Email this article Teachers’ Classroom Practice to Develop Students English Writing Skills at Primary Level of Bangladesh
Abstract
Abstract: Teachers’ classroom practice to develop student’s english writing skills at primary level of Bangladesh. Objectives: The present qualitative study investigates teachers’ classroom practice to develop primary level students English writing skills in Bangladesh, India. Methods: Five-government primary school and five teachers were chosen conveniently from each school in Dhaka. Randomly three English classes of each teacher were chosen to observe their teaching-learning practice. The study used a lesson observation protocol and interview protocols as an instrument of data collection. Qualitative data were analyzed thematically. Findings: The study explored that teachers’ current practice does not help students to develop their writing skill at all. Teachers used traditional teaching-learning methods emphasizing students’ rote learning and used Bangla as a medium of instruction. The study also found teachers’ challenges like large class size, extra workload, lack of teaching aids etc. in developing students writing skill at the elementary level. Conclusions: These findings can inform the teachers as well as o relevant stakeholders in making necessary changes in the present condition of English classroom practice at primary schools of Bangladesh.
Keywords: Teacher classroom practice, english writing skills, primary students, Bangladesh.
Abstrak: Praktik kelas guru untuk mengembangkan keterampilan Bahasa Inggris bagi siswa SD di Bangladesh. Tujuan: Penelitian kualitatif ini menyelidiki praktik kelas guru untuk mengembangkan keterampilan menulis Bahasa Inggris siswa sekolah dasar di Bangladesh, India. Metode: Lima sekolah dasar negeri, lima guru dipilih dari setiap sekolah di Dhaka dan tiga kelas bahasa Inggris dari masing-masing guru dipilih secara acak untuk mengamati praktik belajar-mengajar mereka. Penelitian ini menggunakan instrumen observasi pelajaran dan wawancara sebagai bahan untuk analisis kualitatif. Temuan: Guru menggunakan metode belajar-mengajar tradisional yang menekankan pembelajaran hafalan siswa dan menggunakan Bangla sebagai media pengajaran. Studi ini juga menemukan beberapa tantangan guru seperti ukuran kelas yang besar, beban kerja ekstra, kurangnya alat bantu mengajar dan sebagainya dalam mengembangkan keterampilan menulis siswa di tingkat dasar. Kesimpulan: Praktik mengajar guru saat ini tidak membantu siswa untuk mengembangkan keterampilan menulis mereka sama sekali. Diperlukan upaya bersama terutama para guru dan juga para pemangku kepentingan pendidikan dalam membuat perubahan kondisi belajar Bahasa Inggris saat ini di sekolah-sekolah dasar di Bangladesh.
Kata kunci: Praktik kelas guru, keterampilan menulis Bahasa Inggris, siswa SD, Bangladesh.
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