Characteristics of English Teachers when Training Global Multi Cultural Students (Sinop Sample)

Language teaching, particularly English language teaching was discussed in this study. That is why it is integral to the globalization. The study demonstrates that problems addressed from the aspects of administration, educational program and psychology can indeed be generalized to all. This study is conducted according to qualitative research methods. 60 English teachers explained their ideas on qualifications and teaching standards. As a conclusion, it was emphasized that English learning is a life style rather than simply being a preparation for passing examination. It is recommended for researchers to study on possible problems of multicultural education and their way of solutions.

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Integrating Local Cultural Animated Video as a Media in English Language Teaching to Promote Students’ Character in Gorontalo Elementary Schools

ETERNAL (English Teaching Journal) ◽

10.26877/eternal.v10i2.5124 ◽

2019 ◽

Vol 10 (2) ◽

Author(s):

Indah Wardaty Saud ◽

Yurni Rahman

Keyword(s):

Elementary School ◽

Elementary Schools ◽

Cultural Values ◽

Elementary School Students ◽

English Language ◽

Language Teaching ◽

English Teachers ◽

English Language Teaching ◽

English Learning ◽

School Students

Attractive media for English as a foreign language at the elementary school needs to be elaborated with the cultural values. The aim is for students to have a fun and authentic learning experience because the media contains culture that they often see and even engage in. At the end, learning media integrated with local cultural values when applied to English learning in elementary schools can support the process of promoting students' characters. This study aims to find an animated video design with local cultural values in English language learning to promote the character of elementary school students in Gorontalo. It focuses on exploring students and English teachers perception towards integrating local cultural animated video in English language teaching media to promote students’ character. This study uses Research and Development design in the form of need analysis with mixed method data analysis. The respondents involve are 250 students in fifteen elementary schools in Gorontalo. The researcher uses questionnaire and interview to collect the data. The result shows that the students agreed that integrating animated video in English language teaching and learning are an interesting idea. They preferred choosing traditional games and songs as topics to be learnt with English. Meanwhile, the English teachers believed that the implementation of media or learning resources with Gorontalo cultural values can promote the character of elementary school students. However, teachers were unfamiliar with cultural integration in learning English. They have never found a media or source of learning English that covers Gorontalo culture. The culture that is considered necessary to be integrated together with English learning is Gorontalo tourism spots, and traditional dances and games.

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Integrating Local Cultural Animated Video as a Media in English Language Teaching to Promote Students’ Character in Gorontalo Elementary Schools

ETERNAL (English Teaching Journal) ◽

10.26877/eternal.v10i2.4970 ◽

2019 ◽

Vol 10 (2) ◽

Author(s):

Indah Wardaty Saud ◽

Yurni Rahman

Keyword(s):

Elementary School ◽

Elementary Schools ◽

Cultural Values ◽

Elementary School Students ◽

English Language ◽

Language Teaching ◽

English Teachers ◽

English Language Teaching ◽

English Learning ◽

School Students

Attractive media for English as a foreign language at the elementary school needs to be elaborated with the cultural values. The aim is for students to have a fun and authentic learning experience because the media contains culture that they often see and even engage in. At the end, learning media integrated with local cultural values when applied to English learning in elementary schools can support the process of promoting students' characters.This study aims to find an animated video design with local cultural values in English language learning to promote the character of elementary school students in Gorontalo. It focuses on exploring students and English teachers perception towards integrating local cultural animated video in English language teaching media to promote students’ character. This study uses Research and Development design in the form of need analysis with mixed method data analysis. The respondents involve are 250 students in fifteen elementary schools in Gorontalo. The researcher uses questionnaire and interview to collect the data. The result shows that the students agreed that integrating animated video in English language teaching and learning are an interesting idea. They preferred choosing traditional games and songs as topics to be learnt with English. Meanwhile, the English teachers believed that the implementation of media or learning resources with Gorontalo cultural values can promote the character of elementary school students. However, teachers were unfamiliar with cultural integration in learning English. They have never found a media or source of learning English that covers Gorontalo culture. The culture that is considered necessary to be integrated together with English learning is Gorontalo tourism spots, and traditional dances and games.

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English Students’ Attitudes towards English Language Teaching and Learning at IAIN Padangsidimpuan

LINGUISTIK TERAPAN ◽

10.24114/lt.v13i2.4931 ◽

2016 ◽

Vol 13 (2) ◽

Author(s):

Ida Royani ◽

T. Silvana Sinar

Keyword(s):

Language Learning ◽

Role Models ◽

English Language ◽

Language Teaching ◽

English Language Teaching ◽

English Learning ◽

Learner Centered ◽

Students Attitudes ◽

English Students

This study investigated the English students’ attitudes of IAIN Padangsidimpuan towards both English language teaching in terms of (a) language-centered, (b) learner-centered, and (c) learning-centered method; and learning English in terms of scales (a) attitudes toward long-term English learning, (b) interest in culture and communication, (c) perception about studying in school context, (d) images associated with English, (e) English learning activities, (f) exposure to English outside school, (g) self-rated four English skills, (h) self-reported academic English grade, and (i) identification of English role models. The data were obtained by questionnaire and interview from 10 selected students in which 4 male and 6 female students in 7th semester and were analyzed by steps provided by Gay, L.R and Airasian (1996). The result showed: first, English students’ attitudes towards English language teaching had been found highly onlearning-centered method, followed by learner-centered method in second range, and almost negative view in language-centered method.Second, English students’ attitudes towards English language learningwere positivein scales; long-term English learning, interest in communication, and images associated with English. Third, role of students’ gender on English language learning were not found. Reasons for this statement are (i) status of English as international language and (ii) equalization of getting education for male and female. Keywords: attitude, language teaching, language learning, and gender

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Lecturers' Attitudes towards English Varieties Exposure in Indonesia

NOBEL Journal of Literature and Language Teaching ◽

10.15642/nobel.2019.10.2.163-173 ◽

2019 ◽

Vol 10 (2) ◽

pp. 163-173

Author(s):

Alfan Hariri ◽

Ahmad Munir ◽

Syafiul Anam

Keyword(s):

Qualitative Research ◽

Research Design ◽

English Language ◽

Language Teaching ◽

English Language Teaching ◽

State University ◽

Qualitative Research Design

This study was established from the lack of research of English varieties concept in Indonesia. In this study, the lecturers’ attitude toward the English varieties is explored as well as their view about using the English varieties in the classroom. The study used a qualitative research design to seek the participants’ attitude toward the varieties. The subjects of the study are ten lecturers of three universities in Surabaya; they are two private and one state university with ten lecturers in total. The researcher used prompt-production to explore in-depth lecturers’ attitude. One of the most significant findings to emerge from this study is the differences between the international graduated lecturers and national graduated lecturers in terms of their attitude toward the English varieties. Furthermore, this attitude also influences their perception about teaching the varieties in English language teaching (ELT) classroom.

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The peace tree in ELT: A problematizing exploration

Ciudad Paz-ando ◽

10.14483/2422278x.17118 ◽

2021 ◽

Vol 14 (1) ◽

pp. 44-57

Author(s):

Yeraldine Aldana Gutiérrez

Keyword(s):

Exploratory Study ◽

Knowledge Construction ◽

Critical Reflection ◽

English Language ◽

Language Teaching ◽

English Teachers ◽

English Language Teaching ◽

Situated Knowledge ◽

Structured Interviews ◽

Alternative Reading

The English language teaching (ELT) field has undergone transformations regarding its views on knowledge and language. Although instrumental perspectives situate English teachers in a passive, receptive and technical position, their research and pedagogical work displays an interest in extracurricular phenomena about Peace Construction (PC) in ELT. This qualitative exploratory study aimed at unveiling possible connections between PC and ELT in Colombia. Documental revision and semi-structured interviews were applied with 4 English teachers. Findings discuss an organic metaphor as facilitating “teachers’ situated knowledge construction” (Serna, 2018, p. 585). Thus, a critical reflection is developed on how ELT and PC may articulate one another towards an alternative reading on their possible relationality or the reduction of the canonical distance imagined between these two fields, in order to acknowledge their interconnection. Conclusions around the multifaceted transdisciplinary ELT field are presented.

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Materiais didáticos aplicados no ensino de Língua Inglesa tematizados na escrita de Relatórios de Estágio

BELT – Brazilian English Language Teaching Journal ◽

10.15448/2178-3640.2019.2.34333 ◽

2019 ◽

Vol 10 (2) ◽

pp. 34333

Author(s):

Lívia Chaves Melo

Keyword(s):

Qualitative Research ◽

Teaching And Learning ◽

English Language ◽

Teaching Practice ◽

Language Teaching ◽

Applied Linguistics ◽

English Language Teaching ◽

Research Approach ◽

Interdisciplinary Field ◽

Theoretical Apparatus

Within the interdisciplinary field of Applied Linguistics, this research proposes analyzing how the Supervised Internship Reports that focus the use of didactic materials applied in the teaching and learning English language during the practicum activities help pre-serve teachers to reflect upon the teaching practice. Dialogical studies of language according to Bakhtin’s perspective is the theoretical apparatus that guided this research. Qualitative research approach and the methodology of documentation were applied to characterize supervised internship reports. The research results show that the use of didactic materials it is focused in the writing of the Supervised Internship reports, however, it is essential to invest in the adaptation and production of materials that attend the objectives and characteristics of the English language teaching contexts.

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THE TEACHER’S USE OF TRANSLATION IN ENGLISH LANGUAGE TEACHING BASED ON SCIENTIFIC APPROACH AT SMP NEGERI 4 AND SMP NEGERI 5 SINGARAJA

PRASI ◽

10.23887/prasi.v13i1.16442 ◽

2018 ◽

Vol 13 (1) ◽

Author(s):

N. M. Sumarningsih ◽

G. Batan ◽

L. D. S. Adnyani

Keyword(s):

Qualitative Research ◽

Data Collection ◽

Learning Process ◽

Teaching And Learning ◽

English Language ◽

Language Teaching ◽

English Language Teaching ◽

Data Display ◽

Scientific Approach ◽

Collection Data

This study was conducted as an attempt to investigate in what step of scientific approach theteachers most frequently use translation in English Language Teaching as well as to find out the teachers’reasons toward the use of translation in English Language Teaching based on scientific approach atSMP Negeri 4 Singaraja and SMP Negeri 5 Singaraja. It was conducted in qualitative research design.There were two teachers chosen as the subjects of study. The data were collected through audio recordingthe teaching and learning process and interviewing the subjects of study, while the techniques ofanalyzing data were done descriptively following the four processes according to the theory of Miles &Huberman (1984), namely: data collection, data reduction, data display, and conclusion drawing. Theresults of analysis indicated that the teachers most frequently used translation in exploring step of scientificapproach. In addition, there were seven teachers’ reasons found in relation to the use of translationin the classroom, namely to help the students’ difficulty in: (1) understanding the instruction given bythe teacher, (2) understanding the English vocabulary, (3) asking something in English, (4) understandingthe tenses or grammar, (5) understanding the material deeply, (6) doing the task, and (7) presentingtheir work. The related parties interested in the same area of the research should give deeper concern indoing wider range of aspects involved in further study.Keywords : Translation, the Use of L1 in ELT, Scientific Approach

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In the Path of Creating a Relational “How” in Research

10.4018/978-1-7998-8283-1.ch007 ◽

2022 ◽

pp. 120-141

Author(s):

Yeraldine Aldana

Keyword(s):

Qualitative Research ◽

English Language ◽

Language Teaching ◽

Applied Linguistics ◽

Short Description ◽

English Language Teaching ◽

Research Approach ◽

Practical Realization ◽

Doctoral Study

Some researchers consider the qualitative research approach is a finished enterprise; however, this is not the case. This chapter discusses some methodological decisions through a proposal that plurisignifies qualitative research as an otherwise intuitive approach. This derives from a doctoral study about peace construction (PC) in applied linguistics (AL) to English language teaching (ELT). Firstly, a problematization around qualitative research develops to question taken-for-granted methodological beliefs, concepts, and practices, which represent the instrumentalization of research. Secondly, a proposal to re-humanize these problematized aspects is presented through a discussion of its relationalities and a short description of a practical realization of it. Conclusions wrap up the main contributions of this chapter and comment on their possible implications.

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