Teacher’s Preparation of Lesson Plan and Constraints in English as a Foreign Language During the Pandemic Outbreak in the Junior High School

Wulandari, Putu Devi Mas; Tantra, Dewa Komang; Santosa, Made Hery

doi:10.23887/jpbi.v9i1.32518

Cited by 7 publications

(6 citation statements)

References 25 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Meanwhile, some previous studies have been added to enrich the present study. Wulandari et al, (2021) undertook the previous study that focused on exploring the teacher's capability and limit in preparing lesson plans and barrier factors of the foreign language learner in the learning process adopting Google Meet during the pandemic. The result showed that teachers struggle to create lesson plans because they have less capability and face several challenges when selecting learning strategies, choosing instruments and evaluation, and learning media.…”

Section: What Are the Efl Teacher's Strategies In Preparing Classroom...mentioning

confidence: 99%

“…There are several studies related to this research. The first study conducted by Wulandari, Tantra, and Santosa (2021) analyzes the teacher's ability to prepare a lesson plan and students' obstacles in online learning. This mixed method study revealed that the teachers are less capable and encounter several challenges when it comes to adopting a type of technique, an instrument, assessing a technique, or selecting instructional media.…”

Section: Introductionmentioning

confidence: 99%

See 1 more Smart Citation

EFL Teacher’s Strategies in Preparing Classroom Activity for Vocational High School Students

Ardiansyah

2023

(JEEP)

View full text Add to dashboard Cite

The research reported on teachers’ strategies in preparing classroom activities for vocational high school students. It was obvious that vocational school prepares students to work in particular industries. Thus, the teacher can provide classroom activities that were able to increase the student’s skills. A case study methodology was employed in this research and the data were obtained from classroom observation and non-structured interviews. The topic of this research is an English teacher at a vocational high school. The result found that the teacher prepared the learning materials based on the major that the student had taken and provided the classroom activity that adjusted to the student’s skill program. However, the study also showed that many students still seemed unmotivated and less focused. The teacher explained that it could be the students' less vocabulary mastery that made them hard to pay attention to the learning activity. The findings concluded that (1) the teacher can provide effective classroom activities even though it is still hard to manage the students, and (2) the teacher has provided the classroom activities based on the student’s needs, backgrounds, and skills.

show abstract

Section: What Are the Efl Teacher's Strategies In Preparing Classroom...mentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

EFL Teacher’s Strategies in Preparing Classroom Activity for Vocational High School Students

Ardiansyah

2023

(JEEP)

View full text Add to dashboard Cite

show abstract

“…Regarding the implementation of lesson plans, the English teacher used a one-sheet lesson plan in which the contents were simplified (Abidah et al, 2020). Some benefits of this lesson plan are fostering flexibility, creativity, and innovation in the EFL classroom regarding learning media, materials, assessments and evaluation (P. D. M. Wulandari et al, 2021).…”

Section: The Preparation Stage Of E-learningmentioning

confidence: 99%

Implementation of E-learning in EFL Context during COVID-19: Teachers' and Students' Views at One School

Wahyuningsih

Kusumaningrum

2022

SELJU

View full text Add to dashboard Cite

The present study reports the implementation of e-learning in English language teaching during the COVID-19 pandemic at one of the private high schools in Indonesia viewed from teachers' and students' perspectives. Using a qualitative study, the data were garnered through semi-structured interviews with an English teacher, a principal who also teaches English, and students. The result reveals that both teachers and students have the same responses to e-learning practices. There were three stages in implementing e-learning: preparation, implementation, and evaluation. In terms of preparation, the English teacher designed lesson plans as a guideline for learning. In the implementation stage, the English teacher used learning materials from various sources, including textbooks, videos, articles, and other sources on the internet. On the other hand, students reported that English teaching and learning activities in e-learning classes were usually carried out through WhatsApp, Google Classroom, and Zoom meetings. Apart from the advantages of e-learning in English language teaching, some challenges in its practice include the difficulties of operating technical devices for specific teachers, the problems of controlling students during distance learning, etc. Finally, the study's findings promote integrating technology and encouraging teachers' professional development in English language teaching.

show abstract

“…Electrical impulses move through the nervous system's intricate circuitry (Fauzi, Ambi, Madaud, & Unin, 2022). The internal organs are told to speed up or slow down their activity by a set of hormones found throughout the circulation (Wulandari, Tantra, & Santosa, 2021). Psychologists that investigate perceptions (Fauzi et al, 2022), memories, and behavior from a biological perspective look at how physical events interact with events in the outside world to form perceptions, memories, and behavior (Zainal & Yunus, 2022).…”

Section: Introductionmentioning

confidence: 99%

Student’s Perspective: Google Classroom Application in Learning English during the Pandemic

Ishak,

Mulyanah

2023

scope

View full text Add to dashboard Cite

<div class="WordSection1"><p>This research aims to analyze students' perspectives by using the Google Classroom application in learning English during the pandemic. The subjects of this study were students from class XII IPS 3 at SMA Yuppentek 1 Kota Tangerang in the academic year 2021/2022. The research used a descriptive qualitative method. In collecting data, the author used 2 techniques, namely; interviews and questionnaires. The results of this study are based on their perspective, it can be concluded that online learning is fun. Learning online is more relaxed because it can be done anywhere. Online learning makes saving time and money. Students also study online due to pandemic conditions that require them to study online. However, the negative side of online learning is unstable network conditions, sometimes constrained by the internet quota being exhausted, unfocused, and less effective in delivering subject matter which ultimately makes it difficult for students to understand the subject matter and using Google Classroom facilitated the online learning process during the Covid-19 pandemic, but there is no denying that they also consider face-to-face learning to be more effective than online learning.</p></div>

show abstract

Teacher’s Preparation of Lesson Plan and Constraints in English as a Foreign Language During the Pandemic Outbreak in the Junior High School

Cited by 7 publications

References 25 publications

EFL Teacher’s Strategies in Preparing Classroom Activity for Vocational High School Students

EFL Teacher’s Strategies in Preparing Classroom Activity for Vocational High School Students

Implementation of E-learning in EFL Context during COVID-19: Teachers' and Students' Views at One School

Student’s Perspective: Google Classroom Application in Learning English during the Pandemic

Contact Info

Product

Resources

About