This research investigates teacher talk in SMAN 5 Kota Bengkulu, based on FLINT theory by Moskowitz (1971). This research analyzed teacher talk categories spoken and the high frequency teacher talk used by the teacher to see what the category was often used in classroom. The design of this research was descriptive mixed-method that involved two teachers who taught at the tenth-grade of SMAN 5 Kota Bengkulu academic years 2019-20. The data of this study were taken by video recording the teacher-students interaction in the classroom that contained eleven categories of teacher talk. The data of this research were analyzed qualitatively and quantitatively. The result of this study that all of teacher’s talk categories often used by the teacher who taught at tenth-grade of SMAN 5 Kota Bengkulu during classroom interaction. The high frequency of teacher talk categories was asking question around 55.6%, while the least of teacher talk categories were correcting without rejection and criticizes student behavior. It means that the teachers tended to use indirect influence rather than direct influence.
Methods of teaching reading skill are not the same in different countries. It depends on the condition and situation of the learners. Observing the method of teaching in Malaysia was the purpose of this study and the result of the study shows that there are 5 methods that are applied in classroom activities namely Grammar Translation Method (GTM), Direct Method (DM), Communicative Language Teaching (CLT), Audio Lingual Method (ALM) and Silent Way (SW). Through these methods, the students and the teacher can reach the purpose of teaching reading. From this study, it can be concluded that combining more than one method is one of the better ways for the teaching reading skill to EFL learners.
<p>Although the study of effective strategies for teaching English as a foreign language (TEFL) in Indonesia has become prominent research topics for decades, little attention is paid to the students’ experiences of learning English. This study aims at researching some of our students’ experiences of learning English both at their junior and senior high schools. The students reflecting the experience were participants of our course unit of General English, Introduction to linguistics, Structure 2, History of English language, and were both from non-English and English departments at the University of Bengkulu and Dehasen University, Bengkulu, Indonesia. Of the eight effective and fourteen ineffective ways to learn English, we found three main issues apparent in our study namely self-confidence and motivation, learning environment, and methods and media in teaching English as a foreign language. Further explication of each issue is discussed.</p><p dir="RTL">على الرغم من أن دراسة الاستراتيجيات الفعالة لتدريس اللغة الإنجليزية كلغة أجنبية (TEFL) في إندونيسيا أصبحت موضوعات بحثية بارزة لعقود من الزمن، إلا أنه لم يتم إيلاء اهتمام كبير لخبرات الطلاب في تعلم اللغة الإنجليزية. تهدف هذه الدراسة إلى البحث في بعض تجارب طلابنا في تعلم اللغة الإنجليزية في مدارسهم الثانوية والإعدادية. كان الطلاب الذين يعكسون التجربة مشاركين في وحدة دوراتنا في اللغة الإنجليزية العامة، ومقدمة في اللغويات، والهيكل 2، وتاريخ اللغة الإنجليزية، وكانوا من أقسام غير الإنجليزية والإنجليزية في جامعة بنجكولو وجامعة ديهاسين، بنجكولو، إندونيسيا. من بين الطرق الثمانية الفعالة والأربعة عشر غير الفعالة لتعلم اللغة الإنجليزية، وجدنا ثلاث قضايا رئيسية واضحة في دراستنا وهي الثقة بالنفس والتحفيز، والبيئة التعليمية ، والأساليب ووسائل الإعلام في تدريس اللغة الإنجليزية كلغة أجنبية. مناقشة المزيد من شرح كل قضية.</p>
The objectives of this study are to investigate the composition of Higher Order Thinking Skills (HOTS) on the English teacher-made test based on the revised Bloom’s taxonomy and investigating the quality of the teacher-made tests viewed from the composition of HOTS. This study was a content analysis that used a triangulation design: data transformation model mixed method approach. The data of this study were teacher-made test sets that consisted of 136 questions. The data were analyzed by understanding the operational verbs used in each item of the teacher-made test based on the cognitive domain of revised Bloom’s taxonomy. Then, data were put in a checklist table based in each cognitive domain category. After that, the data were calculated quantitatively and interpreted qualitatively. The results show that the composition of HOTS was lower than the Lower Order Thinking Skills (LOTS) of all questions on the teacher-made tests. The most frequent cognitive domain of the Bloom’s taxonomy found on the teacher-made test was C2 (Understand), followed by C4 (Analyze), C3 (Apply), C1 (Remember), C5 (Evaluate), and C6 (Create). Moreover, the quality of the teacher-made tests viewed from the composition of HOTS was in a less proportional criterion. In conclusion, the findings indicate constructing a test based on the principles of HOTS seem still problematic for Senior High School English teachers.
This factorial quasi-experimental 22 study aimed to corroborate the effect of PRWR strategy compared to Translation and Reading Aloud on students’ academic content-area reading comprehension as observed from their English proficiency. The interaction between the strategy and English proficiency was also examined. Data were obtained from a reading comprehension test, a TOEFL PBT Equivalent test, and a questionnaire on students’ perception towards the PRWR strategy. Both the reading test and the questionnaire were expert validated and tried out, whereas the TOEFL PBT Equivalent test was conducted under the auspices of an English institute. 58 sophomore students at a state university in Malang, Indonesia, served as the subjects of the study. This turned out that first; students taught by the PRWR strategy have better reading comprehension than that of by Translation and Reading Aloud. Second, students with high English proficiency taught by the PRWR strategy have better reading comprehension than that of taught by Translation and Reading Aloud. Third, there was no interaction between reading strategy and English proficiency. All in all, the employment of the PRWR strategy was highly recommended in academic content-area reading comprehension.
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