scholarly journals The Effectiveness of Andragogically Oriented Teaching Method to Improve the Male Students’ Achievement of Teaching Practice

2018 ◽  
Vol 11 (2) ◽  
pp. 113 ◽  
Author(s):  
. Rismiyanto ◽  
Mursid Saleh ◽  
Januarius Mujiyanto ◽  
. Warsono
Keyword(s):  
Adult Learners ◽  
Quantitative Study ◽  
Teaching Methods ◽  
Teaching Practice ◽  
English Education ◽  
Teaching Method ◽  
Male Students ◽  
Education Department ◽  
Young Learners ◽  
Classroom Language

Students at universities are still frequently found to have low independency in learning. Besides, lecturers also still have tendency to treat students as if they were young learners, or in other words, the lecturers still use pedagogically oriented teaching methods (POTM); although they claimed themselves to have applied methods of teaching orienting to the characteristics of adult learners or andragogically oriented teaching methods (AOTM). This also happens to the students at English Education Department of Muria Kudus University (EED MKU), and affects their achievement of language leaning, in particular theirs of teaching practice. Some schools in which the students conduct teaching internship consider that the students’ achievement of teaching is still less satisfactory, and they tend to be less creative and less independent in preparing the teaching, particularly related to the use of instructional skills of teachnig, such the use of classroom language and the use of things neeeded in teaching as media of teaching. This is a quantitative study involving 87 students joining Speaking for Instructional Purposes (SIP) classes at EED MKU. The instruments used are pre and post tests of teaching practice in SIP classes.This study aims to compare the effectiveness of implementing AOTM and POTM to improve the female and the male students’ achievement of teaching practice. The results reveal that AOTM is more effectively implemented to improve the male students than the female ones.

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 The Implementation of Project Based Learning in Translation/Interpreting I Course

2017 ◽  
Vol 1 (1) ◽  
pp. 55
Author(s):  
Pande Agus Adiwijaya
Keyword(s):  
English Education ◽  
Teaching Method ◽  
Project Based Learning ◽  
University Education ◽  
Global Competition ◽  
Learning Approach ◽  
Paradigm Change ◽  
Education Department ◽  
Qualitative Descriptive ◽  
In The Beginning

The change of paradigm of university education level in Indonesia has demanded changes in its curriculum. More skill-based curriculum is demanded as the result of global competition. As the paradigm change, the teaching method is should be changed as well. Translation/Interpreting I course in English Education Department of STKIP Suar Bangli has been changed to be more skill-based course as before it was emphasized on theory only. This course was taught by using Project Based Learning approach in order to give more practices to the students rather than teaching theories. This approach was conducted in 1 semester consisting of 16 meetings. It was done in fifth semester students of English Education Department of STKIP Suar Bangli. It was qualitative descriptive study which aiming at describing how was the implementation of Problem Based Learning in this course. Some instruments were utilized such as documentation, observation sheet, questionnaire and evaluation rubric. The data were analysed quantitatively and qualitatively. Based on the finding it was found that the students were having probem in the beginning of this implementation but finally they realized that this approach is much more helping them in learning translation/interpreting I. 

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 Teacher’s Reinforcements Affecting Students’ Willingness to Communicate (WTC): A Photovoice in EFL Classroom

2019 ◽  
Vol 4 (1) ◽  
pp. 57
Author(s):  
Bimo Teguh Prasetyanto ◽  
Diyah Ayu Wibawani ◽  
Erika Novia Wardani ◽  
Nur Arifah Drajati
Keyword(s):  
College Students ◽  
Data Analysis ◽  
English Education ◽  
Female Students ◽  
Willingness To Communicate ◽  
Male Students ◽  
Motivation To Learn ◽  
Teaching English ◽  
Education Department ◽  
Self Confidence

In teaching English, a teacher should stimulate students’ activeness to engage in a class. One way to do it is by giving reinforcement. A good reinforcement has a significant role in the students’ speaking activeness. It can be a source of students’ motivation to learn and in this case, their activeness to speak in class. This research aims to discover what reinforcement that triggers students’ willingness to communicate. The result is intended to discover the effects of teacher’s reinforcement towards students’ willingness to communicate. The data for this research is collected by the photovoice method in which more practical is needed by collaborating with SHOWeD in analyzing the data. The participants of this research are 28 college students, consisting 7 male students and 21 female students ranging from 19 to 21 years old in English Education Department who are currently attending college. Based on the data analysis, the finding of the research is teacher reinforcement in EFL classroom affect students’ willingness to communicate, particularly self-confidence, interpersonal motivation, and intergroup motivation. The research implied to help teachers to understand more about the way teacher’s reinforcement affect the students’ speaking activeness seen from the students’ perspective. 

scholarly journals MICRO TEACHING COURSE: Does it affect students' teaching ability?

2020 ◽  
Vol 7 (2) ◽  
pp. 150
Author(s):  
Safrul Muluk ◽  
Habiburrahim Habiburrahim ◽  
Ardiansyah Ardiansyah
Keyword(s):  
Quantitative Study ◽  
English Education ◽  
Pearson Correlation ◽  
Study Data ◽  
P Value ◽  
Pearson Correlation Coefficient ◽  
Education Department ◽  
Teaching Ability ◽  
Faculty Of Education ◽  
Banda Aceh

This explanatory quantitative study aimed to identify the correlation between the students’ Micro Teaching and Field Pre-Service Teaching courses. The population of the study was the students of English Education Department of the Faculty of Education and Teacher Training Universitas Islam Negeri (UIN) Ar-Raniry, Banda Aceh, Aceh, Indonesia, who had taken micro-teaching class and had conducted field pre-service teaching, a total of 141 students. Then, 43 students were selected as the sample of this study. Data came from these students’ scores in Micro Teaching class and in Field Pre-Service Teaching. The data were analyzed by using Pearson Product Moment with the SPSS 16.0. The findings indicated that there was no significant correlation between micro-teaching and field pre-service teaching (p-value = .196; p>.05). In addition, the strength level of the Pearson correlation coefficient between the two variables was negative and weak (r = -0.201). It can be interpreted that the students’ teaching ability was not dependent upon their micro-teaching scores.

scholarly journals Pre-Service Teachers’ Perception and Vision about TPACK and Its Implementation

2021 ◽  
Vol 20 (1) ◽  
pp. 142
Author(s):  
Arrizalu Arsa Ringotama
Keyword(s):  
Teaching And Learning ◽  
Teaching Practice ◽  
English Education ◽  
Language Education ◽  
Information And Communications Technology ◽  
Teaching With Technology ◽  
Education Department ◽  
Technology In The Classroom ◽  
Use Of Technology ◽  
Technology In Teaching

The need for educators to integrate the use of technology in the classroom is growing for the past few years. However, previous studies indicated that the use of Information and Communications Technology (ICT) is still at a low level of what the education program requires. Furthermore, it seems that in the field of language education, there is limited research focusing on pre service teachers (PTs). Therefore, to address this gap, this paper aims at investigating how the pre service teacher's understanding of the TPACK principle and how they will apply TPACK in their classroom. This mix-method study is using TPACK questionnaire and interview through a random sampling of 68 pre-service teachers of English Education Department of UNS. Furthermore, the results revealed that most of the participants understood the concept of TPACK well, and they also had various ways to apply it in their classroom. It is expected that knowing pre service teachers' (PTs) perceptions about TPACK in teaching and learning process that can be beneficial for both English Education Department programs and PTs, such as understanding the PTs' teaching abilities, development of the use of technology in teaching by pre service teachers in order to improve teacher department programs itself to develop the teaching practice with the support of technology. In addition, this study has implications for experts interested in the development and assessment of pre service teachers' understanding of teaching with technology.

Integrative Application of Modern Teaching Methods in Teaching of Engineering Geophysical Exploration

2011 ◽  
Vol 271-273 ◽  
pp. 1425-1429
Author(s):  
Ping Yang ◽  
Zhao Li ◽  
Hua Feng Guo ◽  
Yi Qun Tang ◽  
Jian Xiu Wang
Keyword(s):  
Teaching Methods ◽  
Teaching Practice ◽  
Teaching Method ◽  
Science And Technology ◽  
Modern Science ◽  
Teaching Quality ◽  
Teaching Process ◽  
Geophysical Exploration ◽  
Teaching Content

In order to improve the teaching quality and effect of engineering geophysical exploration, the teaching method of engineering geophysical exploration was reformed and modern teaching methods, such as Video, Graph, Flash, Universal Soft and Internet, were used in the teaching process of engineering geophysical exploration. The teaching practice shows that the modern teaching methods can complement each others and extend the teaching methods of engineering geophysical exploration. The teaching content can keep in step with development of modern science and technology. The teaching effect of engineering geophysical exploration was greatly improved by integrative application of modern teaching methods.

scholarly journals A NEEDS ANALYSIS ON STAKEHOLDERS AND ELT STUDENTS TO DEVELOP ENGLISH FOR TOURISM COURSE MATERIAL

Epigram ◽  
2021 ◽  
Vol 18 (2) ◽  
Author(s):  
Eka Fajar Rahmani ◽  
Iwan Supardi
Keyword(s):  
Quantitative Study ◽  
English Education ◽  
Tourism Industry ◽  
Needs Analysis ◽  
Education Department ◽  
Travel Agents ◽  
Course Material ◽  
Hotel Managers

This study investigates the needs of tourism stakeholders and students of the English Education Department to develop the English for Tourism (EFT) course material. The participants were ten hotel managers, five travel agents, and 86 second-semester students of the English Education Department. This descriptive quantitative study employed a questionnaire as the primary tool to gather the data adapted from Puspitasari (2018) and Ratmanida et al. (2020). The data then were analyzed using the formula of percentage and mean range table to determine the level of needs from the responses. The results indicated that the stakeholders and students agreed that speaking (100%) and writing (90%) were the most needed English skills to acquire. Then, in terms of the EFT topics, the participants responded to the topics that were relevant with their needs or fields. However, specifically, they seemed to have the same opinions and needs for the hotelier topics and some relevant expressions. In short, the results are expected to be beneficial for the EFT course designers to design suitable, directed, and valuable materials for students to help them be skillful and knowledgeable in the tourism industry.

The Study of Sports Dance Teaching Methods in the Multimedia Environment Based on Dancing Materials

2011 ◽  
Vol 282-283 ◽  
pp. 303-306
Author(s):  
Hao Liu
Keyword(s):  
Teaching Methods ◽  
Teaching Practice ◽  
Teaching Method ◽  
Dance Teacher ◽  
Self Confidence ◽  
Teaching Content ◽  
Multimedia Environment ◽  
Teaching Purpose ◽  
The Right ◽  
Different Levels

After consulting a large number of literature and experts, survey to the present situation of sports dance teaching methods that P.E. teachers used in the senior high school is not efficient. The author is deeply impressed that sports dance teaching in the multimedia environment provides conditions for students to establish action representation, arouse students' learning passion and enthusiasm, emphasize students` subjective dynamic role and cultivate students' self-confidence to complete the right technology action with the strong will and the ability. This paper raises that sports dance teacher should choose the best way which can achieve the teaching purpose and finish the teaching task in terms of the different teaching content stages and different levels of students， compounding the traditional and advanced multimedia technology organically. This study provides the theoretical basis and method reference in order to promote common college sports dance teaching method theory and teaching practice.

scholarly journals Teaching Practice during the Pandemic Outbreak: Perceptions of Pre-Service English Teachers

2021 ◽  
Vol 1 (1) ◽  
pp. 40-56
Author(s):  
Eka Fajar Rahmani
Keyword(s):  
Online Teaching ◽  
Teaching Practice ◽  
English Education ◽  
Delivery Mode ◽  
Education Department ◽  
Online Delivery ◽  
Teachers Perceptions ◽  
School Activities ◽  
Practice Experience ◽  
Practice Implementation

ABSTRACTCurrent studies report that a teaching practice program is important for pre-service teachers of English in providing real teaching experiences at school. However, since the Covid-19 outbreak, all school activities are transferred to online delivery mode, which led to teaching practice implementation to be conducted online. This transference must cause pre-service teachers to have different teaching practice experiences. Therefore, the study aims to discover pre-service teachers' perceptions regarding their teaching practice experience during the pandemic. This research was conducted to 114 seventh-semester students of the English Education Department of FKIP Pontianak. The methodology was a mixed-method where the quantitative procedure was first done, followed by the qualitative procedure. The data were gathered through questionnaires and interviews. The results indicated that the online teaching practice program brought various experiences resulting in “satisfying” and “unsatisfying” perceptions. In detail, more than 50% of participants agreed that despite the challenging situations they faced during the practice, they found the online teaching practice program beneficial, especially in providing broad teaching insights and experience. Hence, despite limitations to its ways of implementation, teaching practice program tends to shape positive teaching mindset and attitudes for pre-service teachers. ABSTRAKStudi saat ini melaporkan bahwa program praktik mengajar penting bagi calon guru Bahasa Inggris dalam memberikan pengalaman mengajar yang nyata di sekolah. Namun, sejak merebaknya wabah Covid-19, seluruh kegiatan sekolah dialihkan secara online, sehingga pelaksanaan praktik mengajar dilakukan secara online. Pemindahan ini harus menyebabkan para calon guru memiliki pengalaman praktik mengajar yang berbeda. Oleh karena itu, penelitian ini bertujuan untuk mengetahui persepsi calon guru tentang pengalaman praktik mengajar mereka selama pandemi. Penelitian ini dilakukan terhadap 114 mahasiswa semester tujuh pada Jurusan Pendidikan Bahasa Inggris FKIP Pontianak. Metodolog yang digunakan adalah metode penelitian campuran di mana prosedur kuantitatif dilakukan pertama kali, diikuti oleh prosedur kualitatif. Pengumpulan data dilakukan melalui kuesioner dan wawancara. Hasil penelitian menunjukkan bahwa program praktik mengajar online memberi berbagai pengalaman yang menghasilkan persepsi “memuaskan” atau “tidak memuaskan”. Secara rinci, lebih dari 50% peserta setuju bahwa meskipun menghadapi situasi menantang selama praktik, mereka menemukan program praktik mengajar online bermanfaat, terutama dalam memberikan wawasan dan pengalaman mengajar yang luas. Oleh karena itu, dapat disimpulkan bahwa terlepas dari cara pelaksanaannya, program praktik mengajar selalu membentuk pola pikir dan sikap mengajar yang positif kepada guru prajabatan.

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