The English language is becoming a global lingua franca, given its association with critical turns such as globalization, global economy, international communication, and the Internet. Many countries try to develop their countries start from the educational sector and put English as the language needed to learn in schools of many countries such as Indonesia. The use of English was becoming a global phenomenon that English is becoming a language of instruction in schools. The impact of utilizing English suggests that in a few universal academic settings, there is an apace developing inclination for English received as a medium of instruction (EMI). EMI applied in many educational levels started from the University, High School, and even in the early grade, such as Primary School. With the use of EMI in many educational systems, several issues rose related to its use in the classroom. Many of the studies found a lack of English proficiency, both from teachers and students in the use of EMI and several other problems. Related to this issue, the researcher conducted a study. Through a qualitative study in a case study design, the perception of teachers and pupils of a primary school in Palembang was explored and investigated. The participants of this study were the fifth-grade teachers and pupils in Paramount School Palembang. The data were collected by open-ended interviews with 3 Science teachers, 2 Mathematics teachers and 12 pupils in Paramount School Palembang. Thematic analysis was used in analyzing the data, and then the data were coded and classified into categories to form big themes based on the perceptions and information. The data analyzed revealed a consistency between teachers' and pupils' perceptions about EMI use in the classroom. The result mentioned that the teachers and pupils had positive perceptions because of the benefit of using English as a medium of instruction.
The research is aiming at exploring the utilization of technology at both Faculty of Teacher Training and Education, Sriwijaya University and Faculty of Arts and Education within Deakin Universit.The data was collected through the interview with the lecturers and also the field observation. On this faculty, the BI learning program is organized in two modes: on campus and off campus. Based on the observation and interview, it could be identified that 1) Learning activity: Mode off campus 2) Classroom Management is conducted individually or in group and a virtual meeting with the instructor and or via video conference 3) Devices utilized by the students were hardware and software with certain specification, 4) Application/software utilized was adopted package software, 5) Learning material was developed by the instructors, 6) Supported crew was the IT staff, and 7) Instructur in the learning activity was still required with different role as the learning material developer.Keywords: engagement; technology; learning support
Utilizing technology in the classroom characterizes the 21st century teachers. Therefore, teachers are demanded to be able to use technology in pedagogical practices in order to fulfill their students’ needs facing rapidly digitalized life. This study was designed to investigate the perceptions of a group of in-service English as Foreign Language (EFL) teachers who studied at a Teacher Profession Education program at a state university, concerning the application of technology within challenges they faced during their study. This study used qualitative research with narrative approach as a strategy of inquiry. The data were obtained by using a semi-structure interview with the in-service teachers and documentation. The data were analyzed using thematic analysis. The results of the study showed that the participants generally perceived positively the technology integration taught by their university instructors during their study time at the Teacher Profession Education program although there was a negative response when they were firstly introduced with the technology. It might have been caused by their lack of technological knowledge. The result also revealed that the participants found it challenging when it came to the use of novel technology as introduced and applied by their university instructors. In addition, their own integration of technology during their Teaching Practice was a challenge due to the students’ low motivation to engage in the online learning activity which was the mode of learning. The findings of this study suggest that teachers need to advance their skills and knowledge to utilize technology in supporting their pedagogical practices.
This research intends to dig out the Senior High School students' needs in English reading materials development based on climate change material revised by students', and teachers' views. The data were obtained by applying a questionnaire and semi-structured interviews. The data are described both quantitatively and qualitatively. The outcomes of the need analysis represent that: 1) English is important to students' future careers, (2) students’ English proficiency is at the beginner level, 3) students still get some hardship in writing skills, 4) the type of text needed is an exposition text, 5) it has connected between English reading materials and the content subject materials, 6) students still run short of awareness about climate change material, 7) There is still the limitation of climate change as the English reading materials, 8) two major causes for connecting climate change material into educational materials are to increase the awareness of students. As a consequence of the needs, it is important to develop supplementary exposition reading materials by connecting climate change which fit the students’ English proficiency and can help out their study program.
Reading is essential in every subject. Reading also has a relationship with the students' achievement. This study is aimed to investigate whether or not there is (1) a significant correlation between reading attitude and reading comprehension achievement, (2) a significant correlation between reading motivation and reading comprehension achievement, (3) a significant correlation between reading attitude and reading motivation, and (4) any correlation between predictor variables and the criterion variable. The study was a correlational study with Pearson-product moment correlation. The sample of this study were 95 eleventh graders of upper secondary school. Cluster random sampling technique is used in this study. Questionnaires of reading attitude, reading motivation, and reading comprehension tests are given. The questionnaire result reveals that the reading attitude was negative, and reading motivation is medium. Furthermore, the results show that reading attitude and reading comprehension has a significant correlation. Reading motivation and reading comprehension also has a significant correlation. The roles of students, parents and teachers must work suitably in order to construct the positive reading atmosphere, thus they could achieve the better achievement in reading even for all subjects. HIGHLIGHTS: The supports from family in motivating the children to be a good reader could build the positive attitude toward reading. Reading motivation can lead to the improvement in language learning performance. The learners who tend to read simple English texts can be said as the learners who were lacking English reading experiences.
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