Pub Date : 2019-08-06DOI: 10.31980/eealjournal.v2i2.1713
Adisti Rahayu, I. Nugraha, Y. Fajriah
This study was aimed to identify types of anxiety in students’ speaking of hortatory exposition texts in one of universities in Garut. To achieve the aforementioned purpose, qualitative approach embracing case study was employed. The data were gathered through observation of the second graders’ speaking performances. The data were analyzed inductively that was transcribed, categorized, analyzed, interpreted and concluded. As the result, there are two types of speaking anxiety; they are trait anxiety and state/situational anxiety. Furthermore, this study suggests teachers be more creative in designing the teaching planning of speaking class.
{"title":"STUDENTS’ ANXIETY IN SPEAKING OF HORTATORY EXPOSITION TEXT","authors":"Adisti Rahayu, I. Nugraha, Y. Fajriah","doi":"10.31980/eealjournal.v2i2.1713","DOIUrl":"https://doi.org/10.31980/eealjournal.v2i2.1713","url":null,"abstract":"This study was aimed to identify types of anxiety in students’ speaking of hortatory exposition texts in one of universities in Garut. To achieve the aforementioned purpose, qualitative approach embracing case study was employed. The data were gathered through observation of the second graders’ speaking performances. The data were analyzed inductively that was transcribed, categorized, analyzed, interpreted and concluded. As the result, there are two types of speaking anxiety; they are trait anxiety and state/situational anxiety. Furthermore, this study suggests teachers be more creative in designing the teaching planning of speaking class.","PeriodicalId":119882,"journal":{"name":"English Education and Applied Linguistics Journal (EEAL Journal)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125833119","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-08-06DOI: 10.31980/eealjournal.v2i2.1728
Lia Aprilia
When This research objectives were to identify the difference between male and female students in their English learning style, and to identify the most preferred learning styles used by both male and female students in learning English. In achieving the research objectives, the researcher used a descriptive qualitative research design. This research was conducted in one senior high school in Garut, West Java, Indonesia. The researcher used a questionnaire and an interview to collect the research data. There were 29 students involved in this research. The researcher gave the questionnaire to all the participants of this research, and the researcher involved 2 male and 2 female students in the interview session to strengthen the questionnaire result. Based on the results of this research, the researcher concluded some points. Firstly, there was the difference between male and female students in their English learning styles. Secondly, the most preferred learning style used by male students in learning English were kinesthetic learning style (27.59%). Thirdly, the most preferred learning style used by female students in learning English were auditory learning style (34.48%).
{"title":"GENDER DIFFERENCES IN ENGLISH LEARNING STYLE PREFERENCES AMONG SENIOR HIGH SCHOOL STUDENTS","authors":"Lia Aprilia","doi":"10.31980/eealjournal.v2i2.1728","DOIUrl":"https://doi.org/10.31980/eealjournal.v2i2.1728","url":null,"abstract":"When This research objectives were to identify the difference between male and female students in their English learning style, and to identify the most preferred learning styles used by both male and female students in learning English. In achieving the research objectives, the researcher used a descriptive qualitative research design. This research was conducted in one senior high school in Garut, West Java, Indonesia. The researcher used a questionnaire and an interview to collect the research data. There were 29 students involved in this research. The researcher gave the questionnaire to all the participants of this research, and the researcher involved 2 male and 2 female students in the interview session to strengthen the questionnaire result. Based on the results of this research, the researcher concluded some points. Firstly, there was the difference between male and female students in their English learning styles. Secondly, the most preferred learning style used by male students in learning English were kinesthetic learning style (27.59%). Thirdly, the most preferred learning style used by female students in learning English were auditory learning style (34.48%).","PeriodicalId":119882,"journal":{"name":"English Education and Applied Linguistics Journal (EEAL Journal)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125190815","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-08-06DOI: 10.31980/eealjournal.v2i2.1729
Irma Firi Andriani, Tanto Setia Mulyanto, Amir Hamzah
The aim of this research was to investigate what are students’ perception on EFL speaking skills. This research was conducted in one of Senior High Schools in Garut, in which consisted of six students of eleventh grade students in the data interview as participants. This research used qualitative method. In this research, the data were collected from structured interview. As the results, the first, the researcher founded that all of the participants think that speaking is important to learn. It can be seen from the students’ answered in interview. They are stated that speaking is important to learn because speaking used for interaction and communication in our life. The second, the teachers’ way in teaching speaking can influenced the students’ speaking skill. The students stated that if the teacher’s way in teaching speaking is well, it can make the students more active and interested in learning speaking, and it becomes a main factor for the students can understand or not. The last, the researcher founded that what are the students’ difficulties in learning speaking. The students have difficulties in learning speaking skill because they have poor vocabulary and poor pronunciation.
{"title":"STUDENTS’ PERCEPTION ON EFL SPEAKING SKILLS","authors":"Irma Firi Andriani, Tanto Setia Mulyanto, Amir Hamzah","doi":"10.31980/eealjournal.v2i2.1729","DOIUrl":"https://doi.org/10.31980/eealjournal.v2i2.1729","url":null,"abstract":"The aim of this research was to investigate what are students’ perception on EFL speaking skills. This research was conducted in one of Senior High Schools in Garut, in which consisted of six students of eleventh grade students in the data interview as participants. This research used qualitative method. In this research, the data were collected from structured interview. As the results, the first, the researcher founded that all of the participants think that speaking is important to learn. It can be seen from the students’ answered in interview. They are stated that speaking is important to learn because speaking used for interaction and communication in our life. The second, the teachers’ way in teaching speaking can influenced the students’ speaking skill. The students stated that if the teacher’s way in teaching speaking is well, it can make the students more active and interested in learning speaking, and it becomes a main factor for the students can understand or not. The last, the researcher founded that what are the students’ difficulties in learning speaking. The students have difficulties in learning speaking skill because they have poor vocabulary and poor pronunciation.","PeriodicalId":119882,"journal":{"name":"English Education and Applied Linguistics Journal (EEAL Journal)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"134435095","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-08-06DOI: 10.31980/eealjournal.v2i2.1725
This research was aimed to find the students’ difficulties in speaking English and to find the factors contributing to students’ difficulties in speaking English. The research used qualitative method for the answer the problem statement. The sample of this study was all students of eleventh grade of a senior high school in Garut which used population sampling technique. Based on the data from the result of this research showed that: 92% of the students’ difficulties in speaking, 80% of students had limited vocabulary, 70% pronunciation, 20% nervousness. Factors contributing to students’ difficulties in speaking were that 100% students preferred to speak in their mother tongue (Sundanese) rather than English, they are lazy to read and learned new words, 92, 6% the students did not had motivation and the teachers’ teaching style was also one of the factors contributing to students’ difficulties in speaking English.
{"title":"AN ANALYSIS OF STUDENTS’ SPEAKING DIFFICULTIES IN ROLE PLAY ACTIVITIES","authors":"","doi":"10.31980/eealjournal.v2i2.1725","DOIUrl":"https://doi.org/10.31980/eealjournal.v2i2.1725","url":null,"abstract":"This research was aimed to find the students’ difficulties in speaking English and to find the factors contributing to students’ difficulties in speaking English. The research used qualitative method for the answer the problem statement. The sample of this study was all students of eleventh grade of a senior high school in Garut which used population sampling technique. Based on the data from the result of this research showed that: 92% of the students’ difficulties in speaking, 80% of students had limited vocabulary, 70% pronunciation, 20% nervousness. Factors contributing to students’ difficulties in speaking were that 100% students preferred to speak in their mother tongue (Sundanese) rather than English, they are lazy to read and learned new words, 92, 6% the students did not had motivation and the teachers’ teaching style was also one of the factors contributing to students’ difficulties in speaking English.","PeriodicalId":119882,"journal":{"name":"English Education and Applied Linguistics Journal (EEAL Journal)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130014662","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-08-06DOI: 10.31980/eealjournal.v2i2.1712
The purpose of the study is to analyze the students’ ability in communicating using English in a form of a project work about five different Railway Infrastructure topics which analyzed based on their features of spoken language when having conversation. This study was conducted after mid-term test for 4 weeks by giving them a project to make a video of their conversing in public space related to the topics given. The population were 60 students of the same major; Railway Infrastructure Engineering (RIL / Rekayasa Infrastruktur Perkeretaapian) of ITL Trisakti from two classes. The sample of the study was taken from RIL A class which is taught and under responsibility of the writer. There were 30 students which was divided into 6 groups consist of 5 students. The result shows that the students are already able to speak English though their word choices especially for spoken language features are still very limited related to the topics given. However, students nowadays love to perform and they are very digital literate which is the reason why they love filming or doing the project.
{"title":"SPOKEN LANGUAGE FEATURES IN A PROJECT BASED LEARNING OF ESP CLASS ACTIVITY","authors":"","doi":"10.31980/eealjournal.v2i2.1712","DOIUrl":"https://doi.org/10.31980/eealjournal.v2i2.1712","url":null,"abstract":"The purpose of the study is to analyze the students’ ability in communicating using English in a form of a project work about five different Railway Infrastructure topics which analyzed based on their features of spoken language when having conversation. This study was conducted after mid-term test for 4 weeks by giving them a project to make a video of their conversing in public space related to the topics given. The population were 60 students of the same major; Railway Infrastructure Engineering (RIL / Rekayasa Infrastruktur Perkeretaapian) of ITL Trisakti from two classes. The sample of the study was taken from RIL A class which is taught and under responsibility of the writer. There were 30 students which was divided into 6 groups consist of 5 students. The result shows that the students are already able to speak English though their word choices especially for spoken language features are still very limited related to the topics given. However, students nowadays love to perform and they are very digital literate which is the reason why they love filming or doing the project.","PeriodicalId":119882,"journal":{"name":"English Education and Applied Linguistics Journal (EEAL Journal)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125183243","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-08-06DOI: 10.31980/eealjournal.v2i2.1710
H. Thamrin, Arif Muhammad
This study is purposed to analyze the ten of collected poems “Lelaki yang Dicintai Bidadari”. It is primarily to find out the figurative language that’s being used in the poem and also to figure out the poem meaning semantically. This study used descriptive and qualitative approach based on the view of its procedural frame which are planning, implementation, analyzing, finding, and reporting. There are six types of figurative language used on some of Hasan Aspahani's poems. The six types of figurative language are found based on the data used in the collection of Hasan Aspahani's poems, there are hyperbole, irony, metaphor, personification, antithesis, and symbol. The conclusion that can be taken from the data source is that the most commonly figurative language which used in the poems of Hasan Aspahani is Metaphor. From the semantic meaning interpretation result, it is expected that the majority of poems’ words are in connotative since the author mostly use metaphor in expressing romantic poems
{"title":"INVESTIGATIVE COLLECTED POEMS OF HASAN ASAPAHANI FROM FIGURATIVE AND SEMANTIC PERSPECTIVE","authors":"H. Thamrin, Arif Muhammad","doi":"10.31980/eealjournal.v2i2.1710","DOIUrl":"https://doi.org/10.31980/eealjournal.v2i2.1710","url":null,"abstract":"This study is purposed to analyze the ten of collected poems “Lelaki yang Dicintai Bidadari”. It is primarily to find out the figurative language that’s being used in the poem and also to figure out the poem meaning semantically. This study used descriptive and qualitative approach based on the view of its procedural frame which are planning, implementation, analyzing, finding, and reporting. There are six types of figurative language used on some of Hasan Aspahani's poems. The six types of figurative language are found based on the data used in the collection of Hasan Aspahani's poems, there are hyperbole, irony, metaphor, personification, antithesis, and symbol. The conclusion that can be taken from the data source is that the most commonly figurative language which used in the poems of Hasan Aspahani is Metaphor. From the semantic meaning interpretation result, it is expected that the majority of poems’ words are in connotative since the author mostly use metaphor in expressing romantic poems","PeriodicalId":119882,"journal":{"name":"English Education and Applied Linguistics Journal (EEAL Journal)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115417311","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-08-06DOI: 10.31980/eealjournal.v2i2.1727
Bunga Nida Azhari
When This study entitled “Developing Speaking Skill Through Oral Description Practice”. It was focused on students’ speaking ability through oral description practice in one of Senior High School in Garut. The participants of this study consisted of one class of the second grade, 30 students. To achieve the purpose, this study used pre-experimental design. This study aimed to find out the effectiveness of oral description practice in improving students’ speaking ability. Pre-test and post-test were employed to obtain the data. Based on the result from the pre-test and post-test that the average scores of pre-test was 70.27. After giving the treatments, the average of post-test was 74.13. The minimum standard value in English speaking skill based on lesson plan is 70. According to the post-test data lot of student’ got score more than 70. Based on the hypothesis tested, it could be concluded that Ha could be accepted if there was a significant improvement in students’ speaking ability by using oral description practice. The testing was showed that t observed = 7.1178 was placed in the area where Ha was accepted. Thus, it means that Ha is accepted otherwise Ho is rejected. So, there was a significant influence oral description practice in improving students’ speaking ability.
{"title":"DEVELOPING SPEAKING SKILL THROUGH ORAL DESCRIPTION PRACTICE","authors":"Bunga Nida Azhari","doi":"10.31980/eealjournal.v2i2.1727","DOIUrl":"https://doi.org/10.31980/eealjournal.v2i2.1727","url":null,"abstract":"When This study entitled “Developing Speaking Skill Through Oral Description Practice”. It was focused on students’ speaking ability through oral description practice in one of Senior High School in Garut. The participants of this study consisted of one class of the second grade, 30 students. To achieve the purpose, this study used pre-experimental design. This study aimed to find out the effectiveness of oral description practice in improving students’ speaking ability. Pre-test and post-test were employed to obtain the data. Based on the result from the pre-test and post-test that the average scores of pre-test was 70.27. After giving the treatments, the average of post-test was 74.13. The minimum standard value in English speaking skill based on lesson plan is 70. According to the post-test data lot of student’ got score more than 70. Based on the hypothesis tested, it could be concluded that Ha could be accepted if there was a significant improvement in students’ speaking ability by using oral description practice. The testing was showed that t observed = 7.1178 was placed in the area where Ha was accepted. Thus, it means that Ha is accepted otherwise Ho is rejected. So, there was a significant influence oral description practice in improving students’ speaking ability.","PeriodicalId":119882,"journal":{"name":"English Education and Applied Linguistics Journal (EEAL Journal)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-08-06","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115650339","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-02-28DOI: 10.31980/eealjournal.v2i1.1079
Rani Ratna Ningsih
This research aimed to analyzed the strategies used by teacher and students’ impression of the strategies used by teacher in teaching speaking for students with visual impairments. To achieve these aims, a qualitative research embracing case study was chosen. The participants of this research were eleventh grade from one of SLB-A in Garut. To analyzed the data, kayi’s (2006) categories thirteen strategies in teaching speaking. The finding reveal that there were three kinds of strategies in teaching speaking conducted by teacher; storytelling, role play and story completion. Regarding the students’ impressions, there were positive impression of the students toward English, speaking and storytelling.
{"title":"TEACHER’S STRATEGIES IN TEACHING SPEAKING FOR STUDENTS WITH VISUAL IMPAIRMENT","authors":"Rani Ratna Ningsih","doi":"10.31980/eealjournal.v2i1.1079","DOIUrl":"https://doi.org/10.31980/eealjournal.v2i1.1079","url":null,"abstract":"This research aimed to analyzed the strategies used by teacher and students’ impression of the strategies used by teacher in teaching speaking for students with visual impairments. To achieve these aims, a qualitative research embracing case study was chosen. The participants of this research were eleventh grade from one of SLB-A in Garut. To analyzed the data, kayi’s (2006) categories thirteen strategies in teaching speaking. The finding reveal that there were three kinds of strategies in teaching speaking conducted by teacher; storytelling, role play and story completion. Regarding the students’ impressions, there were positive impression of the students toward English, speaking and storytelling.","PeriodicalId":119882,"journal":{"name":"English Education and Applied Linguistics Journal (EEAL Journal)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122170271","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-02-28DOI: 10.31980/eealjournal.v2i1.1084
To support education in Indonesia to be more effective, additional time is needed for student‟s learning in school. Therefore, the policy makers created a full day school system where students study longer in school to get more effective learning and education. How do students perceive this full day school system? The aim of this study was to find out the students‟ perception of the full day school system. To achieve that aim, the qualitative method in the form of the case study was chosen, participated by 8 students in one of a Senior High School in Garut. This study was conducted online. It has been done since the pandemic COVID-19 in Indonesia occurred. With this situation, all school activities were closed. The instrument of this study was semi-structured interview by using recording of mobile phone and WhatssApp aplication. The initial questions are used is five questions. The data analysis was used were: Organize and prepare the data for analyses, read through all the data, begin detailed analysis with a coding process, interrelated themes and drawing conclusion. The results of this study showed that: 1) the students felt bored and tired with this system because too many tasks to do at home and they were too long in school; 2) the students agree with this system, because this system is very helpful in their learning process, besides this system can help the students‟ parents in supervising their children. But they really hope that teachers reduce the tasks that have to be carried and have to be done at home. It was then suggested that the teachers did not add the assignments to do at home and work professionally.
{"title":"Students’ Perception of Full Day School System in One of Senior High School","authors":"","doi":"10.31980/eealjournal.v2i1.1084","DOIUrl":"https://doi.org/10.31980/eealjournal.v2i1.1084","url":null,"abstract":"To support education in Indonesia to be more effective, additional time is needed for student‟s learning in school. Therefore, the policy makers created a full day school system where students study longer in school to get more effective learning and education. How do students perceive this full day school system? The aim of this study was to find out the students‟ perception of the full day school system. To achieve that aim, the qualitative method in the form of the case study was chosen, participated by 8 students in one of a Senior High School in Garut. This study was conducted online. It has been done since the pandemic COVID-19 in Indonesia occurred. With this situation, all school activities were closed. The instrument of this study was semi-structured interview by using recording of mobile phone and WhatssApp aplication. The initial questions are used is five questions. The data analysis was used were: Organize and prepare the data for analyses, read through all the data, begin detailed analysis with a coding process, interrelated themes and drawing conclusion. The results of this study showed that: 1) the students felt bored and tired with this system because too many tasks to do at home and they were too long in school; 2) the students agree with this system, because this system is very helpful in their learning process, besides this system can help the students‟ parents in supervising their children. But they really hope that teachers reduce the tasks that have to be carried and have to be done at home. It was then suggested that the teachers did not add the assignments to do at home and work professionally.","PeriodicalId":119882,"journal":{"name":"English Education and Applied Linguistics Journal (EEAL Journal)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127613745","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-02-28DOI: 10.31980/eealjournal.v2i1.1083
Neneng Yuliani, S. Muljanto, Y. Fajriah
This research aims to investigate EFL teachers’ perceptions on programs EFL teachers join to support their professional development and challenges faced by EFL teachers’ in contribution to their professional development. To achieve these aims, a qualitative research in form of a case study was employed. The participants involved in this research were three English teachers. The participants were an experienced teacher in three of senior high schools in Garut. The data were collected using a semi-structured interview, additionally, document analysis as validate the data. The data were then analyzed based on the theory from Cresswell (2012). The result revealed that TPD was perceived positively by all the teachers. It can be inferred that the efforts of all participants have made similar efforts to improve their professionalism. These efforts comply with the Academic Qualifications and Teachers’ Competence Standards, and include programs such as; seminars, workshops, training programs, and even modules/ books, Classroom Action Research and teaching materials. However, they also had problem improving their professional skills, because the challenges they faced are not only from external one, but also from internal factor.
{"title":"PROFESSIONAL DEVELOPMENT OF SENIOR HIGH SCHOOL EFL TEACHERS: VOICES FROM TEACHERS","authors":"Neneng Yuliani, S. Muljanto, Y. Fajriah","doi":"10.31980/eealjournal.v2i1.1083","DOIUrl":"https://doi.org/10.31980/eealjournal.v2i1.1083","url":null,"abstract":"This research aims to investigate EFL teachers’ perceptions on programs EFL teachers join to support their professional development and challenges faced by EFL teachers’ in contribution to their professional development. To achieve these aims, a qualitative research in form of a case study was employed. The participants involved in this research were three English teachers. The participants were an experienced teacher in three of senior high schools in Garut. The data were collected using a semi-structured interview, additionally, document analysis as validate the data. The data were then analyzed based on the theory from Cresswell (2012). The result revealed that TPD was perceived positively by all the teachers. It can be inferred that the efforts of all participants have made similar efforts to improve their professionalism. These efforts comply with the Academic Qualifications and Teachers’ Competence Standards, and include programs such as; seminars, workshops, training programs, and even modules/ books, Classroom Action Research and teaching materials. However, they also had problem improving their professional skills, because the challenges they faced are not only from external one, but also from internal factor.","PeriodicalId":119882,"journal":{"name":"English Education and Applied Linguistics Journal (EEAL Journal)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2019-02-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127138721","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：