Study on Key Influencing Factors of Development of TPACK of Language Teachers in Junior High Schools

2017 ◽  
Author(s):  
Fangyuan Li ◽  
Hai Zhang ◽  
Yining Wang ◽  
Jingyuan Zhang ◽  
Zhe Li ◽  
...  
Keyword(s):  
High Schools ◽  
Influencing Factors ◽  
Junior High ◽  
Language Teachers ◽  
Junior High Schools

scholarly journals Development of Creativity based Literation Management Model in Junior High Schools (SMPN) Payakumbuh City

2021 ◽  
Vol 5 (7) ◽  
pp. 82-88
Author(s):  
Dasril . ◽  
Rusdinal . ◽  
Yahya .
Keyword(s):  
High Schools ◽  
Junior High ◽  
Field Testing ◽  
Language Teachers ◽  
Junior High Schools ◽  
Management Model ◽  
Research Subjects ◽  
Existing Problems ◽  
Post Test ◽  
The Difference

This research paper was written against the background that the implementation of literacy activities at Payakumbuh City has not been running effectively and efficiently. Several technical and practical problems faced by school principals. The habit of reading 15 minutes at school has not been implemented well, because there is no literacy management model. For this reason, the authors have developed a creativity-based literacy management model as a solution to existing problems. This research and development design uses the Borg and Gall model which consists of ten stages which are constructed into four steps, i.e; preliminary studies, development, field testing and dissemination. The research subjects were the principal of junior high schools, Indonesian language teachers and library managers in Payakumbuh City. Data were collected through interviews, observations, questionnaires, and validation sheets. Quantitative data were processed using SPSS 20 and reduced qualitative data as suggested by Mattew and Huberman. The model validity obtained a mean of 4.53 with a very valid interpretation. The practicality level of the product was obtained by an average of 4.13 with 83.09%, which means that the literacy management model developed is practically used. Meanwhile, the effectiveness test reached 85.19 which means effective. Furthermore, the difference between the pre-test and post-test results obtained 32.13 points, this means that there is an increase in the principal's ability to manage management.

scholarly journals Mobile Devices for Arabic Learning in Junior High Schools: The Teachers’ Perspective

2020 ◽  
Vol 12 (2) ◽  
pp. 191-207
Author(s):  
Azkia Muharom Albantani ◽  
Imam Fitri Rahmadi
Keyword(s):  
High Schools ◽  
Mobile Devices ◽  
Teaching And Learning ◽  
Junior High ◽  
Arabic Language ◽  
Language Teachers ◽  
Junior High Schools ◽  
Successful Implementation ◽  
Classroom Activities ◽  
Motivation For Learning

The present study aims to identify teachers' perceptions of mobile devices use in Arabic learning at junior high schools. Employed a qualitative method with a case study, 24 Arabic language teachers from various junior high schools in the South Tangerang City involved in this study selected by using a random sampling method. Based on the teacher perspectives, the results of the study reveal that the use of mobile devices facilitates students in understanding Arabic lessons and increase their motivation for learning. Time limitations and large classroom sizes were obstacles that decrease teachers’ interest to integrate mobile devices into classroom activities. Reading is by far the main language skill taught by teachers and there is a less focus on productive skills such as speaking and writing. The students have less attention and motivation for learning Arabic while the teachers have attempted to deal with this problem by several measures.The characteristic of Arabic language differs from each context. However, whether for inside or outside classroom activities, active methods are of particular importance for Arabic learning. Arabic teaching and learning practices facilitated by mobile devices require careful planning for a successful implementation lead to more active and effective learning of Arabic.

scholarly journals Al-Kafa`āh at-Ta’līmiyyah wa al-Mihniyyah ladā Mudarrisī al-Lughah al-‘Arabiyyah bi al-Madāris al-Mutawassiṭah al-Islamiyyah bi Manṭiqah Rembang Jāwā al-Wusṭā

2021 ◽  
Vol 5 (2) ◽  
pp. 204-223
Author(s):  
Zainal Arifin
Keyword(s):  
High Schools ◽  
Qualitative Method ◽  
Junior High ◽  
Sampling Technique ◽  
Arabic Language ◽  
Structured Interview ◽  
Language Teachers ◽  
Junior High Schools ◽  
Learning Activities ◽  
Average Score

This study aimed at describing the implementation of the pedagogic and professional competences of Arabic language teachers at Islamic Junior High Schools in Rembang Regency. This study used a descriptive qualitative method, with the populations were Arabic teachers at Islamic Junior High Schools in Rembang Regency. Samples were taken using proportional random sampling technique. The research data were collected using closed questionnaires, passive participation observation and semi-structured interview, and were processed with a frequency distribution table. The results indicate that Arabic teachers' pedagogical and professional competencies are fairly good with an average score of 3.97 and 3.57 on the Likert scale. However, the implementation of these two competencies among Arabic language teachers in learning activities is different and relatively low with an average score of 41.86%.

scholarly journals KESIAPAN GURU BAHASA INDONESIA SMP DALAM IMPLEMENTASI KURIKULUM 2013

LITERA ◽  
2014 ◽  
Vol 13 (2) ◽  
Author(s):  
Setyawan Pujiono
Keyword(s):  
High Schools ◽  
Junior High ◽  
Lesson Plan ◽  
Lesson Planning ◽  
Descriptive Study ◽  
Language Teachers ◽  
Junior High Schools ◽  
Survey Approach ◽  
Bahasa Indonesia

This study aims to describe the readiness of teachers at junior high schools (JHSs) in theimplementation of Curriculum 2013. The readiness comprises their understanding of thecurriculum and abilities to prepare learning kits, design the syllabus, and develop learningmaterials. This was a descriptive study employing the survey approach. The researchsubjects were Indonesian language teachers at JHSs in Kulonprogo Regency. The datawere collected through a questionnaire and were descriptively analyzed using categoriesbased on each characteristic. The results show that Indonesian language teachers at JHSsare ready to implement Curriculum 2013. This is indicated by: (1) their understanding ofthe curriculum contents (68.91%), (2) their readiness in lesson planning (68.69%), (3) theirreadiness in learning implementation (72.67%), and (4) their understanding of evaluationand learning mastery (67.83%). The improvement of the readiness in the implementationof Curriculum 2013 is made through intensifying socialization, enriching supplementarymaterials, and attending training on lesson plan designs.

scholarly journals 外国人指導助手（ALT）の教師的役割を形成する英語教師の振る舞い—中学校のティームティーチング授業を対象とした会話分析研究—Promoting Assistant Language Teachers’ Roles in Team-Teaching Classrooms: A Conversation Analytic Study in Japanese Junior High Schools

2021 ◽  
Vol 43 (1) ◽  
pp. 61
Author(s):  
Mika Ishino
Keyword(s):  
High Schools ◽  
Team Teaching ◽  
Junior High ◽  
Practical Knowledge ◽  
Language Teachers ◽  
Junior High Schools ◽  
Comparative Case Study ◽  
Ministry Of Education ◽  
Substantial Problem

近年の学校英語教育では、英語を母語とする外国人指導助手（Assistant Language Teacher：ALT）と、日本語を母語とする英語教師（Japanese Teacher of English：JTE）が共に授業を行うティームティーチングが推奨されている（文科省，2016）。しかし実際の授業ではALTの役割が軽視されるという問題が指摘されてきた（Tajino & Tajino, 2000）。本研究ではこの問題を背景に、授業におけるJTEのどのような振る舞いがALTの役割を軽視、または重視することにつながるのかを明らかにする。中学校におけるティームティーチング授業の15時間分の録画データを会話分析により検証した結果、ALTに評価の機会を与えないというJTEの振る舞いがALTの役割を軽視することにつながる実践として観察された。また反対に、ALTに生徒への評価を委ねるというJTEの振る舞いがALTの役割の重要性を演出することが明らかになった。会話分析により記述されたこのようなJTEの実践は、他のJTEがティームティーチング授業で方略的に活用できる実践知である。 To enhance the internationalization of school education, the Japanese Ministry of Education is hiring native English speakers as assistant language teachers (ALTs) (MEXT, 2016). ALTs are expected to provide students with authentic English-speaking resources in team-teaching classes with Japanese teachers of English (JTEs). However, ALTs’ underestimated role in these team-teaching classes has been reported as a substantial problem. ALTs have frequently been called “human tape recorders” (Mahoney, 2004), as they are often only required to play the role of a model speaker in the class. Although many studies point to the problem of ALTs not being included in the classroom (Takeda, 2017) and suggest that their lack of awareness as teachers in team-teaching classrooms is caused by JTE practices during the classes, no practical solutions have yet been suggested for appropriate teacher trainings based on empirical research. Therefore, this study will examine which kinds of JTE practices work for promoting or demoting the ALT’s role in team-teaching classrooms. In order to analyze teacher practices during team-teaching classes in detail, many previous studies have employed conversation analysis (CA) (Aline & Hosoda, 2006; Lee, 2016; Park, 2014). Those studies have demonstrated the effectiveness of the method for understanding the complex interactional practices of the teachers in team-teaching classes. Thus, this study also employed CA as a useful application for examining detailed JTE practices during team-teaching classes with ALTs. Using CA, the researcher conducted a comparative case study on 15 team-teaching lessons of two pairs of team teachers (each pair consisting of an ALT and a JTE) in two public junior high schools. Using these data from two pairs of teachers, an analytic focus was placed on how these teachers shared their turn-takings in “Initiation-Responses-Evaluation (IRE) sequences” (Mehan, 1979), which have been frequently analyzed in previous studies (e.g., Lee, 2016) as an analytic framework for classroom interactions. The analysis revealed that when one of the ALTs took over the floor for evaluation, it made a significant impact by promoting and raising the ALT’s role as a teacher in the team-teaching lesson. Even for cases in which the JTE (the ALT’s teaching partner) initiated IRE sequences by taking turns for evaluation, the ALT promoted his or her own role in the lesson. Interestingly, in all cases, the ALT took turns for evaluation, only after initiation by the JTE. In contrast, because the ALT in other cases did not take turns for evaluations or initiations of IRE sequence, the ALT’s role was underestimated, and was viewed as a “human tape recorder” in the classroom. The ALT’s loss of opportunity for evaluation was caused by the JTE’s taking over the former’s turn for evaluation. These findings show that a key practice for promoting the role of ALTs in the team-teaching classrooms is for JTEs to hand over the evaluation to ALTs. The findings of this study suggest that teachers taking turns for evaluation in an IRE sequence helps promote the significance of the teachers’ roles in the classroom. This is particularly important given the complex classroom setting of team-teaching in Japan. Providing turns for ALTs to conduct evaluations in IRE sequences would be useful practical knowledge for JTEs to organize better team-teaching classes. Although this exploratory study only observed two pairs of team-teaching lessons, the findings of this study will contribute to providing a practical guide for future trainings for team teaching in Japan.

Desain Media Pembelajaran Geometri SMP Menggunakan 3D Pageflip Professional Berbasis RME Terintegrasi STEM

2020 ◽  
Vol 8 (01) ◽  
pp. 55-66
Author(s):  
Feri Tiona Pasaribu ◽  
Yelli Ramalisa
Keyword(s):  
High Schools ◽  
Junior High ◽  
Junior High Schools ◽  
Design Development ◽  
Student Questionnaire ◽  
Implementation Stages ◽  
The Media ◽  
And Mathematics ◽  
Geometry Learning

The focus of this research is to design geometry learning mediain junior high schools based on RME and integrated with Science, Technology, Engineering and Mathematics (STEM) using 3D Pageflip Proffesional,and to explain quality of the learning media. In the process of design and development of this media used is the ADDIE development model which begins with the stages analysis, design, development, and  carried out an evaluation in each stages. Implementation stages will be continued in the following years research. This research resulted in a product in the form of geometry learning media in junior high schools especially eight grade according to purpose. Based on the validity test and practicality test the results obtained from the validation by material experts and media design experts were 4.09 namely 81.8% and 4.21 or 84.2%.Based on the criteria for the validity of the instrument, the criteria for "very valid" were obtained. And the practicality results, namely the results of teacher response questionnaire obtained an average of 4.26 or 85.19%, and the results of student questionnaire responses were 4.07 or 81.4%. Then based on the percentage criteria of practicality of the instrument, it is found that the criteria are very practical and the media can be implemented with minor revisions.

Canons of the American Musical

2020 ◽  
pp. 473-492
Author(s):  
Raymond Knapp
Keyword(s):  
High Schools ◽  
Subject Matter ◽  
Junior High ◽  
Junior High Schools ◽  
Canon Formation ◽  
Social Narratives

As the American musical has come of age and matured with continuing vitality, it has developed not just one canon but many. Various performing canons are tailored to specific cultural settings, reflecting venue, expected audiences, available performers, or other factors. There exist separate canons for high schools interested in getting lots of bodies on stage, for community theaters on a budget with a stable of local stars vying for plum roles, for church groups or junior high schools more careful with subject matter, or for college groups looking for something far enough out there to satisfy their rebellious urges. And finally, there exist a critical canon and a teaching canon, for which musicals are chosen in part according to the larger historical and social narratives they support. This chapter is paired with Micaela Baranello’s “Viennese operetta canon formation and the journey to prestige.”

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