A concrete methods book for Junior-High School English.

Reading is not only one of the purposes of English teaching, but also an important way of English learning. Students’ knowledge of English reading enables them to read effectively. At this time, students’ reading focus will gradually shift from learning to using English to obtain information and experience the real purpose of English reading. The traditional junior high school English reading teaching can’t meet the requirements of the new curriculum reform and helps students achieve their initial learning goals. Based on the basic theoretical knowledge of English reading teaching, this article analyzes the problems encountered by teachers and students in the process of English reading teaching, and puts forward the corresponding countermeasures, hoping to promote the level of junior high school students’ English reading teaching.

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Culture teaching in EFL classes: Teachers’ beliefs, attitudes, and classroom practices

Studies in English Language and Education ◽

10.24815/siele.v9i1.21834 ◽

2022 ◽

Vol 9 (1) ◽

pp. 237-257

Author(s):

Lucky Amatur Rohmani ◽

Erna Andriyanti

Keyword(s):

High School ◽

Junior High School ◽

Teaching And Learning ◽

Junior High ◽

English Teachers ◽

High School English ◽

Cultural Elements ◽

Teachers Beliefs ◽

Culture Teaching ◽

Beliefs And Attitudes

It is inevitably believed that culture teaching is the pivotal feeling of integrating culture into the teaching of a language, including in the EFL setting. This study aims to explore the English teachers’ beliefs, attitudes, and the reflection of their beliefs and attitudes on the teaching syllabi. The sequential explanatory mix-methods design was applied in junior high schools in Ngawi. The data were obtained from 144 English teachers’ answers to a questionnaire and interviews with six teachers. Then, the data were analysed by using descriptive statistics, the independent sample T-test, and the Mann-Whitney test. The results indicated that the majority of junior high school English teachers believed in the importance of incorporating culture into their teaching of the language taught and students’ learning process. Moreover, both state and private junior high school English teachers showed similar beliefs and attitudes related to culture teaching. When they taught English, the culture associated with that language had also been taught so that the misconception of learning the language can be minimized. The result of teachers’ practices strongly indicates that the English teachers in Ngawi had implemented the teaching of culture and inserted various cultural elements in the process of their teaching and learning in the EFL classes.

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Research on Junior High School English Reading Class Based on the Principle of Timing and Thorndike’s Three Laws of Learning

Journal of Language Teaching and Research ◽

10.17507/jltr.1106.13 ◽

2020 ◽

Vol 11 (6) ◽

pp. 962

Author(s):

Yefan Ni ◽

Jingjing Lu

Keyword(s):

High School ◽

Junior High School ◽

High Efficiency ◽

Junior High ◽

High School English ◽

English Reading ◽

Research Problems ◽

The Law ◽

Interesting Learning ◽

Contemporary Education

Thorndike was a famous American psychologist in the early 20th century. Based on the hungry cat box experiment, he proposed three famous learning laws in 1911: The Law of Readiness, the Law of Exercise and the Law of Effect. With the reform of contemporary education -- the rise of quality-oriented education and the popularity of task-based teaching, Thorndike's three Laws of Learning have played an important theoretical support for our contemporary research. At the same time, we also see a huge research prospect and correlation between educational psychology and English teaching methods. This paper intends to study the efficiency and interesting teaching of a junior English reading class, and solve the research problems caused by the combination of Thorndike's three Laws of Learning and the principle of timing. By using the methods of questionnaires and interview, the author collected the effective data and information concerning high efficiency and interesting learning in junior high school English reading class.

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A Study on Evaluation of the Integration of Chinese and Foreign Cultures into Oxford Junior High School English Textbooks on the Basis of Multicultural Education

English Language and Literature Studies ◽

10.5539/ells.v11n3p33 ◽

2021 ◽

Vol 11 (3) ◽

pp. 33

Author(s):

Dan YANG ◽

Ziqi WANG

Keyword(s):

High School ◽

Cultural Identity ◽

Multicultural Education ◽

Junior High School ◽

Junior High ◽

Diversity Awareness ◽

High School English ◽

Foreign Culture ◽

Communication Ability ◽

English Textbooks

This paper studies the learner evaluation results of Chinese and foreign cultural materials in Oxford Junior High School English Textbook of Yilin Edition (2nd semester of Book 8) with a questionnaire. It finds that the content of Chinese and foreign culture in this edition is rich and diverse, which can cultivate students’ cross-cultural identity and communication ability. However, some typical problems exist, such as uneven distribution of Chinese and foreign cultures, lack of cultural diversity awareness, lack of interdisciplinary nature, falling to stimulate students’ learning enthusiasm.

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English Core Competencies, Basic Competencies, and Assessment for Junior High School in Curriculum 2013; between Facts and Hopes

Register Journal ◽

10.18326/rgt.v8i1.1-18 ◽

2015 ◽

Vol 8 (2) ◽

pp. 1

Author(s):

Does Ichnatun Dwi Soenoewati

Keyword(s):

High School ◽

Junior High School ◽

Junior High ◽

Core Competencies ◽

Assessment System ◽

Attitude Assessment ◽

High School English ◽

Knowledge Based ◽

Basic Competencies ◽

K 13

This paper focuses on some problems faced by Junior High School English target teachers concerning with the content, formulation, and the order of Core Competencies (known as KI) and Basic Competencies (known as KD) and the assessment in K ‘13 (known as K’13). The material in K ‘13 is regarded as being arranged in balance covering the students attitude, knowledge, and skills competencies stressing on language skills as a means of communication to convey ideas and knowledge. Based on the K ‘13 implementation mentoring, 13 out of 15 teachers (87%) interpret the Core and Basic Competencies differently and most tend to be unclear. This happened due to the formulation, content, and order of the KIs/KDs which were illogical, in contrary to mind mapping, and confusing the target teachers. Moreover, the assessment system, especially attitude assessments are too complicated. These facts make the writer interested to discuss the English KIs/KDs and assessment for Junior High School in K ‘13; between Facts and Hopes.Keywords: Core Competencies/Basic Competencies and assessment in K ‘13, revision of the formulation, content, order of core competencies and basic competencies, and the simplification of attitude assessment

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