Teachers’ perspectives towards learning autonomy: a survey on English teachers

Maru, Mister Gidion; Pikirang, Chris Ceasar; Wuntu, Ceisy Nita

doi:10.30595/lks.v15i2.10982

Cited by 7 publications

(8 citation statements)

References 9 publications

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“…There are five Instructional Media that can be use to help the teacher delivering the material to the students in enjoyable and fun way (Maru et al, 2022). The students will not get bored and easy to understand the material given by the teacher.…”

Section: Findings and Resultsmentioning

confidence: 99%

The Instructional Media to Teach English for Young Learner

Wilar

2022

JELTEC

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The purpose of this article is to discover the applicable Instructional Media to help teacher in teaching English for young learners for different situations. This study used library research, which this research is a series of activities related to the method of collecting library data. Instructional Media is a facilitation used to implement instruction given by the teacher. It is also facilitate students to have a better understanding to the material. In a similar vein Adegun (1997) says instructional media are things which are intended to help the teacher to teach more effectively and enable the students to learn more readily. Considering the characteristics of young learner, the media used have to be interest for students. From the discussion, there are five medias can be used to teach English for young learners, such as realia, pictures, boards, flipcharts, and Internet.

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Section: Findings and Resultsmentioning

confidence: 99%

The Instructional Media to Teach English for Young Learner

Wilar

2022

JELTEC

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“…Reading comprehension and vocabulary acquisition also receive a substantial boost through folkloreimplemented teaching (Maru et al, 2022). Folktales often present a rich tapestry of vocabulary, idiomatic expressions, and linguistic structures, providing students with opportunities to expand their lexical repertoire.…”

Section: Discussionmentioning

confidence: 99%

Integrated Skill in English Language Learning: Examining Folklore-Implemented Teaching Toward EFL Students’ English Skill

Tineh,

Rorintulus,

Wuntu

2023

edumaspuljr

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This correlational study investigates the impact of folklore-implemented teaching on the integrated English language skills of English as a Foreign Language (EFL) students. Embracing a holistic approach to language learning, the study explores the interconnected development of listening, speaking, reading, and writing skills when exposed to the immersive context of folklore narratives. The study employs a correlational research design to analyze the associations between folklore-implemented teaching and the enhancement of various language skills. Utilizing qualitative and quantitative data collection methods, including questionnaire, observations, and literature study, the research seeks to discern patterns and correlations that elucidate the potential benefits of integrating folklore into the EFL curriculum. The findings contribute valuable insights into the effectiveness of folklore-based instruction in cultivating not only linguistic proficiency but also cultural awareness among EFL learners, where from data processing, sig 0.039 < 0.05 means reject Ho, thus it can be understood that there is a significant correlation or relationship between the folklore-implemented and student English skills in integrated learning. The results may inform instructional practices and curriculum design, providing a foundation for the integration of folklore as a pedagogical tool to enhance the integrated language skills of EFL students. Ultimately, the study contributes to the ongoing discourse on innovative and culturally relevant approaches to language education, aiming to advance the quality and efficacy of English language instruction for diverse learner populations.

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“…It is because some people believe that learning a language at a young age is superior to acquiring it at an older age. Early learners are children who begin learning at a young age (Maru et al, 2021). Young learners, particularly those aged six to twelve, learn differently than adults and have specific features that must be considered by the teacher (Pikirang et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

“…To begin with, the English teaching and learning process is still traditional. Although the curriculum, tactics, and procedures have evolved, teachers continue to use the same method (Maru et al, 2022). Another reason is the restriction on the use of media in the classroom.…”

Section: Introductionmentioning

confidence: 99%

The Use of Realia to Improve Young Learners’ Vocabulary

Mokalu

2022

JELTEC

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This study is to find out the effectiveness of using the realia in improving young learners vocabulary. This study was a library research. Realia is a real-life object that can be used in the classroom in order to help the learning process. The result of this study show that The usage of realia in the classroom is regarded to be beneficial in the learning process. There are numerous benefits to doing so, including: the learning experience becomes more memorable for the student. Because the roles of the students are also crucial in supporting the lesson, the students were more active in receiving information during the learning process, the items were easily recognized and their names were quickly remembered by the students. Last but not least their interest in the lesson was piqued, and they were less likely to become bored during the lesson.

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Teachers’ perspectives towards learning autonomy: a survey on English teachers

Cited by 7 publications

References 9 publications

The Instructional Media to Teach English for Young Learner

The Instructional Media to Teach English for Young Learner

Integrated Skill in English Language Learning: Examining Folklore-Implemented Teaching Toward EFL Students’ English Skill

The Use of Realia to Improve Young Learners’ Vocabulary

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