scholarly journals The Influence of Local Context on the Games in Teaching English to Young Learners (TEYL) in Tongren (China)

2017 ◽  
Vol 9 (2) ◽  
pp. 53
Author(s):  
Rong Xie ◽  
Desheng Ding
Keyword(s):  
Teaching Methods ◽  
Teaching Method ◽  
Economic Globalization ◽  
Local Context ◽  
Ministry Of Education ◽  
Teaching English ◽  
International Language ◽  
Young Learners ◽  
Proficiency Level ◽  
Teaching Situations

With the economic globalization, English has become an international language. The young learners of community have shown the upsurge of learning English. The numerous of teaching methods are used by teachers, such as: Grammar -translation Method, Task-based Language Teaching Method, Games and so on. But the traditional method can not match the Ministry of Education. Then one of the most prevailing method is games in Primary school. But due to the influence of local context. There are many troubles and difficulties when the games are used in the process of teaching situations. This study through the analysis of the literature review and classroom observation why do the games fit for young learners and how many factors impact the games technique in teaching English to young learners. Finally, the factors of existence were identified, such as place, economy, time, teacher’s belief and cognition and teacher’ English proficiency level or knowledge and assessment materials and so forth. And put forward some recommendations for the future’ English teaching.

scholarly journals Analisis Pelaksanaan Kurikulum 2013 Pada Pembelajaran Peminatan Di SMA Negeri Kota Ternate

2020 ◽  
Vol 7 (2) ◽  
Author(s):  
Widyasari Usman ◽  
Endang Poerwanti ◽  
Atok Miftachul Hudha
Keyword(s):  
High School ◽  
Teaching Methods ◽  
Central Government ◽  
Teaching Method ◽  
Senior High School ◽  
Ministry Of Education ◽  
Curriculum Policy ◽  
Management Models ◽  
The Subject ◽  
The Right

Abstract: The subject of specialization can help the development of abilities possessed by students. Specifically, specialization subjects can be followed according to students' talents and interests. This study aims to describe (1) the implementation of the 2013 curriculum policy in specialization learning in Senior High School 1 Ternate. (2) differences in specialization management models are applied in Senior High School 1 Ternate. And (3) constraints and solutions in the implementation of specialization learning in Senior High School 1 Ternate. This research was conducted with a descriptive qualitative approach. Sources of data and information from three curriculum subjects and nine specialization subject teachers from each of the three schools. The results showed that (1) the implementation of the 2013 curriculum in specialization learning in Senior High School 1 Ternate was by Minister of Education and Culture Regulations number 69 of 2013 and schools only make policies based on the central government and adjust teaching hours and based on specialization manuals and cross-interests from the Ministry of Education and Culture in 2016 and 2017. (2) There are some differences from specialization management models such as specialization mechanisms/procedures in each school have different stages. (3) Obstacles in the implementation of specialization learning in Senior High School 1 Ternate include (a) constraints from teachers; (b) constraints in choosing teaching methods; (c) constraints from students; (d) the constraints of using learning resources; (e) facilities and infrastructure. The solution is that the teacher chooses the right teaching method and can improve the competency of the studentsKeywords: Learning, Specialization Subjects, 2013 Curriculum Abstrak: Diberlakukan mata pelajaran peminatan dapat membantu pengembangan kemampuan yang dimiliki oleh siswa. Secara khusus mata pelajaran peminatan dapat diikuti sesuai bakat dan minat siswa. Penelitian ini bertujuan untuk mendeskripsikan tentang (1) pelaksanaan kebijakan kurikulum 2013 pada pembelajaran peminatan di SMA Negeri Kota Ternate. (2) perbedaan model manajemen peminatan diterapkan di SMA Negeri Kota Ternate. Dan (3) kendala dan solusi dalam pelaksanaan pembelajaran peminatan di SMA Negeri Kota Ternate.Penelitian ini dilakukan dengan pendekatan kualitatif deskriptif. Sumber data dan informasi dari tiga masing-masing wakasek kurikulum dan sembilan guru mata pelajaran peminatan dari tiga masing-masing sekolah. Hasil penelitian menunjukkan bahwa (1) pelaksanaan kurikulum 2013 pada pembelajaran peminatan di SMA Negeri Kota Ternate sudah sesuai dengan Permendikbud No. 69 Tahun 2013 dan sekolah hanya membuat kebijakan berdasarkan dari pemerintah pusat dan menyesuaikan jam mengajar serta berdasarkan buku pedoman peminatan dan lintas minat dari Kemendikbud tahun 2016 dan 2017. (2) Terdapat beberapa perbedaan dari model-model manajemen peminatan seperti mekanisme/prosedur peminatan di setiap sekolah memiliki tahapan-tahapan berbeda. (3) Kendala dalam pelaksanaan pembelajaran peminatan di SMA Negeri Kota Ternate meliputi (a) kendala dari guru; (b) kendala memilih metode mengajar; (c) kendala dari siswa; (d) kendala menggunakan sumber belajar; (e) sarana dan prasarana. Solusi yang dilakukan yaitu guru memilih metode mengajar tepat dan dapat meningkatkan kompetensi peserta didikKata kunci: Pembelajaran, Mata Pelajaran Peminatan, Kurikulum 2013 

scholarly journals The effects of heuristic teaching methods in mathematics

2020 ◽  
Vol 9 ◽  
Author(s):  
Kamila Rashidkizi Nokhatbayeva
Keyword(s):  
Teaching Methods ◽  
Teaching Method ◽  
Heuristic Method ◽  
Educational Process ◽  
Curriculum Planning ◽  
Teaching Mathematics ◽  
Training Method ◽  
Ministry Of Education ◽  
Pedagogical Skills ◽  
Teaching Of Mathematics

Article discusses the problem of heuristic teaching method of mathematics started from 19th centuries. Here was substantiated the thesis that the heuristic method of teaching is one of the most important methods of teaching mathematics. The works of scientists from different countries were studied. Based on the analysis of S.M. Jubran and other researchers, the level of necessity of this training method is established.          This article attempts to reveal the system of pedagogical skills of a teacher in heuristic teaching of mathematics. Here was shown pedagogical skills which are necessary for organizing and managing students ' heuristic activities and fully describe the stages of the educational process (by O.A. Bulvinskaya).          In order to determine the conception of heuristic teaching method among teachers of Kazakhstan there was made a Likert scale questionnaire of 13 items. These 13 items were taken from 13 heuristics, that were identified by the Curriculum Planning and Developing Division (CPDD) within the Ministry of Education Singapore (MOE).

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 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 Using Teaching Proficiency Through Reading and Storytelling (TPRS) in Teaching English for Young Learners

2018 ◽  
Vol 6 (2) ◽  
pp. 78
Author(s):  
Arini Octaviani ◽  
Vega Hesmatantya
Keyword(s):  
Action Research ◽  
Direct Observation ◽  
Learning Process ◽  
Teaching Method ◽  
Kindergarten Students ◽  
Teaching English ◽  
Qualitative Design ◽  
Young Learners ◽  
Classroom Action Research ◽  
Teaching Learning

This study was conducted in order to find out how to improve students’ skills in retelling at kindergarten students of JAC School Surabaya. It described the implementation of Using Teaching Proficiency through Reading and Storytelling (TPRS) in teaching learning process and reported students’ retelling story ability. This research used Classroom Action Research (CAR) which is conducted to solve the students’ during story telling time and students’ ability in retelling story. The study uses Burns theory. This Classroom Action Research has four steps in one cycle. Those are planning, acting, observing, and reflecting. The writer used a descriptive qualitative design to gain the information concerning process of TPRS method. There are three steps of TPRS teaching method. Those are Established the Meaning, Tell a class story and Read. There was an activity called circling in tell a class story step According to the data, the students made an improvement of retelling story use their own language from the first to the second cycle. The average of students score in retelling story rubric of the first cycle was 2 as described as fair category. While the second cycle average of retelling story rubric was 4 and categorized as excellent. The data was the result of direct observation. The analysis was done by describing the implementation of using TPRS in learning process in the classroom.

scholarly journals Describing The Way of Teaching English to Students with Hearing Impairment

2017 ◽  
Vol 5 (2) ◽  
pp. 75
Author(s):  
Aditya Pratama ◽  
Joko Nurkamto ◽  
Endang Setyaningsih
Keyword(s):  
Hearing Impairment ◽  
Research Finding ◽  
Teaching And Learning ◽  
English Language ◽  
Teaching Method ◽  
Language Teaching ◽  
English Language Teaching ◽  
Teaching English ◽  
Proficiency Level ◽  
Learning English

<p>Despite of the numerous researches of English language teaching, there are not many researches about teaching English to students with hearing impairment, thus this research is implemented. The objectives of the research are to: (1) describe the implementation of teaching and learning English in XI grade students of SLB-B in Surakarta (2) identify the problems faced by teacher and students in the process of teaching and learning English, and (3) find out the students’ proficiency level in English. This research used qualitative naturalistic method. The data were collected through observation, interview, and document collecting. Coding was used in analyzing the data. The research finding shows that the students with hearing impairment are also able to understand English as long as the teacher uses various teaching method which are suitable with them. The students’ problems are coming from of their lack of language input which results in their imperfect pronunciation and limited vocabulary.</p>

scholarly journals Research on the Application of Experienced Culture Teaching Method in Chinese International Education

2020 ◽  
Vol 4 (9) ◽  
Author(s):  
Yiping Zhao
Keyword(s):  
International Education ◽  
Teaching Methods ◽  
Chinese Culture ◽  
Teaching Method ◽  
Economic Status ◽  
Economic Globalization ◽  
Teaching Process ◽  
Traditional Chinese Culture ◽  
Culture Teaching ◽  
Chinese Learning

With the acceleration of economic globalization, my country’s economic status is rapidly improving, more and more foreigners come to China to seek development, and the corresponding Chinese learning is becoming more and more popular. In order to better promote Chinese international education, the teaching methods of experiencing traditional Chinese culture have received very good feedback. This article mainly analyzes the application of experience culture teaching methods in Chinese international education, in order to better promote Chinese international education the teaching process.

scholarly journals Overview English asa Second Language for Young Learners

2016 ◽  
Vol 9 (1) ◽  
pp. 52
Author(s):  
Setia Rini
Keyword(s):  
Second Language ◽  
Teaching Methods ◽  
Lesson Plan ◽  
Early Age ◽  
Learning Method ◽  
Teaching English ◽  
Young Learners ◽  
Language Needs ◽  
Special Strategy

Young learners have special charactheristics hence the teachers of English as a Second language needs special strategy too. It is indicated that the increas of abilities to learn second language is started from the early age. We can imagine when the teachers do not use and apply appropriate teaching methods and strategy in teaching English for young learners. As a result, the students’ achievement does not work well. Thus, except to be successful in teaching English for young learners, it is very necessary for teachers to understand  the characteristics of young learners.’ Learning method s will influence how a teacher makes a lesson plan according to  young  learners’ minds. This article tries to explain some methods of young learners in teaching English as a second language for young learners  

scholarly journals Improving Young Learners Vocabulary Mastery Through Game-Based Learning Using “MOFIN Mystery Box”

2021 ◽  
Vol 3 (2) ◽  
pp. 129-136
Author(s):  
Seftia Ani Fidyaningrum ◽  
Shafira Artanita Dewayanti ◽  
Nailul Authar
Keyword(s):  
Elementary School ◽  
Foreign Language ◽  
Teaching Methods ◽  
Primary Schools ◽  
Physical World ◽  
Age Group ◽  
Game Based Learning ◽  
Teaching English ◽  
Analysis Techniques ◽  
Young Learners

Teaching English as a foreign language is a challenge for all teachers, especially teachers who teach English for young learners. Despite so many challenges, English is highly recommended to be taught to children in primary schools. Teaching English to young learners must begin with an introduction to vocabulary. Vocabulary is the foundation and most important aspect of learning any language. The challenge of teaching English to young learners is the level of English proficiency of the teachers, as well as some new obstacles, particularly in terms of techniques policy, teaching English for young learners also requires creativity to make learning fun, because children enjoy having fun and playing and they also easily side-tracked, so teachers should choose teaching methods that are appropriate for their age group, game-based learning can improve students' vocabulary mastery, motivation, and interest in learning. Children employ their senses of smell, touch, taste, sight, and hearing to investigate the physical world holistically. Therefore, it would be better if children learn to use touchable games like “MOFIN Mystery Box”. The purpose of this study is to find out whether the “MOFIN Mystery Box” media can improve students' vocabulary mastery at Sukamanunggal State Elementary School. This research is qualitative research. Data collection techniques using observation. The data analysis techniques used in this study are identification, classification, and description. The result of this study is “MOFIN Mystery Box” can increase students’ vocabulary mastery at Sukomanunggal State Elementary School.

scholarly journals The Use of English Teaching Methods in a Secondary School in Karawang

ELT in Focus ◽  
2019 ◽  
Vol 1 (2) ◽  
pp. 75-78
Author(s):  
Fina Aufar
Keyword(s):  
Secondary School ◽  
Teaching Methods ◽  
Teaching And Learning ◽  
English Language ◽  
Teaching Method ◽  
Language Teaching ◽  
Communicative Language Teaching ◽  
English Language Teaching ◽  
Teaching English ◽  
Language Teaching Methods

This study focused on the related analysis of English language teaching methods implemented by teachers in MAN 1 Karawang. This study used survey research method, utilising mailed-questionnaire technique. The primary participants of this study were 4 questionnaire responses from English Teachers in MAN 1 Karawang. The result of the study indicated that mostly teachers in MAN 1 Karawang implement Communicative Language Teaching Method, in contrast none of them implement the Project-Based Methods in English Language Teaching and Learning Process. It can be derived from the findings that they have got the well-comprehension about designing the meaningful activities and fulfill the requirement of teaching English in the current era.

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