THE TEACHERS’ EFFICACY IN DESIGNING LESSON PLAN FOR PRIMARY SCHOOL AND THE TEACHERS’ BACKGROUNDS

The purpose of this study is to investigate how well is the teachers’ efficacy in designing simplified lesson plan for primary school, the relationship between teachers’ efficacy in designing lesson plan and teachers’ backgrounds and to find out what background that perform an efficacious result in designing simplified lesson plan for primary school. The participants of this research were teachers of English subject in private schools of Pontianak city, Kalimantan Barat, Indonesia. There were twenty teachers according to the data gathered from Institution of Educational Quality Assurance, LPMP (Lembaga Peningkatan Mutu Pendidikan) Pontianak City for academic year 2020/2021. It consisted of sixteen (16) female teachers and four (4) male teachers. The qualitative data collected in form of teachers’ lesson plan which were analysed and identified. The result discovered that the teachers have an “average to good” efficacy in designing lesson plan. It was also dicoverd there was relationship between teachers’ efficacy and teachers’ background. Those twenty lesson plans identifed that certified teachers performed an excellent efficacy in designing lesson plans. The teachers who graduated from English teacher training program bachelor also showed good efficacy in designing lesson plan. Therefore male teachers performed good efficacy too in designing lesson plan. The result answered the research questions that there was relationship between teachers’ efficacy in designing lesson plan and teachers’ backgrounds. The teachers’ backgrounds such as certified teachers, teachers who graduated from English teacher training program and male teachers, they performed an efficacious result in designing simplified lesson plan

DEVELOPING INTERACTIVE MULTIMEDIA TO TEACH READING NARATIVE TEXT USING LECTORA INSPIRE

This study was to develop interactive multimedia created using the Lectora Inspire application to assist the teaching and learning process in reading narrative text material. This study involved an English teacher at SMPN 12 Pontianak City. This research method is development research which consists of three ADDIE phases (analysis, design, and development). This product is made to assist teachers in teaching reading narrative text material. The need analysis obtained by interviewing teacher to get information of what the teacher and students need. Interactive multimedia was designed using Lectora Inspire in form application. The Content material was adapted to the syllabus and examples of narrative texts suggested by the teacher. The content Material displayed attractively using cartoons, interesting animations, videos and quiz made by researchers. The final product is validated by the teacher using the assessment rubric. The results of the validation carried out by the teacher showed that the final product of interactive multimedia considered were “very good” with the percentage is 86.6%, which means it is good and suitable to be used in the teaching and learning process. Therefore, interactive multimedia product was considered very good and worthy to be used as a medium for teaching and learning reading narrative text for teacher and students

THE EFL TEACHERS’ CONSTRAINTS IN IMPLEMENTING CURRICULUM 2013

AbstractThe implementation of curriculum 2013 contains complex aspects and a high standard of national education target. Changing elements from curriculum KTSP into curriculum 2013 must be understood, adopted, adapted and manifested in the teaching and learning process by the teachers. The eight Standards of National Education as the guideline for the teachers in implementing curriculum 2013 are obligatory. These standards include (1) Standard of Content, (2) Standard of Graduation Competency, (3) Standard of Process, (4) Standard of Educator and Education Staff, (5) Standard of Facilities, (6) Standard of Management, (7) Standard of Finance, and (8) Standard of Evaluation or Assessment. However, there are constraints faced by English teachers at SMA Negeri 1 Bengkayang in implementing curriculum 2013. A case study was designed to solve this problem. There were three sources of data used in this research, namely documentation of curriculum 2013 of SMA  Negeri 1 Bengkayang, interview and direct-observation toward the implementation of curriculum 2013 in teaching learning activity. The results establish that the common constraints faced by the English teachers were the standard of graduation competency, the standard of evaluation/assessment, the standard of process and the standard of facilities. One of the efforts that can be done in solving these teachers’ constraints is by discussing the problems to the principal and the school community based on the constraints that they face. Moreover, the government as the authority responsible for the implementation of the curriculum has to give more training and guidance to the teachers.  Keywords: Curriculum 2013, implementation, EFL Teachers’ constraints

THE EFFECTIVENESS OF SELF QUESTIONING STRATEGY IN TEACHING READING NARRATIVE TEXT

Abstract: The purpose of this research is to find out how effective Self Questioning Strategy in teaching reading narrative text to the tenth grade students of SMA Negeri 5 Pontianak in Academic Year 2014/2015. This research was a pre-experimental study. This research involves pre-test and post-test to measure the effectiveness of the treatment.The technique of collecting data is measurement technique. The form of the instruments are multiple choices. The instruments to collect the data are pre test and post test. Pre-test was administered before the treatment is given. Meanwhile, post-test is administered after the treatment is given. The different mean score of pre-test and post-test is respectively 41.14 and 55.71. The t-test is higher with 3.09 is higher than t-table with 2.032 for the degree of freedom of 34 and the Effect Size is 0.53 and categorized moderate effect.The result shows that the effectiveness of self questioning strategy in teaching reading narrative text is moderate. Key words: Self Questioning Strategy, reading comprehension Abstrak: Tujuan dari riset ini adalah untuk mengetahui seberapa efektifnya Strategi Self Questioning dalam mengajarkan teks naratif kepada siswa SMA Negeri 5 Pontianak pada tahun ajaran 2014/2015. Riset ini menggunakan pre test dan post test untuk mengukur keefektifan treatment tersebut. Tehnik pengumpulan data dalam riset ini adalah measurement tehnique. Bentuk test yang digunakan adalah pilihan ganda. Test yang digunakan dalam pengumpulan data adalah pre test dan post test. Pre test dilakukan sebelum treatment diberikan. Sementara itu, post test dilakukan setelah treatment diberikan. Perbedaan nilai mean pada pre test dan post test masing-masing adalah 41.14 dan 55.71. Nilai t-test yang didapatkan adalah 3.09 yang mana lebih tinggi dari nilai t-table yaitu 2.032 untuk degree of freedom 34 dan nilai  Effect Size-nya yaitu 0.53 dan dikategorikan cukup berpengaruh. Hasil dari riset ini menunjukan bahwa keefektifan strategi self questioning dalam mengajar teks naratif adalah cukup berpengaruh. Kata Kunci: Self Questioning Strategy, reading comprehensio

TEACHING ENGLISH LANGUAGE TO THE BEGINNERS

his  study  aims  to  find  out  the  appropriate  method  to  teach English  to  the  beginners.  Also,  the  finding  of  this  research  is  for publication in the journal. This study is conducted by using online qualitative  survey  technique.  The  subjects  of  this  study  were teachers  who  teach  English  for  beginners  in  Pontianak  and  its surrounding.  The  data  were  collected  by  a  set  of  close-ended statements in an online questionnaire and also an online interview. The  findings  showed  that  there  were  various  methods  that  can  be applied  in  teaching  English  to  the  beginners,  and  those  methods depend  on  the  students’  learning  style.  Since  students’  learning style are different from one to another, the teachers may use various methods  in  their  classroom.  However,  even  when  the  methods  are various,  not  every  method  is  effective  in  teaching  English  to  the beginners.  Therefore,  the  teachers  need  to  choose  the  appropriate methods carefully in teaching English to the beginners. Keywords:  Teaching  English,  Teaching  Beginners,  English Language Teachin

The use of game-based learning in English class

English teachers may come across challenges within the process of English language teaching, especially now, when technologies and innovations grow rapidly. Teachers who trapped in traditional comfort zone of teaching might left behind. Nevertheless, an English teacher of Sekolah Tunas Bangsa is familiar with new technological media by applying Game-Based Learning to teach English in the classroom. This research aims to explore the using of GBL to increase students’ interest in learning English. This research was conducted in Primary level of Sekolah Tunas Bangsa where an English teacher became the focused participant of this study. The Narrative Inquiry method was used to conduct this research by following the research procedure taken from Creswell (2012). The findings show that the teacher used some game-based platforms, such as Kahoot!, Quizizz, ESL Games Plus, and Duolingo, because they are rich of visuals and easy to play. In this study, the teacher conducted GBL by using structured schedule consisted of instruction, presentation, and reflection helped the students to engage with the materials being learnt. The way the teacher managed the using of GBL by following a structured schedule has also promoted fun and interesting learning. Then, the teacher’s reason on using GBL in the classroom was exposed as her way to engage and to motivate the students in learning English. She believes that when the students feel challenged as well as having fun during the learning, the level of interest increases. The students’ achievements have also increased when the teacher uses GBL in the classroom. In conclusion, the using of GBL has successfully increased the students’ interest in learning English.</jats:p