English learning achievement of students at SMU Advent Klabat Manado and to know whether it was high or low. Furthermore, this study was also to find out whether there is significant difference between males and females in their level of self-esteem. The subjects of this study were the second-year students of SMU Advent Klabat Manado. There were 50 students who were chosen randomly to become the sample. They were 26 female students and 24 male students. The data were obtained from a self-constructed questionnaire based on Coopersmith’s concept of self-esteem. To answer the main problem of this study, the Pearson r Product Moment Coefficient Correlation formula was used. The result indicated that there is significant relationship between self-esteem and the English learning achievement of students at SMU Advent Klabat Manado. Therefore, the null hypothesis which said there is no significant relationship between self-esteem and the English learning achievement of students at SMU Advent Klabat Manado, was rejected. Moreover, the results showed a significant difference between males and females in their level of self-esteem. It was recommended that English teachers at SMU Advent Klabat Manado should explore more possibilities of serving the students in learning English particularly by cultivating their self-esteem, for it will significantly contributed to their achievement in English. Moreover, English teachers of SMU Advent Klabat Manado should treat the male and female students differently. Since the female students have higher self-esteem than the male, so male, especially, should be encouraged to cultivate their self-esteem so they will gain higher achievement in English. On the other hand, students need to appreciate themselves, and their own ability as the gift of God, for the self-esteem they have contributed to or increase their ability to learn the English language. A study with a broader sample should be done for further study using a similar methodology and instrumentation. Furthermore, future research should replicate this study using other levels such as elementary, junior high school, and college.   Key words: Self-esteem, English learning, Achievement

PELATIHAN METODE PEMBELAJARAN FUN ENGLISH GAMES USING APPLICATION BAGI GURU BAHASA INGGRIS MAS NU BATAHAN

2021 ◽  
Vol 2 (2) ◽  
pp. 43-50
Author(s):  
Resdilla Pratiwi
Keyword(s):  
Community Development ◽  
Learning Process ◽  
Teaching And Learning ◽  
English Teachers ◽  
English Learning ◽  
English Teacher ◽  
Learning Method ◽  
Teaching English ◽  
Learning Methods

This article deals with the training of Fun English Games Learning Method for English Teacher in MAS NU Batahan, This article shows several learning methods by using English Games funny and easy to understand, such as, Word Connect Application, Spelling Bee application, Stop the Clock Application, Typing Paragraphs for speed. This activity intends to enlarge some learning methods by using English Games for fun, and to give comprehending that English learning’s easy and enjoying. The method of this study used community development that collaborating theory and practicing in which using fun English games learning method in teaching English for English teacher MAS NU Batahan. The result shows that Fun English Games learning Method’s successfully applied in the classroom, the students are happy and can understand English learning easily and quickly through Fun English Games Method. It has benefit for teachers in teaching 4 skill, reading, writing, speaking and listening that must be mastered by students. In addition, School can use this method to improve the quality of learning in achieving very satisfactory results. Based on the explanation above can be concluded that Fun English Games learning Method for English teachers is very useful dan helpful in teaching and learning process.

scholarly journals Factors that Affect Classroom Management in English Classes with Reference to Gore High School, South West Ethiopia

2020 ◽  
Vol 7 (11) ◽  
pp. 223
Author(s):  
Wakgari Deressa Agemso
Keyword(s):  
High School ◽  
Classroom Management ◽  
Data Gathering ◽  
English Teachers ◽  
Analysis Method ◽  
School Grade ◽  
Classroom Activities ◽  
English Classes ◽  
Quantitative Data Analysis ◽  
South West Ethiopia

This study focused on identifying factors that affect classroom management in English classes and tried to give suggestions for the identified problems. The data were collected from Gore High School grade nine students, and English teachers who teach grade nine. The sample consisted of 213 students, and four English teachers. Then the data were collected and interpreted using qualitative and quantitative data analysis method. Especially, observation, questionnaires/open-ended and close-ended/ and interview were used as data gathering tools. Lastly, based on the result, conclusion and recommendations were made. Some of the findings were identified as negatively impacting on classroom management activities were large number of students in the classroom, poor ability of the teachers in managing classroom activities and school management that did not take satisfactory measures on misbehaved students counted as some factors that affect classroom management. To minimize these problems the researcher recommended that the school should request the society and different organizations to build additional classrooms; taking satisfactory measures on students who always misbehave in the classroom.

scholarly journals ENGLISH TEACHER PERSPECTIVE ON LEARNING ENGLISH AT SMA KARTIKA VIII-1 SOUTH JAKARTA

JURNAL BASIS ◽  
2020 ◽  
Vol 7 (1) ◽  
pp. 199
Author(s):  
Sjafty Nursitti NP Maili ◽  
Endang Sondari
Keyword(s):  
Qualitative Research ◽  
English Teachers ◽  
English Learning ◽  
English Teacher ◽  
Teacher Perspective ◽  
The Hours ◽  
Learning English

The objective of this study is to describe the perspective of English teachers about the 2013 curriculum, the implementation of English learning, the expectations of English teachers about the learning English. This research has been conducted at SMA Kartika VIII-1 Srengseng Sawah Jakarta Selatan It was a qualitative research that the researcher described the phenomenon happened and analysis it. The data was obtained by observation and interview. There are some steps as follow; First, Observation. It was done when the English teacher teach to the students; Second, Interview. It was taken when the English teacher taking a rest. The result of this research as follow: 1. The English teachers perspective about the concept of 2013 curriculum are positive; 2. The English teachers perspective about the implementation of learning English based on the 2013 curriculum was not maximal because there is no correspondence between the hours only 2 hours and the material taught by the English teacher; 3. English teachers expectation of learning English that is a change from 2 hours a week  to 4 hours  in a week.

scholarly journals Natural Approach in English Classes in Primary Schools: Teachers' Perception and Implementation

2018 ◽  
Vol 6 (2) ◽  
Author(s):  
Pranata Giri ◽  
L. P. Artini ◽  
N. N. Padmadewi
Keyword(s):  
Elementary Schools ◽  
Foreign Language ◽  
Primary Schools ◽  
English Teachers ◽  
Teaching English ◽  
Teachers Perceptions ◽  
Natural Approach ◽  
Young Learners ◽  
English Classes ◽  
Public Elementary Schools

This study aimed at investigating teachers’ perceptions about natural approach in teaching English for young learners and its implementation in public primary schools in Gianyar Regency, particularly on teachers’ perceptions on natural approach in teaching English for young learners, how the English teachers implement naturalistic values in teaching English as a foreign language in Gianyar regency, and teachers’ perceptions about naturalistic values for young learners related to the strategies in teaching English as a foreign language in classroom. The subjects of the study were 3 English teachers in 3 different public elementary schools in Gianyar Regency. The research design of the study was mixed methods. This study used three instruments: observation sheets, questionnaires, and interviews. The observation sheet was used to find out how teachers implemented the naturalistic values in teaching English for young learners. The questionnaire was used to find out teachers’ perceptions on natural approach and the interview was used to find out how teachers’ perceptions related to their strategies in teaching English for young learners in their classrooms. This study showed that the relation between teachers’ perceptions and the implementation found that there were few results indicated inconsistency between both of them. The data were also supported by the result of interviews.

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