![]() ![]() ![]() The results of this research show that Male was dominant in categories such as the number of named- non active, non-named-non active, appearance in illustrations and titled & named. The method of this research is a qualitative study using content analysis. Therefore, this research was aimed to find out Gender representation and gender roles in the English textbook entitled Bahasa Inggris When English Comes in Handy for Tenth Grade Students Published by Grafindo Media Pratama. While seeking classmates' and teacher's assistance, teacher's motivation and teaching strategies, and self-initiative and motivation are the means for the students to overcome the difficulties they encountered in implementing the task and task-based instruction in 21st Century Literature class.īased on categories of Gender visibility and Gender roles theory, gender representation and gender roles have been classified in several Main Characters, Named as Non-active Characters, Non-named, Non-active Characters, Appearances in Illustration, Noun and Pronoun. External factors, language used in the instructions written in the module, interest in literature and familiarity with literary materials, and difficulty level of task-based activities in the module are problems that the respondents encountered during the implementation of task-based instruction in their 21st Century Literature class. The majority of the respondents strongly agreed that task and task-based instruction is implemented in their 21st Century Literature class. However, some students only agreed that performing tasks and the teacher's task-based instruction in teaching 21st Century Literature use the English language. ![]() Using the descriptive method, specifically survey and interview, the study revealed that most students clearly understood the concept of task and task-based instruction. 73 grade 11 students served as the respondents of this study. Specifically, the following objectives were attained: to determine the understanding of learners in the concept of task and task-based instruction, to know learners' perceptions in the implementation of task and task-based instruction used by the teacher in teaching 21st Century Literature subject, to point out the problems encountered by the students and how the students overcome those problems in performing task-based activities. This study aimed to determine the learners' views and reflections on task-based instruction in teaching 21st Century literature from the Philippines and the World Subject. The results showed that even though all the teachers were knowledgably well-versed in their ability to devise well-elaborated lesson plans, two of them still exhibited a relatively strict adherence to the whole-class and teacher-centered instructions, with limited use of medias and varied learning sources, causing concern for both EFL learners and the school’s vice principal of curriculum affairs. The data were subsequently analyzed by thematic analysis with the results distributed into separate themes. The data were collected through in-depth interview and observations in a prominent state senior high school in Aceh Besar, Aceh, involving three certificated EFL teachers, fifteen EFL learners and the vice principal of curriculum affairs as participants. The objective of this study is to identify to what extent Indonesia’s teacher certification program affects English as a Foreign Language (EFL) teachers’ instructional performance. This study is entitled “Evaluating Certified Indonesian EFL Teachers’ Performance: A Case Study in a High School in Aceh”. ![]()
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