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All Journal Indonesian Journal of English Teaching TELL - US JOURNAL
Beriso, Italo
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Education Languange, Linguistic, Communication & Media Social Sciences Other

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EFL TEACHERS SELF-REPORTED DIFFERENTIATED INSTRUCTIONAL PRACTICES AT KEFTEGNA 23 SECONDARY SCHOOL, ETHIOPIA Melka, Yirmalem Girma; Beriso, Italo
TELL - US JOURNAL Vol 8, No 3 (2022): English Education Art
Publisher : Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1047.69 KB) | DOI: 10.22202/tus.2022.v8i3.6337

Abstract

The purpose of this study was to explore selected high school English teachers self-reported differentiated instructional practices that haven’t been addressed in the Ethiopian EFL context. To achieve this purpose, data was collected using questionnaire for EFL teachers and semi-structured interview students. The selected EFL teachers filled the questionnaire based on their willingness and the students were randomly selected from two sections and interviewed to cross-check the data obtained from their EFL teachers. The students were interviewed in Amharic and transcribed in to English and the data were analyzed descriptively. The results of the study indicated that EFL teachers’ perceive that their English classes are composed of students’ with different learning achievement levels consisting of very struggling, grade level and advanced students but instructional practices were not adequately responsive to the students different readiness levels. They rated their students as grade level/average achievers and take this group in to account while delivering English lessons. Besides, results showed that teaching to the middle level is most preferable. Findings further showed that EFL teachers had no experience of pre-assessing students’ different readiness levels or current status to make informed decisions, and hardly modify instruction and highly depend on textbook activities/tasks. Results from the interview further indicated that students experiencing or receiving the EFL teachers’ instructional practices were not perceived favorably. Thus, it is evident to conclude that the EFL teachers’ instructional practices were undifferentiated and it is suggested EFL teachers should get awareness trainings to integrate DI in to their teaching.    
Cooperative Learning Approach in Teaching and Learning Writing Skills: Practices and Challenges Abheti, Mitiku Teshome; Beriso, Italo
IJET (Indonesian Journal of English Teaching) Vol. 13 No. 1 (2024): July
Publisher : Department of English Language Education, UIN Sunan Ampel Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15642/ijet2.2024.13.1.52-69

Abstract

The study was tried to investigate the practices and challenges of cooperative learning approach in teaching and learning writing skills of Grade 11 students, Afar Regional State, Logia Secondary and Preparatory School, in focus. More specifically, the study addressed the following research questions: (1) How is cooperative learning practiced in teaching and learning writing skills? (2) What are the challenges that hinder the effective implementation of cooperative learning in writing skills? The main subjects of the study were Grade 11 students of Logia Secondary and Preparatory School. Moreover, one of a social science classes were randomly selected. The data for this research purpose was collected through students’ questionnaire, teacher’s and students’ interview. Regarding the practices of CL in writing skills, both the teacher and students have positive attitudes i.e. teaching writing cooperatively improves students’ writing performance. Both the teacher and students believed that cooperative learning approach is practiced in their teaching and learning of writing somehow. Based on the data obtained from teacher’s interview and students’ questionnaire,  there are many challenges that resist the successful implementation of CL which could be grouped under student-related, teacher-related, classroom-related, time-related and weather condition-related problems. As of students’ questionnaire and interview, the fear of grammar, the writing itself and how to organize ideas together are some of the problems students face in learning writing skills. To keep the implementation more effective and to overcome the challenges, some recommendations were forwarded.
Co-Authors Abheti, Mitiku Teshome Melka, Yirmalem Girma