The Students' Perception of The Media Used by Teacher In Teaching English

This study aims to find out the media used by the teachers in teaching English at SMPN 9 Selayar and to investigate the students’ perception of the instructional media used by the English teachers in teaching English at SMPN 9 Selayar. A quantitative approach using the descriptive method was employed in this study to investigate students’ perceptions on the instructional media used by teachers in teaching English, while the research instruments were observation, questionnaires, and documentation. This study found that three types of learning media are often used by teachers in teaching English namely English books, whiteboards, and dictionaries. The kinds of media that the teacher used when teaching English were a whiteboard, an English book, and a dictionary. Most of the students gave a positive perception toward the media used by English teachers in the teaching and learning process, they were being happy, more active, being more excited/spirit in learning English, they were easier to understand the materials, they can improve their pronunciation, vocabulary, find new ideas, express their opinion and they can practice it in daily life. Whereas some students gave negative perceptions toward the media used by English teachers in the teaching and learning process that they can not be enthusiastic/spirit to learn English, pronounce the words correctly, find new ideas, and express their opinion because they were lazy, being wary and afraid of being wrong in learning English. This research provides recommendations to English teachers to be more creative in choosing instructional media to be used when teaching English.

This research investigated the use of trilingual languages by Gayonese and Bataknese teachers in teaching English. This study used the theory of the Sapir-Whorf hypothesis and applied a qualitative method. The data were obtained from videos taken in the classroom. They were analyzed by transcribing the spoken language into written form, identifying the languages used by classifying them into sentences, and calculating the sentences of each language to find out the frequency of languages used by Bataknese and Gayonese teachers in teaching English. The teachers predominately used Indonesian in teaching English (62.70%), the local language (23.81%), and English (13.49%).
 Keywords: Language Use, Teaching, Culture

This paper will NOT address the catastrophic effects of the government-imposed structural changes to Hungarian teacher education since 1990, nor will it concern itself with the low quality of life our teachers face, or how English linguistic and cultural imperialism is resisted or enhanced by our teacher training programs. Instead, I will demonstrate how our Humboldtian/neohumanist tradition of teacher education dating back to 1872 has dominated English language teacher training even in the last fifty years, and will give a criticism of the snobbery in our academic life which deems educational linguists’ and language educators’ work “unacademic” and looked down upon. The traditional teacher education model was significantly challenged when, in addition to the double major[1] 5-year teacher education programs, 3-year single major programs were started in 1990, with considerable help from the World Bank, the British Council, USIS and Peace Corps. These new programs focused on language pedagogy and practical teacher education, and provided considerably increased teaching practice. Similarly to the Netherlands in the 1970s, this was “an uphill fight against tradition, vested interests and mental inertia” (van Essen, 1996, p. 21). The quality of the programs was internationally recognized and the Centers for English Teacher Training (CETTs) became a model for restructuring English teacher education in Central Europe. The 1990s saw the all-time peak of English teacher education in Hungary. After 1997 the CETTs were forcibly (re)merged with the traditional philology departments (aka Departments of English Studies), and a lot of their achievements were wasted. The quality of teacher education seems to be under serious threat again and the academic prestige of teacher educators continues to be minimal, despite the international fame of some Hungarian applied linguists and teacher educators, and the high-quality MA and PhD programs they direct. In conclusion, I will offer my ideas on what could be done in this situation, which is aggravated by chaotic educational language policy decisions from our governments and the curse of the age-old SCHOLARLY teacher vs. PRACTICE ORIENTED teacher controversy in our (English) teacher education.

The aim of this study was to find out how students perceived on the media used by the teacher in Teaching English. This study used qualitative study as its methods. Five students from JICA (Jogja International Culinary Academy) took part in this study. Qualitative research methods will be used to examine questions that can best by verbally describing how participants in a study perceive and interpret various aspects of their environment. The data collection was done by using offline interview in the classroom. Based on the analysis, it revealed that according to students’ perception towards media used by the teacher in teaching English, they gave good perception on it because it can help them so much in understanding English.

China in the past decades has attached greater importance to English language teaching (ELT) and teacher education. Introduction in curriculum policy and English language teacher education of teaching approaches from Anglophone settings that advocate English-only in the English classroom is arguably out of step both with more traditional approaches and with current practices teachers adopt in English language classrooms. In this chapter I use the example of students with Cantonese language backgrounds to argue for reorientation of approaches to language teaching in English teacher education to embrace contemporary multilingual approaches to language teaching and learning, and to validate the educational value of language alternation practices already in use in many classrooms. Cantonese speaking English learners in Guangdong province are a significant but officially unacknowledged minority language group whose language learning could arguably be advantageously progressed if multilingual approaches that embraced all the linguistic resources learners have at their disposal were adopted. The chapter outlines the place of Cantonese in the linguistic landscape, includes an examination of current English policies and teaching approaches, provides a brief consideration of monolingual and multilingual approaches to language teaching, and surveys the research literature on practices of alternation of the language of instruction in English classrooms. The chapter concludes with a call for reorientation of English teacher education policies to acknowledge a multilingual approach to language teaching and learning that prepares teachers as multilingual educators capable of planned and judicious use of both their and learners’ language resources to optimize achievement of national language education policy objectives.

This chapter shares two English teacher educators’ use of self-study to examine the integration of technology and literacy in two English Language Arts methods courses. The purpose of this self-study was twofold: (1) to examine how technology was specifically used in two methods courses and (2) to consider how that usage informed preservice teachers’ teaching and learning of literacy. Through self-study, the teacher educators were able to develop their own – and, by extension, their preservice teachers’ – understandings of the connections between literacy and technology. Specifically, they were encouraged to revise curriculum in order to integrate technology more authentically into the methods courses and revisit their own understandings of technology in order to reconcile previously unrecognized discrepancies in their pedagogy. By engaging in self-study, the teacher educators confronted tensions in their own practice, better understood their own beliefs about literacy and technology, and better articulated their reasoning for integrating technology into literacy teaching and learning.

The Brazilian Ministry of Education has launched in the past five years a variety of continuing teacher education programmes. The huge government investment and support has brought opportunities for teacher educators to put a lot of effort into professional development research. In this context, a Centre for Continuing Teacher Education (NAP-UFPR) at the Federal University of Parana in Brazil has been designing and implementing extension courses and events in the area of English teacher education. Moreover, the teacher educators from this Centre take part into an academic research group and have done pedagogical consultancy to private and public educational institutions. Therefore, a number of researches on English teacher education have already been done at this Centre, including a book published in 2011 (Formacao Desformatada: Praticas com Professores de Lingua Inglesa — Teacher Education and Miseducation: Practices with English Language Teachers). The aim of this presentation is to share one of the experiences the group of English teacher educators at this Centre faced under the construction of their own continuing teacher education. Based on a post-structural educational perspective, the group of teacher educators designed their own collaborative learning process by negotiating a common curriculum for a teacher educators' course. This initiative required the construction of an open space for negotiation and redefinition of the understandings of knowledge, language, and teacher training. The main purpose of this course was the implementation of new pedagogical practices that were collaboratively designed previously among the teacher educators and later through the innovative initiatives of teacher educational programmes for English language teachers, teacher educators, graduate and post-graduate students, and other researchers. Throughout the course, the readings and the discussions were based on the theoretical perspective of critical literacy studies and conceptual questioning. The research analysis has been informed by post-structural theories, relying mainly on the concept of language as discourse and social power (Bakhtin; Foucault), pedagogical practices and the act of listening (Freire), educational change (Usher & Edwards; Sterling), post-method pedagogy (Kumaravadivelu), and educational emancipation (Ranciere). It is worth mentioning that implications and conflicts that emerge from educational movements are highly productive and deserve close attention, especially considering teacher education demands in the twenty-first century.

Initial activities become important as the stepstone to raise students’ autonomous level. The study aims to explore lecturers’ initial activities to encourage students’ autonomous learning. Autonomous learning is a process to be apprehensive of taking control of literacy. This study used a case study and a content analysis in the qualitative exploration. The English teacher educators at the English language education department, the faculty of teacher training and education in Pekanbaru became the research samples. A qualitative approach is chosen as exploration design with the help of Nvivo 12 Apps since interviews come as the main instrument. Some interview points questioned how lecturers help learners comprehend the material, determine their particular pretensions, chancing out supporting coffers. The study reveals that the lecturer's exertion as the initial activities were giving the material explanation, giving information about the course figure, giving assignments, giving what students need, giving provocation or motivation, sharing experiences, making personal approach, exercising, being a Model, making agreement letter, warning, having a concession, having references of material, participating gests, checking students’ appreciation by reviewing, giving question and test. Yet, giving assignments collectively or in collaboration, systems or incidental test becomes a proposed exertion in the initial process to enhance learners’ autonomous.
 
 
 

The massive emergence of virtual learning platforms in early 2020 has gradually replaced face-to-face interaction in the teaching and learning process throughout the globe. All teachers and students have used virtual learning platforms due to the impact of the Coronaviruses Disease-19 (Covid-19) outbreak since the beginning of December 2019, including teachers and students at MTs. Negeri Palopo. This research aims to figure out students’ perceptions towards the strategies used by the teacher in teaching English using virtual learning platforms during the COVID-19 pandemic at MTs. Negeri Palopo. The method used was a kuantitaf method. Through an online questionnaire, the researchers administered a close-ended questionnaire to the eighth-grade students of MTs Negeri Palopo. The data were analyzed using descriptive qualitative and statistical analysis. The result of this research indicates that the students of MTs. Negeri Palopo had a very positive perception towards the strategies that the teachers used using virtual learning platforms during the COVID-19 pandemic, with a mean score of 74,09.

This study aimed at analyzing the types and functions of code-switching used by teachers in teaching English as a foreign language at SMA N 3 Singaraja. This study is a descriptive qualitative research. The subjects of this study are two English teachers who teach in 11th and 12th grades of language major. Data were collected using observation and interview methods. The instruments used in this study are observation sheets, video recorders, interview guide, and tape recorder. The results showed that there are three types of code-switching used by English teachers. They are intra-sentential code-switching (53%) by teacher 1 and (29%) by teacher 2, inter-sentential code-switching (41%) by teacher 1 and (45%) by teacher 2, and tag code-switching (6 %) by teacher 1 and (26%) by teacher 2. There are three functions of code-switching used by teachers; repetitive function (78%) by teacher 1 and (54%) by teacher 2, affective function (16%) by teacher 1 and (30%) by teacher 2, and topic switch (6%) by teacher 1 and (16%) by teacher 2.

Understanding teacher resilience as a multi-faceted and dynamic construct enables the empowerment of teachers’ commitment and effectiveness in pre-service and in- service teacher training programs. Recent studies focus on the resilience of early career teachers; some models of beginning teacher resilience have been proposed by English-native teacher educators; there has been scarce international research that addresses the complexity of teacher resilience; no studies have been found in Vietnam that investigated ways of enhancing English language teacher educators’ resilience. To provide rich descriptions of teachers’ experiences within the teaching context, narratives and semi-structured face-to- face interviews were conducted among 20 teacher educators from English teacher education and training universities in Vietnam. The data analysis identified personal and contextual challenges and resources in building, nurturing and developing resilience. A three-stage model was proposed to foster teacher resilience, which is expected to benefit teacher preparation programs and teacher recruitment, and teacher support networks.KeywordsTeacher resilienceEnglish language teacher educationVietnamChanges

Although prior studies have shown the pedagogical potential of short stories in language learning, only a few studies have investigated English teacher educators' perceptions and experiences with short stories in initial language teacher education courses. This narrative study aims to investigate how short stories are integrated into English language teaching in a teaching education institution. Empirical data were gathered through semi-structured interviews with three English teacher educators. This study used member-checking to ensure the validity of the data. Four steps were used to analyze the data in this study: 1) compiling, 2) disassembling, 3) reassembling, and 4) interpreting. Findings showed that the integration of short stories was carried out in two ways. First, short stories were used as teaching materials in extensive reading courses in the second semester. Second, short stories were used as the basis for creating learning activities. Eight classroom activities were identified from English teacher educators’ stories. Three challenges were encountered by English teacher educators in integrating short stories into English language learning, such as finding the “right” short stories, students' low interest in reading the short stories, and limited facilities and time to execute the planned activity. Generally, the findings imply that the selection of short stories appears to be an essential element, and if English teacher educators can successfully overcome the challenges they encounter, the integration process can be smoothly conducted. Hopefully, future studies will provide ways for teachers to select the right stories and develop learning activities based on the stories chosen.

ABSTRACTIn England, there has been an expansion of different routes into teaching resulting in an increasingly complex and diverse pattern of training provision. This reconfiguration of becoming a teacher is driven by concerns to improve the quality of teachers who are better able to raise standards in schools as well as to ensure a regular supply of teachers for the nation’s children. In consequence, there has been a move towards more school-based and school-led programmes set in a market-driven approach to pre-service teacher preparation. A great deal of research has focused on the implications of these structural changes in English teacher education, while much less attention has been paid to the perceptions and experiences of those who enrol on these diverse teacher education programmes.This paper draws on a series of in-depth interviews with twelve trainee teachers following some of the different pathways into teaching in secondary schools. It explores the trainees’ rationale for choosing their route and how they describe the advantages and disadvantages of their chosen pathways.

Taiwan's bilingual education policy started in 2018, and its implementation is expected to commence in 2022. This paper reviews Taiwan's bilingual policy and some measures to address the need for such reform. Discussions on the Ministry of Education's plans in using the Content and Language Integrated Learning (CLIL) approach, the Teach English in English (TEIE), and the English for Specific Purposes (ESP) are tackled in the presentation. Recommendations on how to narrow gaps, provide support teachers, and improve the implementation of the bilingual policy are covered in this paper. Moreover, a model called, Bilingual and CLIL teacher created by the author explains the challenges and preparations of a non-native English speaker who teaches English as a foreign language or as a second language. It is a comprehensive model that can be used by other researchers in addressing the challenges and preparations needed before the implementation of any educational reforms.

The transformation of the education curriculum is inevitable since the quality of teaching and learning should be improved. As a part of the curriculum structure, the status of English at the primary level remains the same. It is an optional subject that can be taught based on school readiness and the availability of English teachers. However, given the new look of the curriculum that emphasizes students' interest and needs in learning, it is worth investigating on what challenges that faced by the teachers in its implementation. In addition, the study on the challenges of the Merdeka Curriculum Implementation particularly in teaching English has not been voiced loudly by other researchers. Therefore, this study is aimed at figuring out the challenges faced by English teachers. The research employs an exploratory case study research design. The participants of the study were Six English teachers (two males and four females) who teach English in the first and fourth grades of elementary schools. The data of this study was collected through interviews. The result of the study showed that dealing with the implementation of the Merdeka Curriculum English teachers had the challenges related to internal and external aspects. Internal aspects including teachers’ qualification, students’ vocabulary and motivation. While, external aspects cover limited time allotment, Limited opportunity in joining Merdeka curriculum Champaign, limited school facilities, and Lack of professional development programs. These findings should be concerned, not only by the teachers but also it is the responsibility of schools and government to solve those issues. Therefore, the quality of teaching English at the primary level could be better in the future.