scholarly journals Role Controversy among Team Teachers in the JET Programme

2004 ◽  
Vol 26 (2) ◽  
pp. 223 ◽  
Author(s):  
Sean Mahoney
Keyword(s):  
High School ◽  
Negative Pressure ◽  
English Teachers ◽  
Senior High School ◽  
English Teaching ◽  
General Classroom ◽  
Using Data ◽  
Japanese English

This article attempts to identify and clarify incongruous and problematic perceptions of team-teachers' roles held by JET Programme Assistant English Teachers (AETs) and their Japanese English-teaching colleagues (JTEs). Confusion over who should do what, and especially the frustration resulting from belief conflicts between team teachers, produces negative pressure on partners that could be detrimental to English lessons and general classroom atmospheres. Using data collected from long-answer sections of a nationwide questionnaire involving over 1,400 junior and senior high school educators, the author investigates discord found between and within AET and JTE groups at both levels. While respondents generally concurred on the main (i.e. top three) roles expected of themselves and their partners, discrepancies did arise regarding other, less commonly perceived roles. 本稿はJETプログラムの英語指導助手（AET）と日本人英語教師（JTE）によるティームティーチング（TT）授業において、両者の役割に関する問題や齟齬を指摘し、詳述するものである。英語の授業におけるそれぞれの担当内容、特に教育方針の違いから生じる不満が積もると、両者に否定的なプレッシャーを与え、教室内の雰囲気に悪影響を及ぼすことになるだろう。中学校・高等学校で教えている全国1,400名以上の英語教師からの自由記述データを利用して、筆者がAET集団とJET集団間、及び、それぞれの集団内部の問題を検討する。全般的に、回答者からは各々のパートナーに期待されている主要な役割分担に関して共通の認識を持っている割合が高かったが、双方に差異が見られる場合、役割に関する共通認識の割合が低い傾向があった。

scholarly journals Teacher’s Directive Expressions Analysis in English Teaching Classes

2020 ◽  
Vol 8 (1) ◽  
pp. 22
Author(s):  
Haryanto Haryanto ◽  
Husni Mubarok
Keyword(s):  
High School ◽  
Comparative Study ◽  
English Teachers ◽  
Language Instruction ◽  
Senior High School ◽  
The Other ◽  
Student Centered ◽  
Teaching Activity ◽  
English Teaching ◽  
Teaching Learning

This paper aimed at finding out the types of teacher‟s directive expressions at two schools and describing the realizations of directive expressions in English teaching. This research was designed as a qualitative and comparative study. The subjects of the research were English teachers at one Senior High School (first School) at Semarang city and one (second school) at Jepara city. The data of this research were gained through recording, observation and interview. The result showed that there were 11 illocutionary kinds found in the teacher‟s directive expressions at the first school, and 8 illocutionary types in teacher‟s directive expressions at the second school. The most illocutionary kind found in the conversation of teaching activity in both schools was question. The directive‟s expression in both schools used direct and indirect utterances. The teachers of first school more often used language instruction in the classroom because they applied varieties of directive expression. Meanwhile, the teachers at the first school used little directive expressions in English teaching because they did not apply varieties of directive‟s expressions. The implication in teaching learning English process is that teacher-centered and student-centered type of learning depends on the frequency of production of directive expressions. More directives the teacher expresses, more center the learning by the teacher. On the other hand, less directives the teacher expresses, less center the learning by the teacher.

The Enlightenment of Second Language Ego to Oral English Teaching in Senior High School

2020 ◽  
Vol 10 (10) ◽  
pp. 1310
Author(s):  
Junhua Wang
Keyword(s):  
High School ◽  
Second Language ◽  
Second Language Acquisition ◽  
English Teachers ◽  
Vital Role ◽  
Senior High School ◽  
English Learning ◽  
English Teaching ◽  
Affective Factors ◽  
Primary Focus

Affective factors play a vital role in second language acquisition. Language ego, as a crucial affective factor, should be taken into consideration when teachers teach oral English in senior high school. Learning a new language is the process of acquiring a new language ego. A positive second language ego can promote students’ English learning. A negative language ego, especially inhibition, can become the major hindrance to students’ oral English learning. However, many English teachers cannot realize the importance of second language ego, which causes many problems in oral English teaching. In this paper, the author elaborates the concept of language ego and demonstrates that the primary focus of developing a positive second language ego in senior high school is to overcome inhibition, which is beneficial to oral English learning. Furthermore, the author also gives some suggestions to English teachers concerning solving problems when they teach oral English. As a result, students can get into an optimal learning state, then the efficiency of oral English teaching can also be improved.

scholarly journals Teachers’ Acceptance of Technology in a Remote English Teaching at SMA Negeri 4 Singaraja

2021 ◽  
Vol 1 (2) ◽  
pp. 18-25
Author(s):  
Kadek Wira Arya Dharma
Keyword(s):  
High School ◽  
Technology Acceptance ◽  
Technology Acceptance Model ◽  
English Teachers ◽  
Senior High School ◽  
Ease Of Use ◽  
English Teaching ◽  
Acceptance Model

This study is aimed to describe the English teachers’ acceptance of technology in remote English teaching. SMA Negeri 4 Singaraja is one of the senior high school that implementing remote English remote English teaching during the pandemic. Furthermore, in order to find out the English teachers’ acceptance in remote English teaching in SMA Negeri 4 Singaraja, Technology Acceptance Model (TAM) theory is used. The samples of this study were the 7 English of SMA Negeri 4 Singaraja. In order to collect the data, questionnaire was used. The data was collected from survey which was analyzed quantitatively. The result of this study showed that English teachers’ acceptance of technology in remote English teaching at SMA Negeri 4 Singaraja was neutral, which means they were either accepting remote English teaching or denying remote English teaching. However, their neutral acceptance was considered more to positive because several factors such as perceive ease of use and perceive of usefulness.

scholarly journals PENERAPAN PENILAIAN AUTENTIK KURIKULUM 2013 PADA DOMAIN SIKAP UNTUK MATA PELAJARAN PAI DAN BUDI PEKERTI DI SMA NEGERI 1 ASEMBAGUS

Edupedia ◽  
2019 ◽  
Vol 3 (2) ◽  
pp. 59-66
Author(s):  
Abd Aziz ◽  
Subyant Subyant
Keyword(s):  
High School ◽  
Character Education ◽  
Authentic Assessment ◽  
Affective Domain ◽  
Senior High School ◽  
Islamic Education ◽  
Psychomotor Development ◽  
Attitude Assessment ◽  
Data Presentation ◽  
Using Data

Many teachers only pay attention to cognitive and psychomotor development and override affective domain of the students, but that did not happen at SMA Negeri 1 Asembagus (State Senior High School 1 Asembagus. Authentic assessment in Kurikulum 2013 (2013 curriculum) has been conducted for attitude assessment on Islamic education subject and character education subject at at SMA Negeri 1 Asembagus (State Senior High School 1 Asembagus). This research is descriptivequalitative research by data collection techniques in the form of observation, interviews, and documentation, then analyzing data in this research using data reduction, data presentation, and verification. Triangulation is done for checking validity of data. The results of this study are the implementation of authentic assessment through four stages involves determining basic competence, determining object, determing assessment technique, and assessment enforcement, both in the classroom or outside the classroom.

scholarly journals The effectiveness of English teaching program in senior high school: A case study

2015 ◽  
Vol 1 (2) ◽  
pp. 114 ◽  
Author(s):  
Alfred Irambona ◽  
Kumaidi Kumaidi
Keyword(s):  
High School ◽  
Mixed Method ◽  
Qualitative Data ◽  
Descriptive Analysis ◽  
Senior High School ◽  
Teaching Program ◽  
Teaching Materials ◽  
English Teaching ◽  
Process Component

This research seeks to evaluate the effectiveness of the English teaching program in senior high school: Case of SMAN3 Yogyakarta, grade eleven. This study was a summative case study using a mixed-method. Descriptive statistics were used to analyze quantitative data and qualitative data followed a descriptive analysis following the CIPP model. The informants were 43 students of SMAN3 and two English teachers. The context findings showed that program objectives, classroom condition, students’ needs and barriers were in effective category. In input component, it is found that both teachers were qualified and experienced. The teaching training was not enough; students’ textbooks and course designs were in effective category. The process component showed that teaching materials, teaching methods, teaching activities and assessments were in effective category. The product component showed that English marks, students’ needs and barriers were in effective category. However, the teaching materials were in ‘not effective’ category.

English Pragmatics in Ecuador

2017 ◽  
Vol 7 (9) ◽  
pp. 723
Author(s):  
Gerardo E. Heras Urgilés ◽  
Jean-Paul Jara Villacreces
Keyword(s):  
High School ◽  
Foreign Language ◽  
Teaching And Learning ◽  
English Teachers ◽  
Language Learner ◽  
Public High School ◽  
Research Project ◽  
High School English ◽  
English Teaching ◽  
English Curriculum

Research has revealed that developing the pragmatic ability is a key element for any second or foreign language learner. The present paper aims to shed some light on the issue of pragmatics as part of English teaching and learning in the context of Ecuador. This paper is part of a research project that will involve public high school English teachers of Cuenca, Ecuador. After extensive research, it has been found that even though pragmatics is now part of the new English curriculum in this country, research in this field of linguistics is almost nonexistent.

scholarly journals Analysis of the Quality on English Microlectures of Senior High School from Perspectives of Teaching Philosophy, Second Language Acquisition Mechanism and Education Psychology

2018 ◽  
Vol 6 (11) ◽  
pp. 16
Author(s):  
Yang Yuqian
Keyword(s):  
High School ◽  
Second Language ◽  
Second Language Acquisition ◽  
Language Acquisition ◽  
English Teachers ◽  
Senior High School ◽  
Teaching Philosophy ◽  
The One ◽  
Education Psychology ◽  
Practical Teaching

Concerning the fact that a large amount of teachers have been participated in the microlectures competition, it means the concept of microlectures has been recognized. However, English teachers are devoted to participating in these competitions but fail to put microlectures into practical teaching. Therefore, the focus of this paper is going to answer the following two questions, that is, how to make a good microlecture and how to use it properly. This paper chooses four videos from The Third China’s Microlectures Competition to analysis from three aspects: teaching philosophy, second language acquisition mechanism and education psychology. It is found that English teachers from senior high school generally do not understand the concept of microlectures. Generally speaking, teachers are intended to win the award of the competition but fail to put microlectures in the practical teaching. Teachers are inclined to select big topics, untypical teaching materials. What’s more, the structure of microlectures isn’t complete since some teachers ignore the exercise part. Based on these problems, on the one hand, English teachers should insist on life-long study and apply the latest education technologies into practical teaching. On the other hand, the organization of the whole microlecture should be developed logically. Suggestions are provided with teachers on how to make a make a good microlecture and how to use it properly.

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