Kesulitan guru bahasa Inggris dalam mengajar siswa sekolah dasar

Innovative English instruction practices require knowledge and skills of teaching appropriately as an English teacher. This study aims to explain the development of English language teachers’ interpersonal skills in an in-service teacher professional program at one of the universities in Surabaya through lecturing/tutorials, seminars/workshops, and English instruction practices. Experienced English teachers need interpersonal skills to develop interactive communication with learners. Studies of interpersonal skills discussed pedagogical competence. This study focuses on interpersonal skills in pedagogical and professional competencies. However, this study focuses on developing English language teachers’ interpersonal skills in innovative English instruction development and practices in class. So, this study implements the qualitative method to find out the story of English language teachers’ interpersonal skills in innovative English instruction development and practices in class. The participants are English teachers in an in-service teacher professional program, investigated using an online observation to describe the development of English language teachers’ interpersonal skills at innovative English instruction practices. The results show that developing English language teachers’ interpersonal skills, communication, collaboration, critical thinking, and creation can increase students’ academic engagement to achieve innovative English instruction. Therefore, English teachers' capacity, capability, and innovative instructional practices can increase teachers’ knowledge, skills, and character, so they become professional English teachers. Finally, the conclusion is that developing English language teachers’ interpersonal skills can increase students’ academic engagement to achieve innovative English instruction purposes.

The current study aimed to examine the correlation between Common Multiple Intelligences (CMIs) and preferred English Language Teaching Strategies (PELTS) of English Language Teachers working in public sector schools of Southern Punjab. A sample of 100 female and 100 male English language teachers was selected using convenient sampling technique to investigate the correlation between the two variables of the current study as well as to assess gender differences on PELTS and CMIs among English language teachers of public schools of Southern Punjab. Two questionnaires were developed by adapting Armstrong’s Multiple Intelligences Inventory (MII) (1994) and Strategy Inventory of Language Learning (SILL) by Oxford (1990). Data obtained from the questionnaires was analyzed by means of descriptive statistical techniques, independent sample t-test and Spearman's rank correlation coefficient (rs) with SPSS (V-20). A weak correlation rs = 0.240 (significant at P<0.01 level) was found between PELTS (i.e. Memory Strategies) and CMIs (i.e. Verbal-Linguistic Intelligences) among English language teachers. These findings imply that the language teachers do not take into account their multiple intelligences (MIs) while designing or selecting English language teaching strategies (TS). It is recommended that the teachers must be aware of their own intelligence strengths to be better able to select good TS to help the young minds in achieving their learning goals. The study is expected to provide a framework for English language teachers to improve their teaching through adopting a more practical approach of utilizing their MIs in selection and development of TS.

Ambigapathy Pandian, Thomas Chow Voon Foo, and Shaik Abdul Malik Mohamed Ismail, (Eds.) Curriculum Development, Materials Design and Methodologies: Trends and issues. Pulau Pinang: Penerbit Universiti Sains Malaysia, 2011. Pp. 1-342. ISBN 978-983-861-493-1 (Print). e-ISBN 978-967-461-089-0

The study aimed to determine the best practices and pedagogical knowledge of the English Language Instructors along syllabus and materials preparation, testing, and teaching strategies. This is the basis in developing an intervention plan in English language teaching.The mixed method was used to interpret the best practices in English language teaching. A survey questionnaire was administered to all English language teachers in the College of Teacher Education. Also, an unstructured interview was employed to gather narrative data. Survey data were treated statistically utilizing percentage, weighted mean and ranking. Analysis of the data showed that the students are multilingual and they showed characteristics of a linguistic diversity. The participants strongly agree and their level of preparedness in teaching is very much prepared. Moreover, the development of intervention plan will be based on the conducted observation, unstructured interview and document analysis of the practices of the English language teachers. The study includes suggestions that the English language teachers may employ in English language teaching in terms of syllabus and materials preparation, testing and teaching strategies.

Teaching English courses mainly improves students’ communicative competence for a successful integration into public life so English teachers should possess certain qualifications to deliver instruction well. This study aims to describe the causes and effects of employing non-English language major teachers to teach English courses in the Naguilian Cluster as basis in policy note formulation. It employed the descriptive survey research design and used a researcher-made questionnaire in gathering data. The study found out that none of the respondents pursued higher studies related with English since their baccalaureate degree is not English and they were underload. They believed that there should be strict hiring and selection of English teachers. Moreover, they greatly affect the quality of English language learning since they commit errors or mistakes in the production of learning resources or instructional materials in teaching English. Thus, English teachers should either have a bachelor’s degree related with English or a certification in English language teaching; should undergo intensive training to enrich their English language teaching pedagogy; and the preparation and development of learning resources or instructional materials in English teaching and learning should be led by English language teachers who are experts in this field. The study recommends the inclusion of a certification in English language teaching in the absence of a bachelor’s degree in English.

The impact of mobile games now has a major influence on elementary students' learning motivation. The impact varies based on the intensity playing the game. This study aims to determine the impact of the intensity of playing a mobile legend game on the learning motivation of elementary school students in Bayongbong district. This research is a descriptive qualitative study with 10 students with high tendency of playing mobile legend games as research subjects Data was collected through interviews and FGD (forum group discussion) with students’ parents. The results were presented and grouped into three categories based on the intensity of playing time with the impact on learning motivation. The middle category (sometimes playing) resulted by 40% has no impact on learning motivation. The high intensity category (often playing) obtained 40% of respondents and the impact begins to decrease students’ learning motivation. The very high intensity category (always playing) gained 20 % and it make the respondents’ hav no learning motivation. This result showed that the intensity of playing mobile legend game has an impact on elementary school students' learning motivation. Teachers and parents should take this issue as relevant concern to guide their children achive better academic result.

This paper investigates students’ perception of tertiary teachers’ attitude, method of teaching and classroom management in the teaching and learning of (professional, pedagogic, social and personality competence) English and Arabic Language at IAIN Walisongo Semarang. This study is designed quantitavely and qualitatively using closed and open-ended questionnaire for collecting data. The subject of this research is the second semester students of the two faculties at IAIN Walisongo who, in that semester, take Arabic or English language course. The subject is chosen because based on 2012 course distribution, English and Arabic are distributed in the first and the second semester. The findings revealed that it is clearly seen that KPI (Islamic Communication Broadcasting) department students have better perception to their English language teachers. Meanwhile, students who have better perception to their Arabic Language Teachers are those from Islamic Counseling Departments (BPI) of Dakwah faculty. Data of Tarbiyah Faculty shows Arabic language teachers are dominating. Arabic language teachers win 0.5 over English language teachers in almost all characteristics. This implies that expected performance of students in English Language is based on the teachers’ attitude, method of teaching the subject and classroom management. Based on the above-findings, recommendations were made.Keywords:Perception ; Tertiary Teachers ; Personality Social and Pedagogic Competence; English Language; Teaching/Learning

This paper investigates students’ perception of tertiary teachers’ attitude, method of teaching and classroom management in the teaching and learning of (professional, pedagogic, social and personality competence) English and Arabic Language at IAIN Walisongo Semarang. This study is designed quantitavely and qualitatively using closed and open-ended questionnaire for collecting data. The subject of this research is the second semester students of the two faculties at IAIN Walisongo who, in that semester, take Arabic or English language course. The subject is chosen because based on 2012 course distribution, English and Arabic are distributed in the first and the second semester. The findings revealed that it is clearly seen that KPI (Islamic Communication &amp; Broadcasting) department students have better perception to their English language teachers. Meanwhile, students who have better perception to their Arabic Language Teachers are those from Islamic Counseling Departments (BPI) of Dakwah faculty. Data of Tarbiyah Faculty shows Arabic language teachers are dominating. Arabic language teachers win 0.5 over English language teachers in almost all characteristics. This implies that expected performance of students in English Language is based on the teachers’ attitude, method of teaching the subject and classroom management. Based on the above-findings, recommendations were made.Keywords:Perception ; Tertiary Teachers ; Personality Social and Pedagogic Competence; English Language; Teaching/Learning

The implementation of distance learning has provided new opportunities and challenges to English language teachers. Commonly, the English language teachers aim to enhance the five language skills of each student: Listening, Speaking, Reading, Writing, and Viewing. However, the pandemic has affected the usual teaching methods, strategies, and techniques applied by English language teachers. Hence, this qualitative study aims to explore English language teachers’ experiences on the transition of their English language pedagogy towards the new normal setup. A Hermeneutic Phenomenological design was utilized to describe and interpret the participants’ responses. 15 English language teachers from selected private and public schools participated in the study. The following themes emerged from the Focus Group Discussion: Overcoming new challenges in teaching job; Altruistic act of teachers towards the second language learners; Technology as the main tool for teaching; Teachers acting more as guides than facilitators; Eclectic approach as the common method to teaching English in this new normal. These findings imply that English language teachers have redesigned their teaching strategies following the capabilities and needs of the students. Also, some activities have been modified to make them compatible with distance learning. The researchers suggest investigating the other factors that may help the English language learners to learn the English language during distance learning.

This study aims to analyze the effectiveness of interactive Edu-game puzzle media in improving elementary school students’ English language skills. The method used is a literature review, examining various literature and previous research related to the use of interactive learning media, specifically Edu-game puzzles, in English language learning at the elementary school level. The analysis results show that interactive Edu-game puzzle media has significant potential to enhance students’ English language skills, particularly in vocabulary, grammar, and reading comprehension. Factors contributing to the effectiveness of this media include interactive elements, immediate feedback, and enjoyable aspects that increase students’ learning motivation. However, effective implementation requires careful design and teacher support. This study concludes that interactive Edu-game puzzle media can be a valuable tool in English language learning in elementary schools, with recommendations for further research on optimal design and implementation strategies in different learning contexts.

This correlational quantitative study investigates the impact of TikTok social media usage intensity on academic learning motivation among elementary school students. Using a sample of 80 students from grades 4, 5, and 6, selected through accidental sampling, the research employed TikTok usage intensity scales and an academic learning motivation scale based on self-determination theory. Data analysis with Pearson correlation in JASP software revealed a significant negative relationship between TikTok usage intensity and students' learning motivation, supporting the hypothesis. Recommendations include implementing social media regulations in educational settings and promoting awareness among students, parents, and educators about the potential adverse effects of excessive TikTok use. Future research could explore this topic further with more sophisticated methodologies to enhance understanding. Highlight: Quantitative approach reveals significant negative correlation. Accidental sampling used for diverse grade representation. Recommendations advocate media regulation for academic focus. Keywoard: TikTok, Elementary students, Learning motivation, Social media impact, Correlational study

Limited empirical research on the key competencies of front-line English teachers, particularly primary and middle school English teachers in rural regions, exists in the current literature. This research focuses on front-line instructors and examines their mastery of the key competencies in English language teaching. Through in-depth interviews, this paper examined eight rural junior middle school English teachers on their understanding of developing students’ key competencies in English language teaching, as well as the obstacles and challenges they experienced in curriculum implementation. The study found that although front-line teachers have a positive attitude toward the key competencies, there is still a certain gap between their comprehension of key competencies and policy requirements and practical demands. In order to implement core qualities and effectively promote curriculum reform, we need to strengthen teacher development training for front-line English teachers, especially for primary and secondary school English teachers in rural areas, to improve their understanding and professionalization of the new round of curriculum reform.

The role that parents’ involvement play in young learners’ English learning process has been investigated in various contexts from different perspectives. This study aims to explore English language teachers’ perceptions about the role of parental involvement in young learners’ English language learning process. For this purpose, data were collected through a questionnaire which has 5 open-ended questions. The questionnaire was sent to 25 English language teachers working at three different private primary schools in Ankara. The collected data are then analyzed by adopting inductive content analysis. Five themes emerged based on the answers provided by the teachers which include: (1) factors influencing students’ achievement, (2) significance of parental involvement, (3) parents’ way of involvement in English language teaching/learning process, (4) strategies that parents use to encourage parental involvement, and (5) teachers’ need for further training on parental involvement . The results indicate that the teachers are aware of the importance of parental involvement, yet they do not use any specific strategy to foster parental involvement. Also, teachers view themselves as the lead and main figures in young learners’ English language development whereas they regard the parents only as one of the factors that assist young learners in learning English. Keywords: parental involvement, teachers’ perception, teaching English to young learners, English language teachers, content analysis

This paper examines the integration of 21st-century pedagogical competencies and Critical Pedagogy in English language teacher training through the INSPIRE (INnovative Strategies in Pedagogy for Inclusive Reflective English-teaching) Program at a Spanish university. Targeting undergraduate students in Primary Education to become English teachers, INSPIRE merged in-depth English language knowledge with innovative teaching methodologies. The program highlighted adaptability, technological literacy, and intercultural sensitivity in English teaching, aligning with 21st-century requirements in education. Embracing Paulo Freire’s Critical Pedagogy principles, the INSPIRE Program promoted an emancipatory and participatory teaching approach. Implementation phases include initial observation, gradual teaching involvement, and specific project development. INSPIRE’s transformative impact is assessed through enhanced linguistic and pedagogical competencies, critical consciousness, and cultural empathy. The paper concludes by emphasizing the significance of innovative, reflective educational approaches in teacher training, preparing future educators as change agents in a diverse, global educational environment.

The study explored the elementary school student’s perception of improvement in the English language. The research was quantitative. The main objective is to investigate what techniques students use to improve their English. Moreover, find the difference of opinion between males and females regarding English improvement. Moreover, find the differences of opinion among public and private elementary school students. The study's population was elementary school students in Lahore, selected by a convenient sampling method. The study sample was 300 male and female elementary school students from Lahore. The researcher uses a self-developed questionnaire for students. For data collection, a questionnaire was used. The questionnaire was adapted to explore secondary school students' perception of improvement in the English language. The tool consisted of a six-point Likert scale. The questionnaire was divided into two parts; the 1st part consisted of demographic variables (gender, types of schools, and age). Data were analyzed through SPSS by applying descriptive frequency distribution, one-way ANOVA, and t-test. Based on data analysis, it was found that a significant percentage of students engage in various self-directed English learning activities, such as reviewing their work (29.3%), seeking opportunities to use English outside of class (22.8%), and practicing pronunciation through reading aloud (26.7%). Additionally, many students use strategies such as looking up words in dictionaries (24.4%) and paying attention to errors when writing or speaking (26.4%) to improve their language skills. Moreover, there was no significant difference between secondary students categorized on a gender basis and also not found a significant difference between students of private and public schools. However, significance was found between different groups of ages