SHAPING YOUNG LEARNERS’ CHARACTER THROUGH TEACHER QUESTIONING IN ENGLISH CLASSROOM ACTIVITIES

Abstrak: Artikel ini memberikan gagasan tentang pentingnya pembentukan karakter bagi siswa, terutama bagi pelajar muda. Orang menyadari bahwa pembentukan karakter baik seseorang dimulai sejak usia dini. Banyak cara yang harus dilakukan untuk membentuk karakter khususnya bagi anak didik, salah satunya melalui tanya jawab guru dalam kegiatan kelas bahasa Inggris. Kegiatan tersebut dapat diterapkan pada siswa sekolah dasar, dan hasilnya diharapkan karakter siswa menjadi lebih baik dengan menunjukkan kemampuannya dalam menjawab pertanyaan dengan lebih sopan, bertanya kepada guru secara bergiliran, dan menghargai pendapat orang lain.Abstract:  This article provides ideas on the importance of character building for students, especially for the young learners. People realize that shaping good character of somebody is started at the early stage of the age. Many ways shall be done to shape character especially for young learners, one of them is through teacher questioning in English classroom activities. The activities can be applied to the elementary school students, and the result is expected the students’ characters become better by showing their ability in answering questions more polite, asking the teachers in turns, and respect opinions of other people

AN ANALYSIS OF STUDENTS’ MOTIVATION AND ANXIETY ON LEARNING ENGLISH AT SMA NEGERI 6 KERINCI

Abstrak: Penelitian ini bertujuan untuk mengetahui jenis kecemasan dan penyebab kecemasan dalam belajar bahasa Inggris pada siswa kelas XI SMAN 6 Kerinci. Penelitian ini menggunakan metode penelitian campuran karena penelitian ini menggunakan data kuantitatif berupa kuesioner dan data kualitatif berupa wawancara. Populasi dalam penelitian ini adalah siswa SMAN 6 Kerinci, dengan jumlah siswa sebanyak 151 siswa. Sampel dalam penelitian ini ditentukan oleh teknik stratified random sampling (38 siswa). Instrumen dalam penelitian ini adalah kuesioner yang diadopsi dari Hafizi yang diuji dengan validitas bentuk. Data dianalisis dengan dua cara, secara kualitatif menggunakan teknik analisis model interaktif Miles dan Huberman dan kedua dianalisis secara kuantitatif dengan menghitung persentase dari total pencapaian responden.  Hasil penelitian menunjukkan bahwa: ada dua jenis kecemasan yang dirasakan oleh siswa kelas sebelas SMAN 6 Kerinci, yaitu kecemasan sifat yang dirasakan oleh 21,86% siswa dan kecemasan nyata yang dirasakan oleh 60,12% siswa. Sedangkan faktor penyebab kecemasan pada siswa, yaitu 46,84% merasa cemas karena faktor guru, 29,30% siswa merasa cemas karena materi pelajaran dan 47,87% siswa merasa cemas karena faktor yang disebabkan oleh mereka. Selanjutnya, berdasarkan Motivasi SMAN 6 siswa dalam Belajar Bahasa Inggris nilai rata-rata motivasi siswa adalah 60, jika skor yang dikonsultasikan untuk kriteria motivasi siswa, skor 60 berarti interpretasi yang rendah. Artinya sebagian besar siswa SMAN 6 Kerinci memiliki motivasi yang rendah dalam belajar bahasa Inggris. Selanjutnya, ada 10,6% siswa SMAN 6 Kerinci memiliki motivasi yang sangat baik dalam belajar bahasa Inggris, lalu ada 10,6% siswa juga memiliki motivasi yang baik dalam belajar bahasa Inggris, 5% siswa memiliki motivasi dengan kriteria yang cukup, 7,9% siswa tidak memiliki motivasi yang baik dalam belajar bahasa Inggris dan 57,9% siswa memiliki motivasi yang buruk dalam belajar bahasa Inggris.Abstract: This study aims to determine whether the types of anxiety and the causes of anxiety in learning English in eleven students of SMAN 6 Kerinci. This study uses a mixed method because this research uses quantitative data in the form of questionnaires and qualitative data in the form of interviews. The population in this research is students of SMAN 6 Kerinci, with the total number of the students are 151 students. The sample in this study was determined by the stratified random sampling technique (38 students). The instrument in this study was a questionnaire adopted from Hafizi which was tested for face validity. The data were analyzed in two ways, qualitatively using the Miles and Huberman interactive model analysis technique and secondly analyzed quantitatively by calculating the percentage of the total respondents' achievements. The results showed that: there were two types of anxiety felt by the eleventh-grade students of SMAN 6 Kerinci, they were trait anxiety felt by 21.86% of students and stated anxiety felt by 60.12% of students. While the factors that cause anxiety in students, namely 46.84% feel anxious due to teacher factors, 29.30% students feel anxious due to the subject matter and 47.87% students feel anxious due to factors caused by them. Next, based on students’ SMAN 6 Motivation in Learning English the average score of student’s motivation is 60, if the score consulted to criteria students’ motivation, the score 60 means low interpretation. It means that most of students’ SMAN 6 Kerinci have low motivation in learning English. Furthermore, there are 10,6% students SMAN 6 Kerinci have very good motivation in learning English, there are 10,6% students’ also have good motivation in learning English, 5% students have motivation with enough criteria, 7,9% students have not good motivation in learning English and 57,9% students have bad motivation in learning English. Based on the results of this study, the researcher suggests that the teacher be able to choose the right strategy and material that does not cause anxiety to students in learning English, and for students to be able to prepare them well before attending English classes so that they do not feel anxious lost their concentration in learning English and hope it could motivate them in learning English

Analysis of the Implementation of Project-Based Learning Methods in Teaching English Speaking Skills

In the dynamic landscape of education, effective teaching methods for developing English speaking skills continue to evolve. This article analyzes the implementation of Project-Based Learning (PBL) in the context of teaching English speaking skills, aiming to evaluate its impact on language learners and provide insights into the effectiveness of this teaching strategy. We explore the theoretical foundations of PBL, analyze its application in language classrooms, and investigate the outcomes of its implementation in the context of English language acquisition

The Role Of Gamification In English Language Teaching: A Literature Review

This literature review examines the impact of gamification in English language teaching (ELT) on motivation, engagement, and learning outcomes. Gamification, the integration of game elements into education, has gained attention as a promising approach to enhance language learning. The findings reveal that gamification positively influences student motivation in ELT. Elements like points, leaderboards, and rewards create a sense of achievement and intrinsic motivation. Engaged students are more likely to persist and participate actively in language learning. Gamification promotes active learning and engagement, with interactive activities involving vocabulary acquisition, grammar practice, and language production. It provides a safe space for students to experiment, apply knowledge, and develop linguistic skills. Collaboration and social interaction are fostered through gamification, encouraging teamwork and peer feedback. This enhances language and interpersonal skills. Immediate feedback and progress tracking in gamification offer valuable learning opportunities. Students receive real-time feedback and monitor their progress, enabling adjustments in learning strategies. However, implementing gamification in ELT faces challenges such as technology constraints and pedagogical considerations. Striking a balance between engagement and curriculum objectives is crucial. Teacher training and professional development are necessary. In conclusion, gamification plays a significant role in ELT by enhancing motivation, engagement, collaboration, and active learning. Despite challenges, embracing gamification and its best practice

Evaluasi Kinerja Guru: Model dan Metode dalam Meningkatkan Mutu Pendidikan

This article discusses the importance of a teacher performance evaluation approach oriented towards professional development in enhancing the quality of education. With a focus on aspects such as constructive feedback, transparency, and teacher involvement, this approach serves not only as an assessment tool but also as a means to foster continuous growth and improvement. The discussion encompasses key aspects such as support and resources, recognition of achievements, and the positive impact on student learning experiences. Empowering teachers through active participation in the evaluation process and support for their professional development not only influences individual performance quality but also contributes to school stability. Despite implementation challenges, this approach is recognized as an investment in shaping a better future for education

The Role Of Artificial Intelligence (AI) In Developing English Language Learner's Communication Skills

In today's globalized world, the increasing need for English language ability has highlighted the necessity of good language acquisition and communication abilities. Artificial Intelligence (AI) has emerged as a viable aid in the field of education, including language acquisition, as technology advances. This study does a literature review to investigate the function of AI in the development of communication skills in English language learners. The goal of this research is to look at the existing research and literature on the use of AI-based technologies in English language learning environments. The essay opens with an overview of artificial intelligence and its possible uses in education. It then looks into the various methods in which AI might help English language learners strengthen their communication skills, including speaking, listening, reading, and writing. The findings of this literature review suggest that AI has the potential to significantly enhance English language learners' communication skills by providing personalized and interactive learning experiences. However, further research is needed to explore the long-term effects and optimal integration of AI in language learning environments. In conclusion, this article highlights the transformative role of AI in English language education and its potential to address the diverse needs of language learners. By understanding the current state of research and exploring the opportunities and challenges presented by AI in language learning, educators and policymakers can make informed decisions to harness the benefits of AI technology and maximize its impact on developing effective communication skills among English language learners

MULTILINGUALISM IN THE ENGLISH CLASSROOM: A LITERATURE REVIEW ON STRATEGIES AND BENEFITS

Topik multibahasa di kelas bahasa Inggris telah menjadi menjadi perhatian yang signifikan dalam pendidikan modern karena meningkatnya keragaman bahasa keanekaragaman bahasa di antara populasi siswa secara global. Tinjauan literatur ini mengeksplorasi berbagai taktik, keuntungan, kesulitan, dan faktor yang harus dipertimbangkan yang perlu dipertimbangkan dalam kaitannya dengan penerapan pendekatan multibahasa di bidang pengajaran bahasa Inggris. Kajian ini juga mengkaji dampak dari pendekatan-pendekatan ini terhadap kompetensi bahasa dan kesadaran sosiokultural siswa. Pergeseran demografi pemerolehan bahasa Inggris, di mana mereka yang bukan penutur asli bahasa Inggris sekarang lebih banyak daripada mereka yang merupakan penutur asli bahasa Inggris, membutuhkan pendekatan baru untuk pedagogi bahasa. Penelitian ini menyelidiki efek dari beberapa teknik multibahasa, termasuk alih kode, kegiatan penerjemahan, pemanfaatan sumber daya multibahasa, dan kolaborasi dengan teman sebaya, terhadap kompetensi bahasa dan hasil pembelajaran. Penelitian terhadap elemen sosiokultural yang berkaitan dengan keragaman bahasa menunjukkan bahwa adopsi multibahasa menawarkan berbagai keuntungan, seperti pengayaan budaya, peningkatan kemampuan komunikasi, dan empati yang lebih tinggi. Namun, para pendidik menghadapi menghadapi berbagai kendala termasuk ketersediaan waktu yang terbatas, penolakan terhadap mengadopsi pendekatan baru, dan kendala dalam hal sumber daya yang tersedia. Hambatan-hambatan tersebut di atas dapat diatasi dengan cara pengembangan profesional yang komprehensif, komunikasi yang transparan, strategi strategis, alokasi sumber daya, dan pengembangan lingkungan kelas yang inklusif. Sebagai rangkuman, tinjauan literatur ini menyoroti Singkatnya, tinjauan literatur ini menyoroti kapasitas multibahasa untuk mendorong kelas bahasa Inggris yang inklusif, sadar global, dan selaras dengan budaya inklusif, sadar global, dan selaras dengan budaya di ruang kelas. Melalui integrasi yang disengaja dari metodologi multibahasa dan penyelesaian hambatan secara proaktif, para pendidik memiliki kapasitas untuk meningkatkan kemampuan linguistik, kesadaran budaya, dan dan kepekaan, sehingga membekali mereka dengan alat yang diperlukan untuk berkembang dalam konteks global yang beraneka ragam dan saling terkait

Evaluasi Efektivitas Diferensiasi Kurikulum dalam Meningkatkan Prestasi Akademis Siswa di Sekolah Menengah

The differentiation of the curriculum has become a significant topic in the field of education, particularly at the secondary school level. This research aims to evaluate the effectiveness of the implementation of differentiated curriculum and its impact on students' academic achievements. Focusing on how this approach has been applied in specific secondary schools, the study places a central emphasis on students' responses to the differentiated curriculum. Individual student characteristics, such as learning styles and levels of understanding, are also taken into account in the analysis of the effectiveness of the differentiated curriculum. This evaluation provides an in-depth understanding of the challenges and opportunities in implementing this approach at the secondary school level, with the hope of contributing to the development of more responsive and inclusive educational policies

The Impact of Motivation on Foreign Language Learning: A Longitudinal Study

This article synthesizes insights from a series of longitudinal studies investigating the impact of motivation on foreign language learning. The studies, spanning various contexts and methodologies, collectively reveal a dynamic and fluctuating nature of motivation. Learners' motivation evolves not only over the course of language programs but also within individual classes, influenced by external factors such as the learning environment and the presence of anxiety. The role of educators in shaping positive language learning experiences, strategies to counteract decreasing motivation, and the positive outcomes of integrating content and language learning are discussed. The findings underscore the need for a holistic and adaptive approach to language education that recognizes the multifaceted nature of motivation

Strategies Used by English Teachers in Teaching Vocabulary

English-language higher education instruction in non-English-speaking nations is now a reality in a number of locales. Teachers that are leading the way in teaching English need to have the best teaching methods, particularly when it comes to teaching vocabulary. To meet learning objectives, techniques and their justifications must be obvious. To address these issues, the researchers employed a qualitative technique and a descriptive research design. English instructors were the study's subject. based on examination of the documentation, interview, and observation. According to the study's findings, (1) both of the English teachers at MTsS Siulak Gedang employed dictionaries and translation techniques to teach their pupils vocabulary. (2) The explanations provided by teachers for their usage of the translation approach include the methods suit their teaching materials and it is easy to conduct