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All Journal International Journal of Evaluation and Research in Education (IJERE)
Threesje Roza Souisa
Pattimura University
Education

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Teachers’ strategies on teaching grammar: Facts and expectations of senior high school teachers at Ambon Threesje Roza Souisa; Lelyemin Yanuarius
International Journal of Evaluation and Research in Education (IJERE) Vol 9, No 4: December 2020
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v9i4.20643

Abstract

This study is aimed at describing the English as a Foreign Language (EFL) senior high schools’ teachers’ perceptions on grammar teaching; their teaching strategies which are the most and less frequently applied in their classroom practices and the challenges that they have in teaching grammar. Explanatory mixed approaches were conducted involving 63 teachers as the sample population in collecting quantitative data, and five selected teachers as participants for collecting the qualitative data. The findings showed that teachers' perceptions of grammar teaching are based on their conceptual knowledge as they have experienced it and it is based on grammar theories. The teachers applied vary grammar approaches and strategies but they still face with the challenges in teaching grammar such as students' learning styles and less of teaching references.
Evaluation of non-formal education management in Maluku Province, Indonesia Patrisius Rahabav; Threesje Roza Souisa
International Journal of Evaluation and Research in Education (IJERE) Vol 10, No 4: December 2021
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v10i4.21116

Abstract

The study was aimed at evaluating the management of non-formal education institution in Maluku Province. Mixed methods were applied to conduct the study with the population included all 24 accredited non-formal education institutions in Maluku Province in 2017-2018. The non-formal institutions namely Central Maluku Regency 2 Learning Centre Community Activities (PKBM), Southeast Maluku Regency 2 Course and Training Institute (LKP), and 1 PKBM, Buru Regency 2 LKP, and 1 PKBM, Tanimbar Islands Regency 6 PKBM and Ambon City 3 LKP, 6 PKBM and 1 Learning Activity Center. The sample of this study was 24 non-formal education institutions (population sample) with census techniques, and two educators and two learning residents were also involved be interviewed. In collecting the data, several instruments were implemented such as non-test techniques in the form of assessment rubrics, observation, interviews, and documentation studies. In analyzing the data, the context, input, process and product (CIPP) was used as the bases theory and it was analyzed through quantitative and qualitative descriptive analysis ways. The results of this study reported that non-formal education institutions in Maluku Province did not optimally in applying the principles of good governance in the institution management and it was categorized in low level based on the CIPP model of evaluation.
Co-Authors Lelyemin Yanuarius Rahabav, Patrisius