EFL TEACHING AT GOOD SENIOR HIGH SCHOOLS

Abstrak: Penelitian ini berusaha untuk mengungkap bagaimana guru-guru yang baik melaksanakan kegiatan pembelajaran yang baik di SMA unggulan. Empat dari enam belas guru Bahasa Inggris dari dua SMA unggulan dipilih berdasarkan kriteria standar guru dan kriteria tambahan. Data dikumpulkan melalui dokumentasi, observasi, dan wawancara. Hasil penelitian menunjukkan bahwa subjek memiliki kesamaan berikut: mereka (1) membangun komunikasi yang baik dengan siswa melalui pemodelan bahasa yang baik; (2) menjelaskan materi dengan cara deduktif dan induktif; (3) memberikan bantuan secara tidak langung; (4) melakukan koreksi kesalahan siswa secara tidak langsung; (5) mengecek pemahaman siswa melalui pertanyaan;(6) memberikan kesempatan kepada siswa untuk selalu terlibat dan praktik menggunakan bahasa Inggris.Kata Kunci : pengajaran bahasa Inggris, sekolah unggulanEFL TEACHING AT GOOD SENIOR HIGH SCHOOLSAbstract: This study investigated how good EFL teachers implemented good EFL teaching activities at exemplary senior high schools. Four out of sixteen EFL teachers from two selected exemplary schools were chosen based on the criteria of the professional teachers’ standard and some additional criteria. The data were collected through documentation, observation, and interviews. The results showed that the subjects had the following in common: they (1) built good communication with their students as a good model of EFL speakers; (2) explained materials through inductive and deductive ways; (3) provided assistance indirectly; (4) corrected students’ errors indirectly; (5) checked students’ understanding through questions; (6) provided language practice and involved students in all classroom activities.Keywords: EFL teaching, good senior high schools

Measuring the Outcomes of LEP Programs: Test Scores, Exit Rates, and Other Mythological Data

This study of test data, reclassification, and exit rates of LEP students was part of a larger study, commissioned by the California Legislature, to compare the effectiveness of a range of language assistance programs in educating the state's growing limited English proficient student population. This study sought to answer the questions, what is the relative rate of academic progress and second language acquisition across program models and which model is most successful in exiting LEP students into the English language mainstream? On the basis of data collected in exemplary schools in California, the researchers conclude that in asking about exit rates, policymakers are essentially asking the wrong question, and in asking about students’ academic progress and English language acquisition by program type, they are asking a question that even the “best” schools are ill-equipped to answer. Recommendations are offered for collecting data that would be more meaningful for teachers as well as researchers.