scholarly journals Pre-Service English Teachers' Perceptions, Obstacles and Experiences When Teaching English in the EFL Context

2018 ◽  
Vol 14 (8) ◽  
pp. 102
Author(s):  
Rashed Zannan Alghamdy
Keyword(s):  
Saudi Arabia ◽  
Social Skills ◽  
Training Program ◽  
Qualitative Data ◽  
English Teachers ◽  
English Teacher ◽  
Teaching English ◽  
Teachers Perceptions ◽  
Efl Context ◽  
Efl Students

This article has identified the opinions, perceptions obstacles and experiences of the EFL pre-service English teacher who participated in a training program in EFL context. In this study, only qualitative data was gathered. The participants in this study were 7 pre-service English teachers aged 23-28 years, from seven boys’ schools in Al-Baha city in Saudi Arabia. The researcher interviewed them at the end of the semester of the training program. The findings of this study were that some EFL pre-service English teachers felt that the training program enabled them to increase their confidence and social skills, enabling them to gain more experiences.However, there were many disadvantages, barriers and obstacles to practicing pre-service teaching in the training program. These included: some EFL students were naughty and they caused problems in the classroom, the EFL students’ English level was very weak such that they could not communicate in the language and even they also could not understand the teacher’s instructions. Being in the training program, and studying at the college at the same time was very challenging for the pre-service English teachers. Also, some their main teachers were not willing to guide them. They were also often shy and embarrassed before the students. There were claims that the preparation book was difficult for most pre-service teachers to prepare. Most complained that they lacked the resources they required to prepare for their lessons.

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.

Enhancing students’ English proficiency by co-teaching between native and non-native teachers in an EFL context

2019 ◽  
pp. 136216881987393 ◽  
Author(s):  
Zhenhui Rao ◽  
Huijun Yu
Keyword(s):  
Foreign Language ◽  
Team Teaching ◽  
English Proficiency ◽  
Teaching Model ◽  
Traditional Teaching ◽  
English Teacher ◽  
Teaching Behaviors ◽  
Efl Context ◽  
Efl Students ◽  
Native Teachers

This study examines the effects of co-teaching between native and non-native English teachers on English as a foreign language (EFL) students’ English proficiency in China, and then explores the students’ perceptions of the collaborative form of teaching. Based on the co-teaching schemes created by the previous researchers, this experiment adopted three co-teaching models: (1) one teaching/one assisting model, (2) team teaching model, and (3) station teaching model. By comparing the effects of co-teaching with those of traditional teaching, the study found that the students who were co-taught by a native and a non-native English teacher made more gains in English proficiency than those who were taught by one teacher alone. The findings from the attitudinal survey indicate that the students generally held a positive attitude towards co-teaching and that they attributed the success of this experiment to three benefits in co-teaching: ideal linguistic environment, complementary teaching behaviors, and favorable cultural atmosphere.

scholarly journals A SURVEY ON CRITICAL LITERACY AS A PEDAGOGICAL APPROACH TO TEACHING ENGLISH IN INDONESIA

2018 ◽  
Vol 7 (3) ◽  
pp. 531 ◽  
Author(s):  
Gin Gin Gustine
Keyword(s):  
Foreign Language ◽  
Critical Literacy ◽  
English Language ◽  
Methodological Approach ◽  
Group Discussion ◽  
English Teachers ◽  
Teaching English ◽  
Efl Context ◽  
The Usa ◽  
Approach To Teaching

In English-as-a-Foreign-Language (EFL) context, Foreign-Language (EFL) context,critical literacy as an alternative approach to teaching language and literature may be considered as something new, compared to its origin in some English-speaking countries such as Australia or the USA. Teachers wishing to adopt critical literacy stance in their class are often left with little knowledge or experience on what critical literacy is and how to develop this approach in their class. This article discusses the result of a survey involving twenty one English teachers in a teacher education university in Bandung, West Java province, Indonesia, related to their knowledge on critical literacy as an approach to teaching English language. Result of questionnaires followed up by a focus group discussion reveals that although these teachers have been teaching English for approximately five to seven years in different levels of schools, some teachers show lack of knowledge on critical literacy as a methodological approach to teaching English. Finally, this article concludes with suggestions for English teachers to develop a critical literacy-oriented classroom.

scholarly journals Emerging Challenges of Teaching English in Non-native English-Speaking Countries: Teachers’ View

2020 ◽  
Vol 2 (3) ◽  
pp. 112
Author(s):  
Nurul Hasanah ◽  
Pratiwi Tri Utami
Keyword(s):  
School Environment ◽  
Qualitative Method ◽  
English Teachers ◽  
English Speakers ◽  
English Teacher ◽  
Teaching English ◽  
Language Teacher ◽  
English Speaking ◽  
Research Questions ◽  
Native English Speaking

Teaching English to students, particularly non-English speakers, requires proper strategies and methods. By doing so, each teacher has his/her challenges. This study intends to unveil the emerging challenges faced by English teachers from non-native English-speaking countries (non-NESCs) such as China, Japan, Thailand, Senegal, Mongolia, Cambodia, and Laos. This study stands on to answer two research questions: 1. What are the challenges of teaching English in non-native English-speaking countries? 2. Is there any effort to overcome the challenges? If so, how do they overcome it? By utilizing the qualitative method, seven teachers are interviewed to tell their challenges. The result indicates three main problems, including learning materials which do not cover students’ need, too big classroom size and school environment, and also students’ low motivation. Some programs are conducted to overcome those challenges. For example, Japan has an Assistant Language Teacher (ALT) who comes once a week to cooperate with the English teacher in each school. Then, Volunteer English Teacher (VET) program helps English Teachers in Laos.

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.

scholarly journals English Teachers' Perception about Humanistic Approach and Its Implementation in Teaching English for Young Learners

2019 ◽  
Vol 7 (2) ◽  
Author(s):  
Lisna Listiari
Keyword(s):  
Elementary Schools ◽  
English Learners ◽  
English Teachers ◽  
The Body ◽  
Teaching English ◽  
Teachers Perceptions ◽  
Young Learners ◽  
Body Of Knowledge ◽  
Public Elementary Schools ◽  
Humanistic Approach

This study describes the teachers’ perception regarding humanistic approach in teaching English for young learners in Public Elementary Schools in Badung Regency. The objectives of this study were (1) to find out the perceptions of the English teachers in public elementary schools in Badung Regency on humanism values in teaching English for young learners, (2) to find out how the English teachers implement humanism values in teaching English as a foreign language in public elementary schools in Badung Regency, and (3) to find out teachers’ perceptions about humanism values related to their strategies in teaching English for young learners in the classroom. The results indicated that the English teachers practice often reflect their stated beliefs about humanism values. In dealing with feeling of the students, the activity of both T2 and T3 appeared around 30 times.  The average of three teachers was 28.0 or (15.3%). In dealing with students’ motivation in learning process, the average was 25.0 or (13.8%). The most activities appeared in this component was 28 times and it appeared mostly in T3.This study offers some contributions to the body of knowledge about teacher’s competences, particularly the implementation of Teaching English Learners at the Elementary School.

scholarly journals The Matters in Teaching Reading Comprehension to EFL Students

2016 ◽  
Vol 3 (1) ◽  
pp. 68
Author(s):  
Yuliana Natsir ◽  
Anisati Anisati
Keyword(s):  
Academic Success ◽  
Reading Attitudes ◽  
English Teachers ◽  
Teaching Methodology ◽  
Teaching Reading ◽  
Teachers Perceptions ◽  
Interview Guide ◽  
Efl Students ◽  
Teaching Learning ◽  
Banda Aceh

The purpose of this study was to find out the efforts that were being made by certified English teachers in teaching reading since reading is considered as one of the determiners of academic success. Descriptive qualitative research was used in this study; the subjects were two English teachers in Banda Aceh and the instrument was an interview guide. The interview questions were adapted from Fletcher, et al. (2012) that focused on curriculum, teacher preparation, teaching methodology, teaching instructions, authentic teaching materials, teachers’ perceptions toward reading attitudes of learners, barriers in teaching reading, and teaching strategies for helping ineffective readers. The interviews revealed that the efforts made by the teachers played a pivotal role at assisting students to achieve reading competency. The attitude of students toward reading was also important in the teaching-learning process. The strategies of the teachers towards the students who were not reading effectively were not in line with the strategies as suggested by some experts:  that the teacher should teach the students the strategies of how to read with interest, how to predict meanings, how to develop knowledge about the topic and so forth .These strategies were not implemented due to the situation and condition of the teaching environment. In brief, proper efforts by teachers to improve the learning environment could assist students to achieve better reading competency.

scholarly journals Situations, Problems, and Needs in Teaching English of Grades 1-6 Teachers in the Central Region of Thailand

2017 ◽  
Vol 1 (1) ◽  
Author(s):  
Kanya Kongsoongnoen ◽  
Sasiwimon Sutthisan
Keyword(s):  
Central Region ◽  
Qualitative Data ◽  
Learning Activities ◽  
Teaching English ◽  
Questionnaire Response ◽  
Teaching Methodologies ◽  
Teachers Perceptions ◽  
Qualified Teachers ◽  
English Training ◽  
Teaching Situations

The purpose of this research was to examine the situations, problems, and needs in teaching English of grades 1-6 teachers in five provinces located in the five provinces in the central region of Thailand: Lop Buri, Sing Buri, Saraburi, Suphan Buri, and Ang-Thong in 2016. A questionnaire comprising both open and closed-ended questions was sent to the English teachers in the area and 170 teachers responded back. Percentage, mean and standard deviation were applied to analyze quantitative data whereas content analysis was conducted for qualitative data. The results of the teachers’ questionnaire response indicated most participants had no degree in English, but had 1-5 year experience in teaching English. When considering on the teachers’ perceptions on teaching English using Likert Scales, their satisfaction was at a moderate level in every item (teaching situations, contents, learning activities, learning materials, and evaluation). Most teachers mentioned that lacking teaching methodologies, contents, and skills in English were of concern when teaching English, therefore, they had their students learn from the programs themselves and sometimes the teachers used the text books to teach. The findings also showed that the teachers needed teaching English training especially the English teaching methodologies. Lacking qualified teachers to teach English in primary grades was critical particularly with Grades 1-2.

scholarly journals AN ANALYSIS OF THE IMPLEMENTATION OF LEARNING AND INNOVATION SKILLS IN 21ST CENTURY EDUCATION IN TEACHING ENGLISH AS FOREIGN LANGUAGE IN SMA NEGERI 2 SINGARAJA

2020 ◽  
Vol 8 (2) ◽  
pp. 42
Author(s):  
H. Prayoga ◽  
N. N. Padmadewi ◽  
D. A. E. Agustini
Keyword(s):  
Foreign Language ◽  
21St Century ◽  
English Teachers ◽  
English Teacher ◽  
Research Subjects ◽  
Teaching English ◽  
21St Century Education ◽  
English As Foreign Language ◽  
Skills Learning ◽  
Different Levels

The 21st century education brings changes in the classroom practices that are increasingly complex along with the development of the technology. This demands the teachers to adapt their teaching and insert 21stcentury skills in the classroom. This research aimed data analyzing how English  teachers implements learning and innovation skills of 21st century education in teaching English as a foreign language in SMA Negeri 2 Singaraja. A mixed-method was implemented as the method in this study. The research subjects were4 English teachers in SMA Negeri 2 Singaraja. Due to pandemic situation of Corona virus, the data were collected using questionnaire and interview without observations. The results of the questionnaire and interview showed that English teacher inserted learning and innovation skills in their objectives and activities in lesson plans and the English teacher taught the students by inserting the learning and innovation skills. However, the teachers faced problems especially in choosing appropriate materials for their students who are in different levels of abilities.Keyword: 21st century skills, learning and innovation skills

Sign in / Sign up

Export Citation Format

Share Document