Factors Affecting Teacher Motivation in Senior High Schools in Ghana: A Case Study of Dompoase Senior High School

2020 ◽  
Author(s):  
Nathaniel Gyimah
Keyword(s):  
High School ◽  
High Schools ◽  
Teacher Motivation ◽  
Senior High School ◽  
Factors Affecting

scholarly journals FACTORS AFFECTING DEVELOPMENT OF SENIOR HIGH SCHOOL ENGLISH LANGUAGE TEACHERS IN CONDUCTING CLASSROOM ACTION RESEARCH (A Survey Study of Senior High Schools in Jakarta)

2021 ◽  
Author(s):  
thobias sarbunan
Keyword(s):  
High School ◽  
High Schools ◽  
Classroom Management ◽  
English Language ◽  
Development Program ◽  
Senior High School ◽  
External Factors ◽  
High School English ◽  
Factors Affecting ◽  
Internal And External Factors

The development of teachers is substantial in acquiring sustainabledevelopment to achieve educational goal. The domain of teacher developmentsuch as pedagogic skills, research skills and classroom management need to beembedded in professional development program, because some factors whetherfacilitating or hindering are potential affecting their development. This studyaimed to identify the internal and external factors affecting senior high schoolEnglish Language teacher development in conducting classroom actionresearch which covered; internal factors (facilitating and hindering) and externalfactors (facilitating and hindering). This study used descriptive survey where theinstruments of collecting data covered questionnaire and interview, with 51teachers of public and private senior high schools in Jakarta. The findings of thisstudy showed that, the dominant factors that facilitated teacher developmentwere teacher colleague motivation, self and family motivation, administration andgovernment motivation. The external factors that facilitated were governmentpolicy, school facilities, sub-district and MGMP atmosphere, other duties,syllabus design requirement, the new curriculum in school, and also schoolsemester and government funding for teacher training. Moreover, hinderingfactors showed factor of school internet access and teacher paired motivation.This research concluded that, the senior high school English language teacherswere facilitated to develop their self in conducting classroom action researchthrough internal and external factors.

Divergent Principles of Politeness in Verbal and Non-Verbal Directive Speech Act

2018 ◽  
Vol 4 (2) ◽  
pp. 41
Author(s):  
Lindayana ◽  
Arifuddin ◽  
Halus Mandala
Keyword(s):  
High School ◽  
Qualitative Research ◽  
Learning Process ◽  
Speech Act ◽  
Senior High School ◽  
Factors Affecting ◽  
Data Source ◽  
The Subject ◽  
Directive Speech ◽  
Bahasa Indonesia

This study was conducted aiming at examining: (1) the divergent principles of politeness in students’ directive speech act (2) factors affecting politeness and impoliteness in verbal and non-verbal directive speech act produced by students at grade X in Senior High School 1 Mataram in the learning process. The subject of this study are teachers teaching Bahasa Indonesia, English, Economy, History, Math, Religion, Civic, and Science, and all students at Grade X of Science 1, Science 3 and Social 2 in Senior High School 1 Mataram. This study is a descriptive qualitative research. The data source in this study is the number of utterances produced by students and teachers in the learning process. The data were collected through observation. This study revealed that: (1) there were divergent principles of politeness in participants’ directive speech act namely single and multiple divergent principles of politeness affected by speaker intentionally accused addressees, intentionally uttered by neglecting the context, was protective to other arguments, showed emotional feeling, given critiques in impolite words and mocked at other; and (2) there were factors affecting politeness and impoliteness in verbal and non-verbal directive speech act produced by students in learning process namely linguistic factor and non-linguistic factor.

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 INTERNALISASI NILAI-NILAI MULTIKULTURAL DALAM PROSES PEMBELAJARAN PAI DI SMA DARUT TAQWA, PASURUAN

AL MURABBI ◽  
2019 ◽  
Vol 5 (1) ◽  
pp. 103-120
Author(s):  
Makhfud Syawaludin
Keyword(s):  
High School ◽  
Data Collection ◽  
Learning Process ◽  
Qualitative Approach ◽  
Senior High School ◽  
Interview Techniques

This research explains the internalization of multicultural values ​​in the learning process of PAI at Senior high school Darut Taqwa Sengonagung Purwosari Pasuruan. This Research uses a qualitative approach with the type of case study. The data collection was through by unstructured and opened interview techniques, unattended and opened observation, and documentation techniques. For analysis and interpretation of data using steps: a). Reduction data, b). Displaying data, and c). Conclusion drawing / verification. The results of the research shows that the internalization of multicultural values ​​in the learning process of PAI through two ways, namely through the material and using methods that reflect multicultural values.

scholarly journals ANALISIS PEMAHAMAN KONSEP HIMPUNAN MAHASISWA DITINJAU DARI ASAL SEKOLAH

2016 ◽  
Vol 1 (1) ◽  
pp. 43-52
Author(s):  
Sudirman
Keyword(s):  
High School ◽  
Private School ◽  
Sampling Technique ◽  
Senior High School ◽  
Vocational School ◽  
Subject Analysis ◽  
Study Approach ◽  
The Subject ◽  
Relationship Of

The purpose of this research is (1) analyze student’s concept in answering the association test, (2) analyze the concept of understanding  relationship  to  answer  the test depends on the student’s school origin.The method used in this research is qualitative with case study approach. In clustering sampling technique the subject was used in this research is 6 students, shared  in  3  groups.  They  are  2  students come from public vocational school, 2 students come from public senior high school and 2 students come from private senior high school and vocational school. Data was collected through test and interview.   Data   analysis   used   in   this research refers to Milles and Huberman in Moellong’s book; they are data reduction, data display and conclusion drawing. The result showed that the student’s understanding is various enough in answering the  set  test.  Depending on  the first subject analysis (S1) who came from private school, he did not understand about the concept of set. The second subject analysis (S2) and the third subject analysis (S3)  who  came  from  public  school,  they had understood. But, they need to be careful and patient to avoid the mistakes. The data which  had  gained from deeply interview, showed that the subject analysis (S1), (S2) and (S3) were able to indicate the relationship of school origin with the student’s concept of understanding within answering the set test.

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