scholarly journals Along the write lines: A case study exploring activities to enable creative writing in a Secondary English classroom.

2016 ◽  
Vol 50 (2) ◽  
pp. 130-147 ◽  
Author(s):  
Audrey B. Wood
Keyword(s):  
Creative Writing ◽  
Secondary English ◽  
English Classroom

scholarly journals Why Do the Students Do Disruptive Behavior in English Classroom? A Case Study On Senior High School Students in One of the Small Town in Indonesia

2019 ◽  
Vol 3 (2) ◽  
pp. 130-141
Author(s):  
Anida Fadhilah Jati ◽  
Endang Fauziati ◽  
Agus Wijayanto
Keyword(s):  
High School ◽  
High School Students ◽  
Disruptive Behavior ◽  
Learning Process ◽  
Senior High School ◽  
School Students ◽  
English Classroom ◽  
Teaching Learning ◽  
Senior High School Students

A conducive learning situation is essential in learning English. However, one problem that usually disturbs the learning situation is the appearance of disruptive behavior. Students' disruptive behavior is an inappropriate behavior conducted by students during the learning process which turns the classroom into unconducive. Exactly, there are several factors contribute to the occurrence of disruptive behavior in the English lesson, especially on senior high school students. Thus, the current study was a case study aimed to investigate several causes of students' disruptive behavior in English teaching-learning process in the classroom. The subjects of this study consisted of an English teacher and a class of twelfth-grade students in a small town in Indonesia. The data were collected using observation and interview. The result of this study showed that students' disruptive behavior in the English classroom was caused by internal factor and external factor. Feeling boredom, feeling anxiety, and seeking attention were internal factor that became the occurrence of disruptive behavior. While fatigue was the external factor that causes the emergence of students' disruptive behavior in the English teaching-learning process in the classroom.             Keywords Disruptive Behavior, English Classroom, Senior High School Students, Teachers’ Management

scholarly journals Freshmen and Third Grade Students Perceptions on Their Soft Skills Acquirement in The Use of Collaborative Learning in English Classroom

2018 ◽  
Vol 10 (2) ◽  
pp. 45
Author(s):  
Nia Nuryanti Permata
Keyword(s):  
Collaborative Learning ◽  
Soft Skills ◽  
Third Graders ◽  
Third Grade ◽  
Classroom Activity ◽  
The Third ◽  
Qualitative Research Design ◽  
Third Grade Students ◽  
English Classroom

It is said that soft skills are needed to have a successful life and career for students and can be trained in classroom by conducting collaborative learning. Then, polytechnic students have collaboration learning in their English classroom activity which is useful for their soft skills achivements. However, the students which have different level can have different perceptions on it. This research tries to compare students’ perceptions on their soft skills acquirement in the use of collaborative learning in English classroom in a state polytechnic. The first group is the freshmen, meanwhile the second group is the third grade students of Diploma 3. The study employs a qualitative research design, which is a case study. The data are gained from questionnaire, then observation and interviews are used to triangulate the data. The findings show that the freshmen perceive that they acquire soft skills in 90.9%, meanwhile the third graders are in 84.9%. This concludes that freshmen soft skills acquirement is higher than the third graders. It is recommended that collaborative learning method should be continued to develop the students’ soft skills, and the type of collaborative learning should be more appropriate for different grades of students. 

scholarly journals Disaffection and agentic engagement: ‘Redesigning’ activities to enable authentic self-expression

2018 ◽  
Vol 24 (4) ◽  
pp. 456-475 ◽  
Author(s):  
Alastair Henry ◽  
Cecilia Thorsen
Keyword(s):  
Classroom Practice ◽  
Large Scale ◽  
Activity Level ◽  
Active Engagement ◽  
Central Importance ◽  
Secondary English ◽  
Authentic Self ◽  
English Classrooms ◽  
Negative Face

Demotivation (Dörnyei & Ushioda, 2011) and non-participation (Norton, 2001) characterize negative responses to classroom practice of a generally chronic nature. In this article, focus is directed to negativity that emerges within the context of a particular language developing activity, and which can be understood as a situated response to the activity’s demands. In conceptualizing negative responses at the activity level, disaffection – the negative face of engagement – is a construct of central importance. Drawing on data from a large-scale ethnographic project in secondary English classrooms in Sweden, in this exploratory case study disaffection (Skinner, 2016) is examined in the context of two language developing activities. Analyses reveal that disaffection can transform into active engagement, and that when called upon to perform an inauthentic identity, students can ‘redesign’ activities in ways that enable them to act authentically.

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