scholarly journals A Model for Determining Students’ and Teachers’ Perspectives on the Turkish 11th Grade English Language Curriculum in Terms of Achieved Learning Outcomes

2021 ◽  
Vol 7 (1) ◽  
pp. 184
Author(s):  
Gürbüz Ocak ◽  
Burcu Karafil
Keyword(s):  
High School Students ◽  
Learning Outcomes ◽  
Self Efficacy ◽  
English Language ◽  
Reading Skill ◽  
School Students ◽  
Language Curriculum ◽  
English Curriculum ◽  
Teachers Perspectives ◽  
11Th Grade

In the current study, it was aimed to evaluate the Turkish 11th grade English language curricula implemented in Turkey in terms of achieved learning outcomes. In the study, case study model was employed. The data were obtained from 20 11th grade high school students and an English language teacher in the spring term of 2018-2019 academic year. “Learning Outcomes Questionnaire for Students” was prepared by the researchers in order to obtain data from the students to determine their self-efficacy perceptions about achieving the Turkish 11th grade English curriculum learning outcomes. The second data collection tool was “Learning Outcomes Questionnaire for Teachers”. This questionnaire was also prepared by the researchers for the teachers to determine teachers’ opinions about the degree that students achieved the learning outcomes. Open-ended questions were prepared and asked to the teacher to obtain the qualitative data Moreover, classroom observations were carried out during four weeks, and one class hour of observation was made per week. The findings of the study showed that the students’ self-efficacy perception on “Pronunciation” skill was at highest level (X = 3.68) while their perception on “Reading” skill was at lowest (X = 2.94). Similarly, the teacher’s mean score was at highest level for “Pronunciation” skill while it was lowest for “Reading” skill.

scholarly journals A Breath of Fresh Air into Iranian English Textbooks Evaluation of English Textbook “Vision2” for Iranian High School Students from Teachers’ Perspectives

2019 ◽  
Vol 1 (2) ◽  
pp. p89
Author(s):  
Boshra Mallahi ◽  
Shahram Afraz
Keyword(s):  
High School ◽  
High School Students ◽  
English Language ◽  
School Students ◽  
High School English ◽  
Points Of View ◽  
English Textbooks ◽  
Teachers Perspectives ◽  
Iranian High School Students ◽  
11Th Grade

The Purpose of this study was to investigate the appropriateness of newly developed Iranian high school English textbook “Vision2” from teachers’ points of view. 25 male and female high school English teachers were randomly selected from Hormozgan province, Iran to participate in the study. The evaluation of textbook was conducted quantitatively through a 3-points Likert scale checklist which was proposed by Dr. Montasser Mohamed AbdelWahab (2013). The data was subjected to analysis through descriptive statistics. Findings indicated that although the book has some strong sides, teachers pointed to major weaknesses in textbook in terms of lack of glossary list, shortage of time to cover the stated objectives and a need to recycling the newly learned vocabularies in subsequent lessons. In the light of these findings, the researcher reported some recommendations to address the slight drawbacks of the English language textbook for 11th grade. The findings of the study would be useful for teachers and material developers.

scholarly journals PROFIL KONSTRUKTIVIS GURU DAN PENGARUHNYA TERHADAP SELF EFFICACY SERTA HASIL BELAJAR KOGNITIF SISWA PADA PEMBELAJARAN MATERI RUANG LINGKUP BIOLOGI

2018 ◽  
Vol 5 (2) ◽  
Author(s):  
Moh. Najih Wafi ◽  
Rivanna Citraning Rachmawati ◽  
Eny Hartadiyati W.H
Keyword(s):  
High School Students ◽  
Learning Outcomes ◽  
Self Efficacy ◽  
Cognitive Learning ◽  
Average Score ◽  
First Year ◽  
School Students ◽  
Before And After ◽  
Positive Effect ◽  
Cognitive Learning Outcomes

ABSTRACTThis study aims to find out the profile of teachers' constructivist practice and it effects on self-efficacy and student cognitive learning outcomes. The subjects of the study are two Biology teachers and a group of first year high school students in Kayen district, Pati. The instrument of data collection is consists of questionnaire, observation sheet, and score document. The data of the research are analyzed with quantitative approach. The results show that both teachers get average score of 3,16 and 3,63. Those scores are classified as high criterion. Based on the N-gain test, the result of students’ cognitive learning has medium to high criteria. The students' cognitive and self-efficacy learning outcomes in all classes before and after constructivist practice on learning by teachers significantly differ (p <0.05). Although the result of student's self-efficacy in N-gain test shows low to moderate criteria, the result of the analysis shows that there is positive correlation in students’ self-efficacy caused by constructivist practice by teachers with cognitive learning outcomes. It can be concluded that a profile of teachers' constructivist practice is classified as high category which has positive effect on self-efficacy and student learning outcomes. Keyword: cognitive learning achievment, constructivist, self-efficacy ABSTRAKPenelitian ini bertujuan untuk mengetahui profil praksis konstruktivis guru serta pengaruhnya terhadap self efficacy dan hasil belajar kognitif siswa. Subyek penelitian adalah dua orang guru mata pelajaran Biologi dan siswa kelas X IPA di salah satu SMAN di Kayen Kabupaten Pati. Instrumen pengambilan data penelitian terdiri atas angket, lembar observasi, dan dokumen nilai. Data hasil penelitian dianalisis dengan pendekatan kuantitatif. Hasil penelitian menunjukkan bahwa praktik konstruktivis guru dalam pembelajaran oleh guru A memperoleh rata-rata skor 3,16 dengan kriteria tinggi, guru B memperoleh rata-rata skor 3,63 dengan kriteria tinggi.  Berdasarkan uji N-gain hasil belajar kognitif siswa kelas X IPA.1sampai X IPA.5 dengan kriteria sedang sampai dengan tinggi. Hasil belajar kognitif dan self-efficacy siswa di semua kelas sebelum dan sesudah praktik konstruktivis pada pembelajaran oleh guru menunjukkan perbedaan yang signifikan (p< 0,05). Walupun uji N-gain self-efficacy siswa masih menunjukkan rendah sampai sedang.  Hasil analisis menunjukkan bahwa di semua kelas ada korelasi positif self-efficacy siswa akibat praktik konstruktivis oleh guru dengan hasil belajar kognitif. Kesimpulan penelitian ini bahwa profil praktik konstruktivis pada pembelajaran oleh guru menunjukkan kategori tinggi, hal ini berpengaruh positif terhadap self-efficacy dan hasil belajar siswa. Kata kunci : hasil belajar kognitif, konstruktivis, self efficacy siswa

scholarly journals An Examination of the Relationship between High School Students’ Self-efficacy Perceptions Concerning Electromagnetism and Their Academic Success

2018 ◽  
Vol 48 ◽  
pp. 01049
Author(s):  
Sevim Bezen ◽  
Işıl Aykutlu ◽  
Celal Bayrak
Keyword(s):  
High School ◽  
High School Students ◽  
Academic Success ◽  
Self Efficacy ◽  
Electromagnetic Induction ◽  
Selection Criterion ◽  
School Students ◽  
Perception Of Self ◽  
The Relationship ◽  
11Th Grade

In the study, “Magnetism and Electromagnetic Induction” topic, which is part of the unit titled Electricity and Magnetism within the 11th grade Physics program that came into effect in 2013. In this study that aims to examine the relationship between high school students’ self-efficacy perceptions concerning electromagnetism and their academic success, study group consists of students who are enrolled at the 11th grade of Anatolian high schools in Ankara. Selection criterion was that students have completed covering “Magnetism and Electromagnetic Induction” topic. Within the scope of the study, answers to following questions were sought: “What is the self-efficacy level of 11th-grade students concerning electromagnetism?”, “What is the academic success levels of 11th grade students concerning electromagnetism?” and “Is there a meaningful relationship between students’ perception of self-efficacy concerning electromagnetism and their academic success?”. At the end of the study, it was revealed that students experience problems with electromagnetism, and thus they do not have a high perception of self-efficacy.

scholarly journals Students’ Readiness in Implementing Mobile Learning for English Language Learning Purposes

2021 ◽  
Vol 6 (1) ◽  
pp. 19-31
Author(s):  
Muhammad Fathur Rahman Khalik ◽  
Nur Hidayanto Pancoro Setyo Putro
Keyword(s):  
High School ◽  
High School Students ◽  
Language Learning ◽  
Self Efficacy ◽  
English Language ◽  
English Language Learning ◽  
Self Directed Learning ◽  
School Students ◽  
Directed Learning ◽  
Senior High School Students

Background: The application of mobile learning (m-learning), especially in the area of language learning, has gained interest in the last several years due to the benefits offered by mobile devices. However, to maximize the effectiveness of m-learning, students are required to be ready. Thus, it is crucial to assess students’ readiness before implementing m-learning. By focusing on rural schools, this quantitative study aims to examine students’ readiness in implementing m-learning in their English language learning. Methodology: This study employed a survey design to measure m-learning readiness of senior high school students by investigating three factors, namely mobile self-efficacy, optimism, and self-directed learning. Through an online questionnaire, 140 responses were successfully collected from students in two public senior high schools (one high school and one vocational high school) located in a rural area in Soppeng, Indonesia. The data collected were subsequently analyzed using SPSS Statistics ver. 25. Findings: The results revealed that senior high school students from a rural area in Soppeng, Indonesia, had a high level of self-efficacy and optimism in implementing m-learning in their English language learning. However, their self-directed learning was still at a moderate level. Moreover, further analysis showed that type of school significantly affected students’ mobile self-efficacy and optimism, while self-directed learning was not affected. Conclusion: Students from rural senior high schools in Soppeng, Indonesia, showed readiness in implementing m-learning for English language learning purposes.

scholarly journals Testing the Effectiveness of “English Language” Course Book for Indonesian Senior High School Students

2020 ◽  
Vol 1 (3) ◽  
pp. 104-109
Author(s):  
Risma Rasyid ◽  
Novalia Tanasy ◽  
A. Muhajir Nasir
Keyword(s):  
High School ◽  
High School Students ◽  
Learning Outcomes ◽  
English Language ◽  
First Grade ◽  
Senior High School ◽  
School Students ◽  
Average Value ◽  
International Language ◽  
Post Test

English as an international language is one of the general subjects taught at school. Many school apply English as subject. From the explanation which has been explained above the researcher was research about course book. This study aims to know the effectiveness of the English course book by pre-experimental method with giving the students pre-test and post-test. The researcher conducted the first grade students in the senior high school in Maros specially at MA DDI Alliritengae Maros. The results show that learning outcomes after using the English Couse Book titled "English Language", it can be seen that the average value is 66.42 and the classical completeness is 15.79%. Where, the average learning outcomes are still less than 75 and the classical completeness is still less than 75%. So it can be said that the learning outcomes also do not meet the Minimum Completeness Criteria (KKM) specified. In conclusion, learning using the English Course Book titled "English Language" is not effective to be applied in class X.1 IPA MA. DDI Alliritengae Maros.

scholarly journals Self-efficacy and motivation: Improving biology learning outcomes of senior high school students

2018 ◽  
Vol 4 (3) ◽  
Author(s):  
Fahmie Firmansyah ◽  
Ratna Komala ◽  
Rusdi Rusdi
Keyword(s):  
High School Students ◽  
Learning Outcomes ◽  
Self Efficacy ◽  
Learning Goals ◽  
Path Coefficient ◽  
School Students ◽  
Motivation For Learning ◽  
Determining Factors ◽  
Causal Approach ◽  
Biology Learning

There are many determining factors influence student learning achievement, including self-efficacy and motivation. The aim of this study was to assess the effect of self-efficacy and motivation on biology learning outcomes. This research was conducted at SSHS 1 of Cilegon city, in which the method used was survey using a quantitative-causal approach aided with path analysis. The sample used were 144 students. The results showed that the path coefficient of self-efficacy towards motivation obtained was 0.596, while the motivation for learning outcomes was 0.600, and self-efficacy toward learning outcomes through motivation was 0.358. These mean that there was a direct effect of self-efficacy towards motivation and motivation towards Biology learning outcomes, whereas indirect effect was possessed by self-efficacy towards Biology learning outcomes through motivation. Thus, teachers should give more attention to student’s self-efficacy and motivation to inact learning goals.

scholarly journals Learning Chemistry in English: The Relationship between Language Skills and Learning Outcomes

2020 ◽  
Vol 5 (2) ◽  
pp. 253-264
Author(s):  
Rudi Firmayanto ◽  
Leny Heliawati ◽  
Bibin Rubini
Keyword(s):  
High School Students ◽  
Learning Outcomes ◽  
English Language ◽  
Language Skills ◽  
Primary User ◽  
School Students ◽  
Chemistry Learning ◽  
Minimum Criteria ◽  
The Relationship ◽  
Learning Chemistry

The study aims to analyze the relationship between English language skills and the students' learning outcomes in chemistry learning that uses English as the medium of instruction (EMI). This qualitative descriptive study was conducted on 40 high school students. Data is collected and analyzed in the form of the test result of the language skills and learning outcomes. The results for students' language skills: 75 % of students are at level A2 (primary user), 15 % are at level B1 (intermediate), 5 % are at level B2 (upper-intermediate), and 5 % are at level C1 (advance/proficient user). The students' chemistry learning results are averagely low, i.e., 70 % of students gained a score under 75 as the minimum criteria of standard learning,  only 30 % of students reached the score above the KKM (Criteria of Minimum Competency). The conclusion of this research is that there is a relationship between language skills and chemistry learning outcomes. Learning chemistry in English has not given good results for students' learning outcomes. Therefore, the demands of learning in English need to be supported by good language skills to understand the learning content.

scholarly journals Pengembangan Modul untuk Guru dalam Meningkatkan Self Efficacy Sains Siswa SMA

2021 ◽  
Vol 17 (1) ◽  
pp. 100-111
Author(s):  
Melly Sanjaya ◽  
Lena N. Panjaitan ◽  
Listyo Yuwanto
Keyword(s):  
High School ◽  
High School Students ◽  
Learning Outcomes ◽  
Self Efficacy ◽  
Student Learning Outcomes ◽  
Emotional Reactions ◽  
The Self ◽  
School Students ◽  
Thought Patterns ◽  
Science High School

Students often interpret science lessons as more difficult lessons compared to other subjects because these subjects require more learning effort and when students lose their desire to follow science subjects, they tend to perceive less ability in the field of science, this can have an impact on unsatisfactory student learning outcomes. Self-efficacy is the strongest predictor of academic achievement, because self-efficacy influences behavioural choices, namely choosing the field to be mastered, determining how much effort is exerted and influencing thought patterns and emotional reactions. Self-efficacy can be grown and learned. Therefore, the teacher's role is very important in increasing student self-efficacy. This study was conducted to find out the description of the self-efficacy of high school students towards science lessons, the factors that cause science high school students to have low self-efficacy, what efforts have been made and what efforts have not been made by teachers to overcome the problems of students who have low science self-efficacy. Based on the results of data collection, a module for teachers was compiled which aims to increase students' self-efficacy towards science lessons.

scholarly journals HASIL BELAJAR DAN EFIKASI DIRI SISWA SEKOLAH MENENGAH PERTAMA PADA MATA PELAJARAN MATEMATIKA

Sigma ◽  
2020 ◽  
Vol 6 (1) ◽  
pp. 8
Author(s):  
Fanisa Dina Amalia ◽  
Eyus Sudihartinih
Keyword(s):  
High School Students ◽  
Learning Outcomes ◽  
Junior High School ◽  
Self Efficacy ◽  
Pearson Correlation ◽  
Mathematics Learning ◽  
Sampling Technique ◽  
Simple Random Sampling ◽  
School Students ◽  
The Relationship

This research is a quantitative descriptive study that aims to determine the level of student self-efficacy in mathematics and the relationship of self-efficacy with student mathematics learning outcomes. The population of this research was 56 junior high school students in Serang, Banten. The sample of this research was 30 students with the sampling technique used was a simple random sampling technique simple. To determine the relationship between student’s self-efficacy and mathematics learning outcomes, a simple linear regression test and Pearson correlation test were performed. The results of this research were the level of student’s self-efficacy is in the medium category and student’s self-efficacy has an influence but not significant on student’s mathematics learning outcomes.

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