The purpose of this study is to Evaluate the Implementation of culturalbased education policies at the high school level in the Special Region of Yogyakarta. Culture-based education is the mandate of the Law on Privileges (Privileges Law) which upholds the values of the sublime culture typical of Yogyakarta. This research uses a qualitative approach with an evaluative method. The model developed by Stufflebeam is the CIPP model (context, input, process, product). The results of this study indicate that the implementation of cultural-based education policies at the high school level in Yogyakarta in some aspects have not yet reached the evaluation criteria and improvements are needed, but in general these policies are going well and must continue. Implement for the management and implementation of cultural-based education in the Special Region of Yogyakarta (DIY) based on the National Education System and graduation standards. The results of the study can be implemented in all subjects in 3 model school environments with 100% student graduation results. The implementation of culture-based education referred to in this research is on the cultural values of the Special Region of Yogyakarta that respects other regional cultures, national cultures, and global cultures.
The process of L2 (Second language) acquisition is a complicated, conscious one that requires an understanding of L2 input to produce L2 output. Among different strategies, Negotiated Interaction is one way to improve L2 acquisition. Though Bangladesh is a monolingual country, in education system of Bangladesh, English plays an important role. Especially in tertiary education in Bangladesh, English is the dominating medium of teaching and learning. Tertiary education is the level after which usually students in Bangladesh go for searching different types of jobs, so Negotiated Interaction can be helpful to keep a balanced atmosphere of input and output for both the teachers and learners. Apart from some limitations, this strategy can be one of the most effective one in case of teaching and learning in the tertiary education in Bangladesh. The purpose of this article is to show how this strategy improves L2 acquisition. Negotiated Interaction can play an effective role in combining teaching and learning processes for L2 acquisition in tertiary education in Bangladesh.
The two very prominent methodologies are GTM and CLT in the education system in teaching & learning English in Bangladesh. To show the importance of the combination of these two phenomenal methods is the purpose of this paper. In Bangladesh GTM is commonly used for a long time, and at present CLT is also a very famous method. In this paper, the two methods are elaborated clearly in effective teaching and learning of English in Bangladesh. The study focuses on GTM and CLT in respects of achieving four skills, accuracy/fluency, teaching-learning process, handling the students’ feelings and emotions, the role of the native language of students, the language skills that are emphasized, and the way of teacher’s response to students’ errors. Though CLT is the more beneficial method nowadays GTM also has some positive things to offer. Based on the data and findings, this paper has also presented some suggestions for effective teaching and learning of English in Bangladesh.
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