The graphic organizer’s effect on the students’ writing achievement in argumentative paragraph

The Graphic organizer strategy is visually mapped to organize the general into a particular idea in an argumentative paragraph to develop students’ writing scores. The purpose of this research is to enrich theoretical and practical strategiesin writing paragraph argumentatively. This research is a quasi-experimental study with a Pretest-post-test non-equivalent group and non-random sampling technique to determine the experimental group consisting of 23 participants and the control group consisting of 23 participants. The expert who validated the test was senior English lecturers. And the researcher used Cronbach’s Alpha to measure the reliability, and the result was 0.721 (acceptable). As the result, graphic organizer strategy significantly affected the students’ writing achievement in argumentative paragraphs, especially on the organization aspect. Additionally, this strategy also allowed them to explore their ideas independently and unconsciously builds some connecting words up.DOI 10.26905/enjourme.v6i1.5701

Motivation in Foreign Language Classrooms at Tertiary Level: A Case Study

In teaching and learning a foreign language, especially English, motivation plays an extremely integral part in ensuring success. In this study, the researchers attempt to provide an overview of research on motivation and discover how motivation can assist second or foreign language learning in classrooms of English-majored students in the university setting. This study aims to investigate whether English-majored learners are motivated in learning English or not, focusing on extrinsic motivational factors to identify the factors to develop their motivation and maintain their journey of learning English. A questionnaire is devised and administered to 52 senior English-majored students. The data was then analyzed using the SPSS version 20. The results suggest that learners’ motivation is related to learning facilities and teacher’s personality which can encourage learners to think more positively and thus be more motivated in their language learning process. Along with providing specific recommendations for further research on motivation, the paper concludes by calling on for adopting a range of motivational factors that can promote English as a foreign or second language learning.

Motivation in foreign language classrooms at tertiary level: A case study

In teaching and learning a foreign language, especially English, motivation plays an extremely integral part in ensuring success. In this study, the researchers attempt to provide an overview of research on motivation and discover how motivation can assist second or foreign language learning in classrooms of English-majored students in the university setting. This study aims to investigate whether English-majored learners are motivated in learning English or not, focusing on extrinsic motivational factors to identify the factors to develop their motivation and maintain their journey of learning English. A questionnaire is devised and administered to 52 senior English-majored students. The data was then analyzed using the SPSS version 20. The results suggest that learners’ motivation is related to learning facilities and teacher’s personality which can encourage learners to think more positively and thus be more motivated in their language learning process. Along with providing specific recommendations for further research on motivation, the paper concludes by calling on for adopting a range of motivational factors that can promote English as a foreign or second language learning.

Research and Application of Interactive Teaching Mode in Senior English Class

Most high school English teaching classrooms are instilling knowledge and filling duck teaching led by teachers, ignoring the subjectivity of students. As a result, it dampens students' enthusiasm for learning. Under the background of the new era curriculum reform concept, the classroom interactive teaching mode exerts its unique advantages, greatly mobilizes the enthusiasm of students in learning, changes the single interactive teaching mode, and enhances the interaction and communication between students and teachers. Therefore, this paper analyzes the research and application of classroom interactive teaching mode in high school English teaching.

A Study of Non-structure Cohesion in the Texts in New Senior English for China Student’s Book 5 and 6

Since the publication of Cohesive in English co-authored by Halliday and Hasan in 1976, more linguistics at home and abroad have been analyzing and studying this theory in detail. Thus, cohesion theory has been steadily growing. Existing studies, however, tended to focus on the analysis of cohesive devices in a variety of discourses other than the texts from English textbooks for Chinese high school learners. To address this gap, this study used 5 articles from New Senior English for China Student’s Book 5 and 6 to explore the non-structure cohesive devices. By means of the coding scheme suggested by Halliday and Hasan in 1976, the cohesive patterns in a text were represented. The results showed that coherence in the 5 texts largely depends on lexical cohesion. Then, a further analysis of the five lexical cohesive devices showed that among them, same item having reference that is identical proved to be the most in the texts. The main reasons is perhaps that since the texts are from school textbooks for Chinese teenagers, the student readers almost certainly do not have the ability to make much sense of a fairly complex text whose coherence may largely depends on substitution or ellipsis.

The Football Association Injury and Illness Surveillance Study: The Incidence, Burden and Severity of Injuries and Illness in Men’s and Women’s International Football

Objectives To determine the incidence and characteristics of injury and illness in English men’s and women’s senior and youth international football. Methods Time-loss injuries and illnesses, alongside match and training exposure, were collected across 8 seasons (2012–2020) in youth (U15, U16, U17, U18, U19) and senior (U20, U21, U23, senior) English men’s and women’s international teams. Analysis of incidence, burden, and severity of injury and illness was completed. Sex-specific comparisons were made between the senior and youth groups, and across the 8 seasons of data collection. Results In men’s international football, 535 injuries were recorded (216 senior; 319 youth) during 73,326 h of exposure. Overall, match injury incidence (31.1 ± 10.8 injuries/1000 h) and burden (454.0 ± 195.9 d absent/1000 h) were greater than training injury incidence (4.0 ± 1.0 injuries/1000 h) and burden (51.0 ± 21.8 d absent/1000 h) (both P < 0.001). In women’s international football, 503 injuries were recorded (senior: 177; youth: 326) during 80,766 h of exposure and match injury incidence (27.6 ± 11.3 injuries/1000 h) and burden (506.7 ± 350.2 days absent/1000 h) were greater than training injury incidence (5.1 ± 1.8 injuries/1000 h) and burden (87.6 ± 32.8 days absent/1000 h) (both P < 0.001). In women’s international football, a group × season interaction was observed for training injury incidence (P = 0.021), with the senior group recording a greater training injury incidence during the 2015–2016 season compared to the youth group (14.4 vs 5.7 injuries/1000 h; P = 0.022). There was no difference in injury severity between match and training for men’s (P = 0.965) and women’s (P = 0.064) international football. Conclusions The findings provide a comprehensive examination of injury and illness in English men’s and women’s senior and youth international football. Practitioners will be able to benchmark their team’s injury and illness incidence and characteristics to the match-play and training information provided in the present study.

Classroom Management of Senior and Yunior English Teachers in Medan

The purpose of the study was to find out the differences between the classroom management performed by the senior and yunior teachers in teaching English at senior High School in Medan. This is a descriptive qualitative study. The respondents of the research were 28 English teachers of Yunior and Senior High School in Medan. Questionnaire and Observation sheet were used to collect the data on the teachers classroom management. The result of the study shows that senior English teachers perform more aspects of Classroom management. They perform 18 point from 20 points aspect.. Junior English teacher get 17 point. Although senior teachers perfom only show slightly more aspect of classromm management but for the quality of classroom management they perform better due to the longer experience of teaching. For junior English teacher they perform more enthusiastics energy, although it is clear that they have to study more on the behavior and attitude expected in the classrooms.

“It’s not like this here”: teaching a Youth Lens in South Korea

Purpose This paper aims to identify challenges in a first attempt at teaching the Youth Lens in a secondary English classroom in South Korea. Design/methodology/approach This paper includes the author's observations of a senior English class in an international school in South Korea. Findings The author advocates that intersections of time, geography and culture have a significant influence that cannot be ignored when teaching about adolescence. Additionally, when bringing a Youth Lens into the classroom teachers need to be prepared to fully embrace its embedded questions of power between youth and adults. Originality/value This paper extends existing academic conversation on a Youth Lens to include both an international setting and instances in which the teacher is not of the majority demographic in the classroom.

Report on Research Results of the Effective Teaching Model of Senior English Reading in Minority Areas under the New Curriculum Standard

<p>Effectiveness has been one of the major problems that perplexed teachers in teaching senior English reading. There is still much work to be done to improve the effectiveness of teaching English reading and to increase the enthusiasm of students and teachers based on the characteristics of minority areas. Under the new curriculum standard, teachers in minority areas should teach students in accordance with their aptitude, stimulate students' enthusiasm in learning English, and make English classes interesting and attracting for students.</p>