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All Journal AL ISHLAH Jurnal Pendidikan English Focus: Journal of English Language Education
Humaeroah, Humaeroah
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Education Languange, Linguistic, Communication & Media Mathematics Other

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The Teachers’ Perceptions toward Students’ Disruptive Behaviors in the EFL Classroom at Primary Schools Humaeroah, Humaeroah
Jurnal Bahasa Inggris Vol 3 No 2 (2020)
Publisher : LPPM Universitas Pancasakti Tegal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24905/efj.v3i2.75

Abstract

This research describes students’ disruptive behaviors that occur in EFL classes, especially at primary schools. The objectives of the research are to find out (1) students’ disruptive behaviors that teachers perceive to be challenging at primary schools, (2) teachers’ perceptions about the causes of students’ disruptive behaviors at primary schools in Parepare, and (3) the effective ways to manage students’ disruptive behaviors at primary schools in Parepare. This research employed a descriptive qualitative research design. The participants of this research were English teachers at primary schools in Parepare. There were 10 English teachers from 10 primary schools in Parepare who were taken as informants in this research. The research findings show that (1) there are six categories of students’ disruptive behaviors that teachers perceive to be challenging in English classroom activities at primary schools. Those are saboteurs, non-participant students, physical aggression, bullying, over-exuberant students, and daydreaming;(2) it is also found that there are four causes of students’ disruptive behaviors in the EFL classrooms. Those are uncaring parents, level of the lesson, students’ psychological problems, cultural and linguistic barriers;(3) two effective ways applied by the teachers in the English classroom are encouragement from the teacher and development of a flexible teaching style. Some of the teachers also added that the effective ways that they applied were seating arrangement and student grouping.
Enhancing Teacher Performance in Madrasahs through Strategic Coaching Interventions Kalsum, Kalsum; Humaeroah, Humaeroah; Agussalim, Agussalim
AL-ISHLAH: Jurnal Pendidikan Vol 16, No 3 (2024): AL-ISHLAH: JURNAL PENDIDIKAN
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v16i3.5322

Abstract

This study investigates the effectiveness of a coaching strategy in enhancing teacher performance at Madrasah Aliyah in Parepare. This type of research is quantitative descriptive research. The participants were all English teachers at Madrasah Aliyah in Parepare. The instrument in this study is a questionnaire, namely guide question coaching for teachers. The statistical procedures used include descriptive statistics for various items in the questionnaire calculated using SPSS (Statistical Product Services and Solutions). The research results found that analysis revealed that the predominant challenges faced by teachers included social competency issues (38%), professional competencies (28%), pedagogical challenges, and personal traits affecting student engagement (8%). The research found that the use of coaching strategy empowering the teacher’s performance at Madrasah by several indicator: 1) The question of coaching guide really explores the teachers’ competencies in knowing their self-strength (teachers); 2) The coaching guide question explore the teachers thinking competencies to realize and recognizing the teacher’s problem and redesigning step by step real action plan to move to the realization act; and 3) The coaching strategy bring the teachers into braveness to confidence to measure their progression in to the real number in percentage.
The Teachers’ Perceptions toward Students’ Disruptive Behaviors in the EFL Classroom at Primary Schools Humaeroah, Humaeroah
Jurnal Bahasa Inggris Vol 3 No 2 (2020)
Publisher : LPPM Universitas Pancasakti Tegal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24905/efj.v3i2.75

Abstract

This research describes students’ disruptive behaviors that occur in EFL classes, especially at primary schools. The objectives of the research are to find out (1) students’ disruptive behaviors that teachers perceive to be challenging at primary schools, (2) teachers’ perceptions about the causes of students’ disruptive behaviors at primary schools in Parepare, and (3) the effective ways to manage students’ disruptive behaviors at primary schools in Parepare. This research employed a descriptive qualitative research design. The participants of this research were English teachers at primary schools in Parepare. There were 10 English teachers from 10 primary schools in Parepare who were taken as informants in this research. The research findings show that (1) there are six categories of students’ disruptive behaviors that teachers perceive to be challenging in English classroom activities at primary schools. Those are saboteurs, non-participant students, physical aggression, bullying, over-exuberant students, and daydreaming;(2) it is also found that there are four causes of students’ disruptive behaviors in the EFL classrooms. Those are uncaring parents, level of the lesson, students’ psychological problems, cultural and linguistic barriers;(3) two effective ways applied by the teachers in the English classroom are encouragement from the teacher and development of a flexible teaching style. Some of the teachers also added that the effective ways that they applied were seating arrangement and student grouping.
Co-Authors Agussalim, Agussalim Kalsum Kalsum