To see the other types of publications on this topic, follow the link: English teachers Indonesia Yogyakarta Interviews.
Journal articles on the topic 'English teachers Indonesia Yogyakarta Interviews'
Create a spot-on reference in APA, MLA, Chicago, Harvard, and other styles
Consult the top 50 journal articles for your research on the topic 'English teachers Indonesia Yogyakarta Interviews.'
Next to every source in the list of references, there is an 'Add to bibliography' button. Press on it, and we will generate automatically the bibliographic reference to the chosen work in the citation style you need: APA, MLA, Harvard, Chicago, Vancouver, etc.
You can also download the full text of the academic publication as pdf and read online its abstract whenever available in the metadata.
Browse journal articles on a wide variety of disciplines and organise your bibliography correctly.
1
Ayu Meiratnasari, Agus Wijayanto, and Suparno. "The Teacher’s Perspective on the Impact of Politeness Strategies in the Indonesian English Textbook on Student’s Communicative Competence." Issues in Language Studies 9, no. 1 (June 29, 2020): 166–78. http://dx.doi.org/10.33736/ils.1807.2020.
Full textAbstract:
The purpose of this study was to investigate teacher's perspectives of the impact of politeness strategies in the Indonesian English textbooks on student's communicative competence. The participants were two English teachers who taught in one of the senior high schools in Yogyakarta, Indonesia and five students. Discourse analysis of the interview data was conducted. The results showed that the teachers have a positive point of view about the authority of politeness strategies, reflected in Indonesian English textbooks, on their student's communicative competence. Unfortunately, the teachers could not explain in more detail the aspects of communicative competence which could be influenced by politeness strategies in the English textbooks. The interviews with the students indicated that politeness strategies reflected in their English textbooks supported the student's linguistic competence and strategic competence.
2
Hapsari, Anita Galuh Sri. "Investigating Non-formal EFL Teachers’ Wellbeing in an English Course in Yogyakarta, Indonesia." Language Circle: Journal of Language and Literature 14, no. 2 (April 17, 2020): 168–75. http://dx.doi.org/10.15294/lc.v14i2.22828.
Full textAbstract:
Teachers’ wellbeing potentially carries domino effects on their performances in class. Teachers develop their creativity to perform teaching and learning activities in class when they achieve wellbeing. It affects the students whether they enjoy their learning process with the teachers. This qualitative study aims to explore how the non-formal English teachers experience teaching, working dynamics and complexities from teachers’ points of view; and how these subject matters affect their wellbeing. In-depth interviews were conducted to obtain the data from the research participants. The data were analyzed by employing Holmes’s (2005) categories of teachers’ wellbeing. The findings and discussion of this research demonstrates that the teachers achieved intellectual, emotional, and spiritual wellbeing through different trajectories. The result of this study contributes to English courses as companies to maintain the teachers’ wellbeing for the sake of teachers’ performances. Future researchers are suggested to conduct similar study with quantitative approach in order to get bigger and general picture of non-formal EFL teacher wellbeing.
3
Indraswari, Veronica Noviatri, and Paulus Kuswandono. "ENGLISH TEACHERS� MOTIVATION AND CHALLENGES IN VOCATIONAL HIGH SCHOOL IN YOGYAKARTA." LLT Journal: A Journal on Language and Language Teaching 21, Suppl (June 25, 2018): 96–104. http://dx.doi.org/10.24071/llt.v21isuppl.1197.
Full textAbstract:
This study examines English teachers voices regarding the teacher professional development (TPD) experiences in state vocational high school in Yogyakarta, Indonesia. The voices include their motivation and perceived challenges of professional development efforts. The study is a qualitative research employing questionnaire and interviews to gather the data from ten English teachers in state vocational high school. The findings unravel some intrinsic motivations of English teachers and the challenges and needs perceived in doing TPD related to their time management, namely problems related to teaching schedule and time to look after the family. Most teachers also need more training to practice their ICT skills and performance. The suggestions for further studies are also discussed.DOI: doi.org/10.24071/llt.2018.Suppl2109
4
Hapsari, Anita Galuh Sri, and Markus Budiraharjo. "English Teacher Identity in The Context of Zoning Policy Implementation." Journal of Education Research and Evaluation 3, no. 4 (December 4, 2019): 258. http://dx.doi.org/10.23887/jere.v3i4.23203.
Full textAbstract:
Teacher identity still remains an important topic to discuss in education because it shows teachers’ personal and professional aspects. Teacher identity is not a static circumstance as it changes depending on the contexts. As zoning policy in new student admission in Indonesia remains as educational current issue, this study aims to explore how the zoning policy implementation develops English teacher identity in high and low-performing schools. This study employed qualitative approach as the purpose of this research is not to be generalized; this empirical research is aimed to reveal holistic discussion of particular subjects instead. Twelve English teachers from different public senior high schools in Yogyakarta Province, Indonesia were selected for semi-structured interviews and two of them were invited to have in-depth interviews. The data were coded and analyzed based on the framework of teacher identity construction. The results showed that the contribution of zoning policy implementation in teacher identity development varied. Firstly, zoning policy implementation influences teacher identity regarding their beliefs on students’ characteristics in high and low-performing schools. Secondly, teachers’ maintenance of their moral purpose as educator was developed through the implementation. Thirdly, class dynamics were triggered by the previous two aspects
5
Murniati, Cecilia Titiek, and Angelika Riyandari. "THE IMPLICATION OF PRE-SERVICE TEACHERS BELIEF ABOUT GRAMMAR TEACHING AND LEARNING FOR ENGLISH LANGUAGE POLICY IN INDONESIA." Celt: A Journal of Culture, English Language Teaching & Literature 16, no. 1 (July 20, 2016): 133. http://dx.doi.org/10.24167/celt.v16i1.566.
Full textAbstract:
Recent studies have suggested that teachers beliefs have a significant influence on actual classroom practice and, consequently, on students achievements. However, little research has been done to investigate the influence of Indonesian language policy and teachers beliefs. The study reported seeks to examine the influence of English language policy on pre-service teacher's beliefs about the teaching of English language grammar in Indonesian schools. The research participants were pre-service teachers who have taken the subjects of Structure, Teaching Methods, and Micro-teaching in three public and private universities in Central Java and Yogyakarta Special District. Due to time and scheduling limitations, the sampling method used in this study was convenient sampling. Documentation, survey schedules, interviews, focus group discussions were used to gather the data. The findings revealed that although the language policy in Indonesia has put English language teaching and learning within the framework of communicative competence since the enactment of the 2006 School-based Curriculum, the pre-service teachers still believed that traditional method of teaching grammar (explicit grammar instruction) was imperative to use. The pre-service teachers tended to exclude English language policy enacted by Indonesian government in their discussion about teachers beliefs. Instead, the pre-service teachers constructed their beliefs about English language grammar teaching and learning process on their prior experiences in learning and teaching grammar.
6
Arsanto, Albertus Yordhana, Adityo Prawinanto, and Barli Bram. "Interdental Consonant Sound Errors Made by First Semester Students of English Education of Sanata Dharma University." Vision: Journal for Language and Foreign Language Learning 8, no. 2 (November 25, 2019): 118. http://dx.doi.org/10.21580/vjv8i23816.
Full textAbstract:
<p>This paper investigated factors influencing students’ pronunciation. Pronunciation is one of the important aspects of the learning of English. When mastering English pronunciation, many non-native English speakers have difficulty pronouncing certain words that contain the phonemes not used in their native languages. This paper also reported several aspects that might influence pronunciation. The pronunciation aspect investigated in this research paper was the English interdental consonants [θ] and [ð], which are not available in the Indonesian language sound system. This qualitative research used interviews as a method for collecting primary data. The researchers interviewed twenty participants from the English Language Education Study Program (ELESP) of Sanata Dharma University, Yogyakarta, Indonesia, related to the pronunciation of the two interdental consonant sounds. The findings showed that the mother tongue, age, and teacher instruction on target language exposures affected the ELESP students’ (mis)pronunciation. Pedagogical implications of the findings are English teachers can assist their students in overcoming pronunciation challenges involving the two interdental consonants and pronunciation textbook writers should provide more pronunciation practices focusing on [θ] and [ð] sounds.</p>
7
Tutyandari, Caecilia. "ENGLISH LANGUAGE PRE-SERVICE TEACHERS’ SENSE OF PREPAREDNESS FOR TEACHING: AN INDONESIAN CASE." TEFLIN Journal - A publication on the teaching and learning of English 33, no. 2 (November 20, 2022): 367. http://dx.doi.org/10.15639/teflinjournal.v33i2/367-385.
Full textAbstract:
A sense of preparedness for teaching is an essential factor in the field of teacher preparation as it is a crucial construct in pre-service teachers’ professional growth towards becoming accomplished teachers. Accordingly, this paper aims to explore pre-service English language teachers’ sense of preparedness for teaching within Indonesian contexts. A cohort of final-year students of a university-based English language teacher program in Yogyakarta was included as the participants. In this mixed-methods study, an online questionnaire and interview were the research instruments employed to collect the data. There were 106 students responding to the questionnaire and 31 students participating in the interviews. Findings showed that the pre-service teachers’ levels of preparedness varied according to the teaching tasks. Based on the survey, the task of technology integration obtained the highest score. This implies that the participants appeared to feel comfortable with using technology in their teaching practices. However, their overall sense of preparedness indicated lower confidence. The interview results provide further explanation of the survey findings. The descriptive analysis revealed some key issues, including academic and personal factors, which potentially influenced pre-service teachers’ sense of preparedness for teaching.
8
Romios, Laser, Nindya Primandita, and Novilda Angela Saragih. "Educational Policy: Voices from Local English Teachers and Students towards National Exam in Yogyakarta." Metathesis: Journal of English Language, Literature, and Teaching 4, no. 2 (November 15, 2020): 217. http://dx.doi.org/10.31002/metathesis.v4i2.2801.
Full textAbstract:
<p class="AbstractText">This study is aimed at exploring the voices of English teachers and students of a state senior high school towards the National Exam policy and its implementation in Indonesia. Several theories of psychology and language learning were applied in this study as the theoretical framework. This study used a descriptive qualitative method. The participants were chosen by purposive sampling technique. The data for this study were garnered through a Focus Group Discussion (FGD) conducted to the selected twelfth-grade students and semi-structured interviews done to two English teachers. Both data were analyzed descriptively. Upon the analysis, two paramount themes prevailed: (1) the negative response towards the implementation and accuracy of National Exam (NE) policy in Indonesia; and (2) unintended impacts of NE policy on teaching and learning activity, students’ motivation, and English Language Learning and Curriculum. This study offers information for the government as the policymaker, school leaders, teachers, and researchers to understand how the NE is implemented at the school level.</p>
9
Isnani, Khoirunnisa. "A STUDY AMONG ENGLISH TEACHERS’ PERCEPTIONS: INVESTIGATING THE ROLES OF ICT IN INDONESIAN EFL CLASSROOM." ETERNAL (English, Teaching, Learning, and Research Journal) 5, no. 2 (December 31, 2019): 247. http://dx.doi.org/10.24252/eternal.v52.2019.a6.
Full textAbstract:
The status of English as a foreign language in Indonesia makes the students use this language rarely. Whereas, English as international language and also a compulsory subject in secondary school to university level in Indonesia encourage students to master English. ICT comes with many advantages created innovation in teaching and learning English. Then, the teachers as the key role in the course should utilize it. However, the teachers should know the roles of ICT in teaching English. Therefore, this research aims to analyze English teachers’ perceptions on the roles of ICT in EFL classroom. This descriptive qualitative research involved five English teachers from different schools in Yogyakarta, Indonesia. The research data were gathered using interview. The findings of the research showed that ICT plays role as a tool, a source, and an encouragement of students’ English learning.
10
Lestariningsih, Fransisca Endang, and Lemmuela Alvita Kurniawati. "Engaging busy teachers of young learners in in-service English training." EduLite: Journal of English Education, Literature and Culture 7, no. 1 (February 28, 2022): 59. http://dx.doi.org/10.30659/e.7.1.59-70.
Full textAbstract:
Highly qualified and competent teachers are the key for outstanding education systems. Teachers, however, are too busy with administrative work. Accordingly conducting engaging in-service training for them is a relief, as well as a way to improve their teaching skills. The aim of this research is to report the in-service English training in a bilingual school in Yogyakarta Special Province, Indonesia, which the outcome is to improve the English skills of the teachers as a means of teaching (EMI � English as a Medium of Instruction). Questionnaires, interviews, and written reflections were the techniques of collecting the data. The result of the training shows that through some light hands-on activities, the teachers� motivation and engagement improved. This improvement resulted in the increase in using classroom language instructions.
11
Lestariningsih, Fransisca Endang, John Hope, Suwarsih Madya, and Joko Nurkamto. "IST (In-Service Training) Model to Improve English Teachers’ Pedagogical and Professional Competencies in the Computer Science Department of Universities in Indonesia." Indonesian Journal of EFL and Linguistics 3, no. 2 (August 28, 2018): 115. http://dx.doi.org/10.21462/ijefl.v3i2.72.
Full textAbstract:
The fact that English teachers teaching in a computer science department may not really know detail about information technology (IT) as a subject, as well as its terminologies, brings about difficulties when deciding what kind of teaching materials are appropriate to the student’s learning needs. Another issue is that some computer science teachers do not have an English language teaching background. This can be a drawback for this group of teachers since they do not really know how to teach the language. The following discussion is a needs analysis used as a preliminary study to develop an in-service training (IST) model to improve English teachers’ pedagogical and professional competencies in a computer science department. Pedagogical knowledge, skill, and attitude, and professional competency became the core study since these two were the obvious difficulties faced by the two groups of teachers. This study involved English computer science teachers, the curriculum administrator, and the students in two private universities and one state university in Yogyakarta, Indonesia. Observations, open interviews, and questionnaires were used to gather the data.
12
Oktavianti, Ikmi Nur, Arilia Triyoga, and Icuk Prayogi. "CORPUS FOR LANGUAGE TEACHING: STUDENTS' PERCEPTIONS AND DIFFICULTIES." PROJECT (Professional Journal of English Education) 5, no. 2 (March 7, 2022): 441. http://dx.doi.org/10.22460/project.v5i2.p441-455.
Full textAbstract:
Regarding the seemingly ignored corpus for pedagogical contexts, it is necessary to investigate how prospective English teachers perceive corpus and its use for language teaching. From the description of the perceptions, it is then possible to consider further pedagogical implementation. This study thus examines English Education Department students' perceptions of corpus use for English language teaching in the Indonesian context. There are 31 participants from the fifth-semester students of an English Education Department in Yogyakarta, Indonesia. The perception data were collected through questionnaires and interviews after some practice of corpus use. The questionnaires and interviews show that most students perceived corpus positively and found corpus application for language teaching beneficial and essential, albeit unfamiliar with corpus. Due to ignorance, there are some difficulties faced by the students. However, this study shows the advantages of using corpus for teaching language outweighed the challenges. Thus, it should be considered to equip students in language education departments with corpus lessons intensively.
13
Pujiani, Tri, Ida Dian Sukmawati, and Nunun Indrasari. "TEACHERS’ READINESS TOWARD THE NEW PARADIGM OF ENGLISH LANGUAGE TEACHING: A NARRATIVE INQUIRY." UC Journal: ELT, Linguistics and Literature Journal 3, no. 2 (November 15, 2022): 116–25. http://dx.doi.org/10.24071/uc.v3i2.5363.
Full textAbstract:
The development of English Language Teaching grows rapidly. The pandemic of Covid-19 became the turning point for teachers' awareness of the need for changes in language teaching practices. The advance in technology also takes an important role in the current trends of Language teaching. A narrative inquiry research method was applied to investigate the teachers' perception of their readiness toward the paradigm shift of English Language Teaching. Eight English teachers from many areas in Indonesia such as Semarang, Lampung, Jombang, Surakarta, Yogyakarta, and Purwokerto participated in this research through in-depth interviews. Then, the data collected were classified into several points regarding the new paradigms of education. The teachers' views on the paradigm shift in Education and the current practice of English Language Teaching were presented in this paper. Finally, teachers as the spearhead of education are required to be lifelong learners who are creative, innovative, and adaptive to the rapid change in world trends.
14
Sari, Yulnada, Efit Eriani, and Bambang Widi Pratolo. "EFL Teachers’ Views on English Assessment in 2013 Curriculum." Ethical Lingua: Journal of Language Teaching and Literature 7, no. 1 (March 26, 2020): 39–50. http://dx.doi.org/10.30605/25409190.121.
Full textAbstract:
Teaching English as a foreign language in Indonesia faces several challenges not only from the teachers, students, facilities, teaching and learning process, but also how to assess the students. This present study purposed to investigate the English teachers’ views in conducting English assessments accordance in with 2013 curriculum. This study is a qualitative. The subject of this study is junior high school English teacher in Yogyakarta, Indonesia. The research data were collected through in-depth interview and observation. The results of the study suggested that before teaching, the teachers have prepared the lesson plans which included the rubric of the assessments in 2013 curriculum. English assessments that were used by the teachers were product, skill or knowledge assessment and attitude assessment. In product assessment, there were project and portfolio assessments, while skill or knowledge assessment consisted of writing, speaking, reading, and listening assessments. Thus, most of the teachers agreed with English assessment in 2013 curriculum because attitude assessment is separated from product, skill, and knowledge assessments. This study also revealed that the teachers encountered some problems in conducting the assessments dealing with student’s low motivation, lack of vocabulary, large amount of the student in the class, and shortage of teaching duration.
15
Triastuti, Anita, and Mehdi Riazi. "Indonesian EFL teachers’ content conceptualization and course organization: A portray of text-based teaching." Indonesian Journal of Applied Linguistics 9, no. 3 (February 10, 2020): 526–35. http://dx.doi.org/10.17509/ijal.v9i3.23202.
Full textAbstract:
Frequent changes of Indonesian English as a Foreign Language (EFL) national curriculum have transformed EFL teachers’ role from that of serving merely as curriculum transmitters into curriculum adapters. Accordingly, this study intended to explore how a group of Indonesian EFL teachers conceptualize content and course organization as guided by the Indonesian national EFL curriculum. A qualitative multiple-case study (Miles, Huberman, Saldana, 2014; Stake, 2006; Yin, 2014) was employed to collect and analyze data. Purposive within- and cross-case sampling techniques were used to select six EFL teachers; three experienced and three inexperienced teachers of public junior high schools in the Special Territory of Yogyakarta, Indonesia. Sources of data included instructional curriculum design assessments and pre-lesson semi-structured interviews. Analysis of the data revealed these teachers’ content conceptualization focuses on blending texts and English language skills that characterize the implementation of text-based teaching in the Indonesian EFL context. Results of the data analysis for course organization showed teachers’ insufficient understanding on the selected organizing principles for teaching texts. Such understanding led to inconsistency between theory and practice. The findings of the study shed light on a misconception about implementing text-based teaching. Implications of the study address the need to equip Indonesian EFL teachers with both the conceptual and practical knowledge of implementing the methodology of text-based teaching.
16
Siswanto, Indira Lusianingtyas, and Concilianus Laos Mbato. "Investigating Indonesian Senior High School Students’ Implementation of Self-Regulated Learning towards the English Subject." Journal of English Education and Teaching 4, no. 4 (November 25, 2020): 483–98. http://dx.doi.org/10.33369/jeet.4.4.483-498.
Full textAbstract:
English is considered as a foreign language for Indonesian speakers. It also becomes the first obligatory foreign language to be taught in Indonesian Secondary Schools. However, English is rarely used as the medium of communication in the daily life context. Consequently, learners encounter difficulties in uttering sentences and creating written expressions. Therefore, they need to be self-regulated and strategic to acquire English proficiency. The researchers argued that applying self-regulated learning (SRL) by both students and teachers could enhance students’ language mastery. This paper aimed to investigate whether or not self-regulated learning towards the English subject of Grade X and XI students was implemented in one Senior High School in Yogyakarta, Indonesia. It adopted a mixed method approach by distributing questionnaire to 60 students, and conducting a semi-structured interview to one English teacher. One English teacher was chosen as a convenience sample in this study. Based on the finding, the students depict positive results in responding four strategies represented Self-Regulated Learning, including: 1) Planning, 2) Monitoring, 3) Controlling, and 4) Reflecting. Meanwhile, the researcher classified the findings of the teacher’s interview into four major points. The points were: 1) Modelling, 2) Encouraging, 3) Strategic Teaching Method, 4) Outcome Checking and Feedback. From the findings, it could be concluded that both the students and the teacher implemented some aspects of self-regulated learning; even though the process should be conducted more systematically and consistently. Keywords: English learning strategies, self-regulated learning, autonomous learning, English subject
17
Putra, Rangga Mega. "A Study on Ganre-Based Approach in Teaching Speaking to Indonesian EFL Learners." Pedagogy : Journal of English Language Teaching 7, no. 1 (May 30, 2019): 1. http://dx.doi.org/10.32332/pedagogy.v7i1.1418.
Full textAbstract:
The implementation of genre-based approach in EFL teaching has been increasingly attracting many EFL teachers’ attention. This study aimed at investigating the implementation of Ganre-Based Approach in teaching and learning process of speaking skill at SMPN 1 Gamping Yogyakarta. This study was descriptive qualitative. The techniques of collecting the data were observation, interviews and documentation. The data was analyzed by referring to theory of the stages of genre-based approach developed by Hammond et al., (1992). The total of the sample of this study was 28 students in the seventh grade of SMPN 1 Gamping Yogyakarta. The findings showed that the English teacher still had some weakness in implementing genre-based approach. Moreover, the students still had many difficulties in generic structure and social function of the text.
18
Romios, Laser, Ashadi Ashadi, and Widyastuti Purbani. "High-stakes testing policy and English language teaching: Voices of the leftovers." Journal on English as a Foreign Language 10, no. 2 (September 4, 2020): 193–221. http://dx.doi.org/10.23971/jefl.v10i2.2005.
Full textAbstract:
High-stakes testing has been controversial in many countries for several impacts and reasons surrounding its implementation. Teachers’ voices should be heard for well-rounded education policy. This study aims to investigate the voices of English teachers on the impacts of the national exam (NE) towards English language teaching at junior high schools (JHS) in Yogyakarta, Indonesia. It is a qualitative study involving three private JHSs and three state JHSs, chosen according to their NE-based ranks: low, mediocre, and high performing – for inclusive representation. The subjects are six English teachers from six JHSs. The data were collected through interviews and analyzed using the analysis model of Miles, Huberman, and Saldana, following the steps of data condensation, data categorization, data display, data interpretation, and conclusion drawing and verification. The findings show that NE leads to low order thinking skills, digresses from the goals of curriculum 2013, prioritizes only knowledge, focuses on English passive skills, induces favoritism between teachers, and disables teachers to vary their teaching strategies. Teachers’ involvement in education policy is necessary, and they are generally in favor of the NE abolishment plan. The implication of this study calls for implementing teachers' coping mechanism in transitioning from NE to the newly proposed assessment.
19
Sandra, Lifia Alex, and Lemmuela Alvita Kurniawati. "Differentiated Instruction for ASD Students in an EFL Class." NOBEL: Journal of Literature and Language Teaching 12, no. 2 (September 30, 2021): 243–59. http://dx.doi.org/10.15642/nobel.2021.12.2.243-259.
Full textAbstract:
his study aimed to investigate the implementation of Differentiated Instructions (DI) for Autism Spectrum Disorder (ASD) students in an EFL class and investigate the teachers’ views on the use of DI in an EFL class. This study employed a qualitative method and used an observation and interview checklist as the research instruments. Conducted in a private inclusive elementary school in Yogyakarta, Indonesia, this study involved three classes, i.e., grade 2, grade 3, and grade 6, and two English teachers who have experience teaching ASD students in an inclusive classroom setting. The observation and interview showed that DI was implemented in two ways, i.e., the English teachers designed different assessments for ASD students, and 2) the English teachers provided extra assistance for ASD students. The findings indicated that DI helped ASD students accomplish all in-class English assignments, and it helped ASD students follow the language of instructions in the English class. At the end of the article, implications and contributions for both in- and pre-service English teachers who teach ASD students in an inclusive class are offered.
20
Indriyana, Bernadeta Siska, and Paulus Kuswandono. "Developing Students� Higher Order Thinking Skills (HOTS) in Reading: English Teachers� Strategies in Selected Junior High Schools." JET (Journal of English Teaching) 5, no. 3 (December 4, 2019): 204. http://dx.doi.org/10.33541/jet.v5i3.1313.
Full textAbstract:
The 2013 curriculum in Indonesia mandates that teachers should develop students� Higher Order Thinking Skills (HOTS). One of the learning goals through HOTS is to make sure that students can analyze, evaluate, and create their knowledge. However, studies on HOTS issues in English learning, particularly in reading skills, are still very limited. Therefore, this study aimed at describing the teachers� strategies in developing HOTS in teaching reading skills. The researcher used a mixed-method, as it is relevant to the methodology needed in this study. The participants were 22 English teachers of Junior High Schools in Yogyakarta. The data were collected through questionnaires, observations, and interviews. The findings indicated that the strategies by the teachers to develop HOTS were as follows: (1) asking divergent questions to the students, (2) using group discussions, (3) informing learning objectives to the students, (3) giving feedback to invite the students to review, refine, and improve understanding about learning materials, and (5) giving motivation to the students to think critically. The recommendation for further study is also discussed.
21
Wulandari, Ella. "Teacher’s Technological Pedagogical Content Knowledge in Developing Learning Materials." Lingua Pedagogia, Journal of English Teaching Studies 1, no. 1 (March 19, 2019): 29–45. http://dx.doi.org/10.21831/lingped.v1i1.23983.
Full textAbstract:
The provision of appropriate learning materials is essential in curriculum enactment as the prescribed competences and learning method are usually advised in textbooks supplied to support its implementation. However, government-supplied textbook cannot always address schools’ and students’ different needs. Teachers are, therefore, required to have the skills to develop their own learning materials to meet curriculum. In Indonesia, higher order thinking skills (HOTS) and technology are required to be integrated in the teaching and learning activities of all subjects including English. It is, then, important to survey teacher’s knowledge in materials development to help them acquire the required skills in developing materials in line with curriculum. This paper presents a survey study on junior secondary school teachers in Yogyakarta about their technological pedagogical content knowledge. A questionnaire was administered followed by an interview with selected teachers for further elaboration. The instrument was adapted from Schmidt et al (2009) and aimed to reveal teacher’s knowledge on teaching and technology and how they apply this knowledge into materials development processes. The finding suggests aspects of teacher’s knowledge that need further training and possible effective methods for their training as well as professional development design.Keywords: curriculum, materials development, teacher’s knowledge
22
Prastya, Rio Laksamana, and Ashadi Ashadi. "Teacher’s Strategies in Improving Student’s Reading Interest." Eralingua: Jurnal Pendidikan Bahasa Asing dan Sastra 4, no. 2 (July 27, 2020): 224. http://dx.doi.org/10.26858/eralingua.v4i2.13195.
Full textAbstract:
Most of Indonesian students in university had low interest in reading. Thus, the strategies of the teacher were essential to be considered to build up students’ reading interest. The aim of this research was to investigate the teacher’s strategies in university in teaching reading and also tried to explore the students’ response toward the strategies. Therefore, this research used mix method to reveal the result. The participants involved in this research were 50 master degree students in English Education Department in certain University in Yogyakarta. To acquire the distribution of the students’ response toward the teachers’ strategies, this research used questionnaire. Furthermore, to collect the data deeper, this research used in-depth interviews. The finding showed that the teacher could boost students’ interest in reading if the teacher could provide transparent scoring system which could assist them to obtain a reflection. Therefore, indirectly, by using this strategy, the teacher forced the students to read to acquire good score in reading activity. Thus, the teacher could enhance the students’ reading interest if the teacher could combine transparent scoring system and force in reading class.
23
Murtiningsih, Sri Rejeki, Munawaroh Munawaroh, and Sibakhul Milad Malik Hidayatulloh. "Code-switching in EFL classrooms: factors influencing teachers to use code-switching and its types used in the classrooms." Journal on English as a Foreign Language 12, no. 2 (July 20, 2022): 318–38. http://dx.doi.org/10.23971/jefl.v12i2.3941.
Full textAbstract:
Among myriad prior studies on code-switching, little has been done on the factors influencing teachers to use code-switching and their classroom practices. The current research was aimed at investigating the motives of EFL teachers applying code-switching and the sorts of code-switching used by the EFL teachers in the classroom. This study used a qualitative case study as a research design by conducting in-depth interviews and observations as a data collection process. The obtained data were analyzed through coding, i.e., finding the similarities of the data and theming. The research participants were two EFL teachers at a private university in Yogyakarta Indonesia who have code-switching experience when teaching. The research found five reasons teachers used code-switching in EFL teaching and learning: discussing specific topics, making teaching and learning more practical, managing the classroom, building social relationship, and encouraging students' active participation. In addition, the observation found three code-switching types used by EFL teachers in their classrooms. The study implies that while code-switching offers some benefits, teachers should use code-switching at a minimum rate to keep students with maximum exposure to the English language.
24
Rochmiyati, Siti, Imam Ghozali, and Luky Tiasari. "The Character Values-Based Folklores as Teaching Resources to Support English Acquisition." Journal of Educational and Social Research 10, no. 3 (May 10, 2020): 159. http://dx.doi.org/10.36941/jesr-2020-0056.
Full textAbstract:
The purpose of this study was to identify the folklores carrying character values as teaching materials in English acquisition in Indonesia. This exploratory study was conducted in Central Java and Yogyakarta provinces, Indonesia by inviting 139 participants of Junior high school teachers, students, and experts. The data was collected through interview, documentation and observation, and analyzed descriptively using the Miles, Huberman, & Saldaña' scheme, namely data collection, data condensation, data presentation and conclusion (2014). The result obtained 208 folklores categorized as fairytale, legend, and myth. By applying the Processability Theory (Pienemann, 2005), the researchers proposed some ideas in using the folklores which carry character values for supporting the English acquisition among junior high school students in Indonesia. Through an English integrated teaching and learning process, the students not only learnt the moral values from the folklores but also studied and acquired English as their foreign language. The students, who have been familiar with folklores from their hometown, possessed confidence in understanding the main idea of the story though it was written or told in English. They mostly learnt as well as acquired phrasal and lexical morphology of English.
25
Iswati, Luluk, and Arum Octaviani Hadimulyono. "The role of L1 in L2 classes." EduLite: Journal of English Education, Literature and Culture 3, no. 2 (September 2, 2018): 125. http://dx.doi.org/10.30659/e.3.2.125-134.
Full textAbstract:
The use of L1 in L2 classes has long been a controversy. Krashen (1981) proposes that to succeed in L2 learning, L2 should be exposed extensively. Furthemore, he asserts that failure in L2 exposure is caused by available access to use L1. In contrast with Krashen�s theory, numerous researchers point out that the use of L1 in L2 classess turns out to be beneficial. According to Cook (2001) and Tang (2002), L2 learning and comprehension increase when L1 is used. This research aimed to reveal the role of L1 (Bahasa Indonesia) by both teachers and learners in English classrooms at tertiary level. The data were obtained from questionnaires distributed to 158 students and 23 teachers at a private university in Yogyakarta. Interviews were also conducted to 5 teachers. The findings show that� 59% students and 70% teachers stated that L1 should be used in their class. 87% students stated that L1 should be used during explanation of difficult concepts of L2, and this is in line with 96% teachers who admitted that they use L1 when explaining difficult concepts. 40% students and 61% teachers were quite certain that using L1 in an English class helps learners � learning process. L1 use is also contributive in lowering learners� affective filter as it will make them more secure, comfortable, and eventually confident to use the target language. The overall findings suggest that L1 should be used in L2 classess, since its absence may hinder learners� learning process.
26
Lisa, Agatha, Abdurrachman Faridi, Dwi Anggani Linggar Bharati, and Mursid Saleh. "A TPACK-in Practice Model for Enhancing EFL Students’ Readiness to Teach with Ed-Tech Apps." International Journal of Interactive Mobile Technologies (iJIM) 15, no. 17 (September 6, 2021): 156. http://dx.doi.org/10.3991/ijim.v15i17.23465.
Full textAbstract:
<p class="0abstract">In Indonesia, educational technology courses have been offered in teacher preparation programs to equip students with theoretical knowledge and practical skill of utilizing technology in skill-based language teaching. Despite this, empirical studies focused on online training for EFL teacher candidates on using digital tools appropriately for pedagogical purposes and adjusting to traditional learning processes remain unexplored. Therefore, to address this gap, the present study attempts to investigate the design and implementation of a TPACK-in practice model to enhance students’ preparedness to face the rapidly-growing digital world and, more importantly, understand post-pandemic pedagogy. For this purpose, a qualitative case study was adopted. The data were obtained from multiple sources, including field notes, video-recorded classroom observation, one-on-one online interviews, and task documentation. The population of this research included 163 students in the 5<sup>th</sup> semester of the English Language Education Study Program of a university in <em>Yogyakarta</em>, Indonesia. We selected one class randomly, consisting of 40 pre-service English teachers during the odd semester of the 2020/2021 Academic Year. Findings demonstrate: 1) lesson activity-specific model in the educational technology course, 2) students’ reports on their hands-on learning experiences in designing teaching-learning activities with a variety of digital tools, 3) the perceived benefits of reviewing ed-tech apps, and 4) challenges encountered by students in completing their project. Finally, pedagogical implications are presented with proposed suggestions offered for future research directions in replicating the study.</p>
27
Sari, Mariska Intan, and Aura Amalia Putri. "Exploring Online Learning Tools Used by EFL Teachers during the COVID-19 Pandemic." Journal of Foreign Language Teaching and Learning 7, no. 1 (January 29, 2022): 61–76. http://dx.doi.org/10.18196/ftl.v7i1.13407.
Full textAbstract:
COVID-19 pandemic has affected many sectors of human life, including the educational sector. This situation has forced the government to impose the School-from-Home policy for all levels of education in Indonesia since March 2020. In this situation, teachers need to be aware of this change and adapt to the situation. The use of media in learning matters since the learning process is switched to online learning. Thus, this paper aims to explore the online learning tools utilized by EFL teachers and EFL teachers’ consideration in choosing online learning tools during the COVID-19 pandemic. This research employed a qualitative approach by conducting in-depth interviews with five EFL teachers from five different state senior high schools in Yogyakarta Special Region, who have taught English for at least two years and have used online learning tools during the COVID- 19 pandemic. This research found six types of online learning tools used by the EFL teachers: learning management systems, assessment tools, chat and messages, video learning and sharing platform, content maker, and video conferencing tools. Moreover, concerning the teachers’ considerations in utilizing these online learning tools, they explained that they should be easy to use, accessible, cost-effective, interesting, and lightweight. Other teachers could also use these considerations to choose the online learning tools utilized in their teaching and learning processes.
28
Harmanto, Margaretha Dharmayanti. "Teacher Talk: The Use of L1 vs. L2 in the Classroom." Academic Journal Perspective : Education, Language, and Literature 6, no. 2 (October 25, 2018): 96. http://dx.doi.org/10.33603/perspective.v6i2.1561.
Full textAbstract:
Teacher talk is one of the aspects in second language acquisition in which the teacher talk functioned as the input for the learners. Besides providing input for the learners, teacher talk provides interaction in the classroom. The teacher talk in this study aims to discover the overall approach of the English lecturers to use Bahasa Indonesia (L1) and English (L2) in the classroom. The data of the study was gathered from the questionnaires and interview. The participants of the research were the lecturers of Language Training Center, Universitas Muhammadiyah Yogyakarta. The result findings show that the use of L2 is still dominant for each category in the discourse assessed through the questionnaires.
29
Monica, Santa, and Paulus Kuswandono. "BENEFITS AND CHALLENGES OF TEACHER PROFESSIONAL DEVELOPMENT PROGRAM IMPLEMENTATION: ENGLISH TEACHERS� PERSPECTIVES." IJIET (International Journal of Indonesian Education and Teaching) 3, no. 2 (July 24, 2019): 253–65. http://dx.doi.org/10.24071/ijiet.v3i2.2002.
Full textAbstract:
This paper aims to discover benefits and challenges faced by English teachers along their involvement in Teacher Professional Development (TPD) programs in Yogyakarta. There were 73 senior high school English teachers in Yogyakarta city and Sleman regency as the participants in this research. The data were obtained through both quantitative and qualitative methods, distributed questionnaires and followed by in-depth interviews to five participants. The results of this paper firstly showed that some TPD programs were found to be beneficial perceived by the English teachers. Secondly, there were two major challenges faced by the participants, namely teachers workload time management and also the lack of effective follow up programs.DOI:doi.org/10.24071/ijiet.2019.030212
30
Upa, Yunika, and Concilianus Laos Mbato. "ENGLISH TEACHER IDENTITY CONSTRUCTION: INDONESIAN TEACHERS’ MOTIVATION AND STRATEGIES IN TEACHING ENGLISH FOR SPECIAL NEEDS STUDENTS." PROJECT (Professional Journal of English Education) 3, no. 2 (March 17, 2020): 311. http://dx.doi.org/10.22460/project.v3i2.p311-321.
Full textAbstract:
Being a teacher in special needs school is not an easy job. Besides having to possess knowledge about children with special needs, special needs school teachers are required to have high patience and good mentality at work. One factor that affects the teachers’ success in educating students at special needs school, is the teachers’ motivation in carrying out their obligation. This study aimed to investigate what factors affected Indonesian teachers’ motivation in shaping and developing their identities and what strategies they used in teaching students with special needs.Using a qualitative method, the researchers gained data by interviewing teachers from two special needs schools in Yogyakarta, Indonesia. After analyzing the data, the researchers found that both intrinsic factors such as the desire to assist students with special needs to be more independent, and extrinsic factors such as family, students, and colleagues influenced the teachers’ motivation to teach in special needs schools in Yogyakarta. These factors played an important role in developing and shaping the teachers’ identity. The researchers also found that audio visual materials became the most effective and helpful strategies in teaching English for special needs schools. This study offers some suggestions for future researchers and Indonesian government.Keywords: Teacher Identity, motivation, teaching strategies, audio visual materials
31
Arfiandhani, Puput, and Ika Wahyuni Lestari. "PRE-SERVICE ENGLISH AS A FOREIGN LANGUAGE (EFL) TEACHERS’ MOTIVES TO BECOME TEACHERS: A COMPARATIVE STUDY." ETERNAL (English, Teaching, Learning, and Research Journal) 5, no. 2 (December 31, 2019): 306. http://dx.doi.org/10.24252/eternal.v52.2019.a11.
Full textAbstract:
This study aimed to compare the male and female pre-service teachers’ motives in becoming EFL teachers and to find out whether there was any difference between male and female pre-service teachers’ motives to become teachers. The quantitative research with survey design was applied to collect the data from three private teacher-training institutions of Yogyakarta, Indonesia. SPSS 24 was used to analyze the data. The findings indicated that the Sig. (2-tailed) value was 0.612 higher than 0.05 (alpha) and the descriptive statistical analysis proved that the mean score between female (N=96) and male (N=36) pre-service teachers’ motivation was relatively same. The mean score for female was 2.90 with the standard deviation of 0.38 and for male was 2.94 with the standard deviation of 0.26. Therefore, there was no difference between male and female pre-service teachers’ motivation in three teacher-training institutions of Yogyakarta.
32
Klara Tyas Sulistyawati and Paulus Kuswandono. "Students’ Self-regulation in English Reading Comprehension during Online Class in Yogyakarta Private Senior High School." JET (Journal of English Teaching) 8, no. 2 (June 16, 2022): 209–23. http://dx.doi.org/10.33541/jet.v8i2.3493.
Full textAbstract:
The learning process in Indonesia has predominantly been conducted online since March 2020 due to the COVID-19 pandemic. This online learning mode has also influenced students’ motivation in learning, especially in comprehending reading texts. Considering that problem, the researchers sought to investigate how the students regulated their comprehension in reading during an online class. This research used a mixed-method. The questionnaires were distributed to 30 students and analyzed as quantitative data. Then, the researchers chose four students randomly for interview purposes. The interview transcript was used as qualitative data. In conclusion, not all of the students could regulate themselves in comprehending English text during the online class well. Based on the data, students who could regulate themselves in comprehending the English texts during online class should develop the following procedure: (1) implementing learning autonomy, (2) implementing learning focus, and (3) using critical thinking. Meanwhile, students who could not regulate themselves well were inclined to perform minimally. Since students had different ways to regulate themselves, the teacher needed to monitor the students in online learning process so that the students could achieve a meaningful learning process. To improve students’ regulation in reading comprehension, the teacher can implement suitable learning activities.
33
Adityarini, Hepy. "CREATING CHILD FRIENDLY ENGLISH CLASSROOM THROUGH THE ADOPTION OF LOCAL ENGLISH AS MEDIUM OF INSTRUCTION." Jurnal Penelitian Humaniora 19, no. 2 (September 21, 2018): 11–16. http://dx.doi.org/10.23917/humaniora.v19i2.6101.
Full textAbstract:
The Child Right Convention articulated that education for children should be directed to respect their own cultural identity, language and values. Similarly, from the perspectives of World Englishes the teaching of English is recommended to adopt local English as a way to empower the students’ local identity and accommodate their needs. This article is aimed at investigating the perspectives of English teachers working in primary education in Central Java Province, Indonesia. The data were gathered through interviews with 15 English teachers followed by questionnaires completed by 2033 English teachers. The results from the interviews showed that many teachers recognized the benefits of accommodating local English in the classroom for the children. Similarly, the majority of teachers completed the questionnaires positively predisposed of local English as the model for ELT in their local context.
34
Pradana, Harsya Danang, and Ouda Eda Tena. "The Outcome of Authentic Material-Based Teaching in a Speaking Class." Journal of English Education and Teaching 5, no. 2 (June 4, 2021): 216–30. http://dx.doi.org/10.33369/jeet.5.2.216-230.
Full textAbstract:
This study was conducted to analyze the language outcome variety of authentic material-based speaking classes of a private university in Yogyakarta. The acceptance of World Englishes variants in the world has led to several changes in English language education, one of them being the focus on native-like accents that has previously been the focus of English language classes. Authentic material, teaching materials created by native speakers of a language, is one way that has been proven to be effective for teaching. However, instead of checking its effectivity, this study researches the language variant of the students. To that end, the researcher interviewed five teachers of speaking classes from a private university in Yogyakarta. The results of the research show that despite all classes using authentic material as a method of instruction, the language variation of the students vary. Some students attained native-like speaking proficiency, while others speak in the Indonesian variety of World Englishes. The future direction of any subsequent research to succeed this one is to find out how this phenomenon could happen.
35
Suwarto, Dyna Herlina, Benni Setiawan, and Siti Machmiyah. "Developing Digital Literacy Practices in Yogyakarta Elementary Schools." Electronic Journal of e-Learning 20, no. 2 (February 14, 2022): pp101–111. http://dx.doi.org/10.34190/ejel.20.2.2602.
Full textAbstract:
The expansion of digital technology presents both obstacles and opportunities, particularly for young people. Consequently, educational institutions have been developing digital literacy curriculums. Since digital literacy is not yet included in the national curriculum as a compulsory subject, private schools have constructed digital literacy programmes based on local resources. This study investigates how digital literacy practices are carried out in selected private elementary schools in Yogyakarta, Indonesia, based on ICT learning, an information and media literacy approach, educators' role, and learning points. The data were collected in interviews with: (1) principals, (2) Information and Communication Technology (ICT) teachers, (3) librarians and (4) classroom teachers because, according to previous research, they are the main actors of digital literacy in school. The structured interviews use research instruments derived from two earlier studies and are tailored to the study's needs. This study demonstrates that (a) the digital literacy approach is implemented mainly through an ICT learning and media literacy approach while the information literacy approach is undermined; and (b) principals, classroom teachers, and ICT teachers are the three actors who play the most important roles in digital literacy, while librarians play a minor one. The majority of digital literacy training takes place in computer laboratories, while training in classrooms and libraries is less frequent. The study recommends the school blend ICT learning, information literacy, and media literacy pedagogy more comprehensively, with the library serving as the primary locus. In parallel, school principals should encourage school librarians to collaborate with the computer and class teachers to enhance the inclusive digital literacy curriculum.
36
Suwanto, Slamet, and Fadhlur Rahman. "The Implementation of TEYL in Indonesia Revisited: A Study at Primary Schools in Bandung." International Journal of Education, Language, and Religion 4, no. 1 (May 29, 2022): 19. http://dx.doi.org/10.35308/ijelr.v4i1.5462.
Full textAbstract:
This study explored Teaching English to Young Learners (TEYL) implementation in elementary schools in Bandung, Indonesia. Surveys, interviews, observation, and document analysis were used to obtain data. The survey was distributed to 30 TEYL teachers from 30 schools within the region. Interviews were conducted with four teachers from four different schools. The data were triangulated and descriptively examined to assess TEYL in primary schools. The findings showed a mismatch between the government's policy on English instruction in primary schools and TEYL's implementation. In the 30 schools investigated, English was taught as local content in 21 schools (70%) and extracurricular in 7 schools (23%). Meanwhile, only 2 schools (7%) did not conduct English in their teaching-learning process. Due to the lack of government supervision, teachers are free to construct their own TEYL course content. According to the interviews, adopting TEYL is challenging due to varying teacher abilities and the availability of school’s infrastructure. The discussion suggests some recommendations on how to utilize the TEYL curriculum in Indonesian's primary schools effectively.
37
Ulan Dari, Bayun, and Nur Hidayanto Pancoro Setyo Putro. "Correlation Between Self-Efficacy and Motivation of English Teachers, Towards Students’ Achievement in Yogyakarta, Indonesia." Jurnal Pendidikan Progresif 11, no. 1 (2021): 77–87. http://dx.doi.org/10.23960/jpp.v11.i1.202107.
Full text
38
Ismawati, Anastasia Filiana. "Operational Risk Assessment of an English Academy in Yogyakarta." Jurnal Entrepreneur dan Entrepreneurship 9, no. 2 (December 14, 2020): 5–12. http://dx.doi.org/10.37715/jee.v9i2.1442.
Full textAbstract:
This research was conducted for the risk assessment on the operational activities in order to assist PT. XYZ in managing the operational activities which leads to the goals of the firm. The use of Enterprise Risk Management (ERM) can help the organization to manage the risks holistically using the intergrated methods. This research focused on the risk assessment in PT. XYZ, especially for its operating, and provided a strategy of improvement from the existing risks. The methodology used in this research is a case study with triangulation of sources as the tool to conduct the data analysis. The informants of this research are the Operational Manager of PT. XYZ and five teachers. The data was obtained by conducting interviews and there were six operational risks found which would be best to respond and to manage as soon as possible for minimizing the risks. The result of this research is to hope that PT. XYZ shall be able to manage the risks by using the ERM methodology in order to have the business in the long run and to be successfully competing in the market.
39
Subekti, Adaninggar Septi, and Maria Raras Rumanti. "Pelatihan Bahasa Inggris untuk Guru Sekolah Dasar di Yogyakarta di Masa Pandemi Covid-19." Jurnal Pengabdian Pada Masyarakat 5, no. 4 (November 30, 2020): 1077–86. http://dx.doi.org/10.30653/002.202054.518.
Full textAbstract:
ENGLISH TRAINING FOR ELEMENTARY SCHOOL EDUCATORS IN YOGYAKARTA IN THE TIME OF COVID-19. This community service activity was conducted in the form of an English training for eight teachers of an Elementary School in Yogyakarta, Indonesia. It was conducted from January 2020 up to April 2020. The elementary school in which the training was conducted was an inclusive school in the process of implementing English as Medium Instruction (EMI) policy. As such, its teachers’ mastery of English became paramount important to facilitate young learners with all their individual differences. The training consisted of ten meetings focusing on giving instructions in class. The first up to the sixth meetings were conducted at the school in a face-to-face mode, whilst the seventh up to the tenth meetings were conducted online, mostly through tele-conferences, due to the Covid-19 pandemic compelling both facilitators and the training participants to work from home. In the ninth meeting, the participants sent their micro-teaching videos on giving effective instructions in class. In the last meeting, the facilitators gave constructive feedback based on the videos sent earlier on aspects that the participants had been good at and aspects that still needed improvements.
40
Arlinwibowo, Janu, Heri Retnawati, Badrun Kartowagiran, and Yunus Mustaqim. "Inclusion Schools in the Daerah Istimewa Yogyakarta Province, Indonesia: Regulations, Facilities and Aspirations of Teachers." International Journal of Early Childhood Special Education 13, no. 1 (December 30, 2020): 09–19. http://dx.doi.org/10.9756/int-jecse/v13i1.211002.
Full textAbstract:
This study aims to describe regulations and identify school readiness and aspirations of teachers for the progress of organizing inclusive schools. This research is qualitative research with a phenomenological approach. The research informants were 16 teachers consisting of 9 subject teachers in inclusive schools and 7 Special Companion Teachers (GPK). Data collection methods used were in-depth interviews and observations. The process of data analysis is data reduction, identifying themes, mapping interrelationships between themes, and concluding findings. The conclusions of this study are (1) a common problem that occurs in inclusive schools is that the role of the teacher is not yet optimal. This is due to the system and competence, the culture of citizens in several schools that have not yet been developed, and the school still does not optimally facilitate the talents of students with disabilities. (2) Government participation is needed in providing various regulations related to GPK recruitment rules, increasing teacher competence and inclusive school management, providing facilities, and building synergies with various stakeholders so that the implementation of the learning process in inclusive schools is better.
41
Kuswandono, Paulus. "MENTOR TEACHERS’ VOICES ON PRE-SERVICE ENGLISH TEACHERS’ PROFESSIONAL LEARNING." Indonesian Journal of Applied Linguistics 6, no. 2 (January 23, 2017): 213. http://dx.doi.org/10.17509/ijal.v6i2.4846.
Full textAbstract:
Various studies have demonstrated that the role of mentor teachers in helping pre-service English teachers (PSETs) develop their professional experiences in school-based practicum is undeniably fundamental. Considering that mentor voices are still underrepresented in studies, this study aims to investigate the mentor teachers’ voices and beliefs to help the professional learning of pre-service English teachers (PSETs) in their school-based practicums. This is a qualitative study which involves seven mentor teachers who teach English in senior high schools in Indonesia. Data was gathered through questionnaires and unstructured interviews carried out in the participants’ school setting and analysed using NVIVO 9 (qualitative data analysis software). The findings reveal the mentor teachers’ beliefs in guiding PSETS during the school-based practicum. The mentor teachers viewed that PSETs need to learn and experience more fundamental aspects of teaching, namely interpersonal skills and emotional engagement in teaching, including their leadership. Implications for teacher education to improve the quality of relationship between PSETs and mentor teachers are addressed.
42
Febrianto, Dedi. "Analyzing Elementary English Teachers’ Pronunciation Errors: Are We Intelligible?" AL-ISHLAH: Jurnal Pendidikan 13, no. 3 (October 4, 2021): 1526–38. http://dx.doi.org/10.35445/alishlah.v13i3.814.
Full textAbstract:
Error analysis on students’ language performance has been massively discussed, yet few studies focused on teachers’ errors. Meanwhile, one of the main causes of students’ errors is the errors transferred from teachers. As the learners used to imitate their teachers sounds’ production, EFL teachers need to minimize errors when teaching at elementary school concerning the learners’ best period to acquire and learn a foreign language. The present study investigates EFL teachers’ pronunciation errors, specifically to find out the forms and causes of pronunciation errors in segmented vowels produced by the teachers. The research participants are 20 English teachers selected from various public and private elementary schools in Yogyakarta who were invited to pronounce 62 English words. The teachers were also required to fill out a questionnaire to find out external factors which are assumed can trigger the errors. The findings delineated that the teachers produced various forms of pronunciation errors in English vowels. The causes of errors lie in interlingual transfer, intralingual transfers, pronunciation differences between graphemes and sounds, hypercorrection, and words similarity. The external factors are also scrutinized, which include educational background and teachers’ lack of English practice. The study suggests that elementary EFL teachers in Indonesia should improve their pronunciation by frequently practicing and having intensive pronunciation training to teach better English to their learners.
43
Winimurti, Yosyie Azharia, and Dedi Rahman Nur. "Evaluation on senior high school English textbooks." Journal of English Language and Pedagogy 2, no. 2 (November 18, 2019): 143. http://dx.doi.org/10.36597/jelp.v2i2.4530.
Full textAbstract:
In Indonesia, English teachers use textbooks to help students in the teaching-learning process and use it as a self-help resource to get rich input in learning. To improve the quality of English language teaching in Indonesia, this research was conducted to measure whether the three books used in Senior High School, i.e. “Bahasa Inggris”, “Pathway to English”, and “Outcomes Upper Intermediate” are right or not. This research used Alan Cunningsworth’s theory on excellent textbook and tried to find the strengths and weaknesses of the three books based on the given methods above. The study was conducted using evaluation research to evaluate the three English textbooks used by some schools in Yogyakarta. Evaluation steps included taking some samples from the books to see whether they meet the criteria of good textbooks that the researcher developed based on Cunningsworth’s framework. The research found out that Bahasa Inggris meets five standards: aims and approaches, design and organisation, topic, teachers’ book, and political consideration. Pathway to English meets four standards of excellent textbook by Cunningsworth: aims and approaches, design and organisation, teachers’ book, and political attention. Outcomes Upper Intermediate matches five principles of excellent manual by Cunningsworth: goals and methods, design and organisation, skills, topic, and teachers’ book. The researcher also found out that the strengths and weaknesses of “Bahasa Inggris”, “Pathway to English”, and “Outcomes Upper Intermediate”. From the findings above, the researcher suggests the teacher use three textbooks in the teaching-learning process because three books meet the criteria in a good book.
44
Tustiawati, I. A. Mela. "WHAT MOTIVATES PRE-SERVICE TEACHERS TO BECOME TEACHERS AND THEIR PERSPECTIVES OF ENGLISH TEACHING AS A CAREER OPTION." TEFLIN Journal - A publication on the teaching and learning of English 28, no. 1 (March 31, 2017): 38. http://dx.doi.org/10.15639/teflinjournal.v28i1/38-56.
Full textAbstract:
Teaching motivation issues are well-researched in several countries. However, these issues have been rarely investigated in the Indonesian context. This study investigated motivational factors that influence pre-service teachers to enter English teacher training and their perspectives of English teaching as a career option. It comprised a survey of 140 pre-service teachers from a teacher training institution in Bali and two semi-structured group interviews. The results suggest that the participants are more influenced by intrinsic and altruistic factors than extrinsic factors. These findings contradict earlier studies of teacher motivation in developing countries and what is generally believed in Indonesia. Moreover, the development of the tourism industry in Bali seems to have a great impact on the participants’ perspectives of English teaching in Bali in particular and in Indonesia in general. Most of those surveyed held positive views of the development of English teaching as a career option. Finally the study suggested implications and recommendations for additional studies within the Indonesian context.
45
Laos, Concilianus, and Veronica Triprihatmini. "Empowering Pre-service English Teachers' Metacognitive Awareness in Teaching Through Reflections." European Journal of Educational Research 11, no. 4 (October 15, 2022): 2497–512. http://dx.doi.org/10.12973/eu-jer.11.4.2497.
Full textAbstract:
<p style="text-align: justify;">Successful teaching requires teachers' reflections and metacognitive awareness. However, few studies have investigated the impacts of reflections on teachers' metacognitive awareness in teaching. This study aimed to examine whether or not reflections can empower Indonesian pre-service English teachers' metacognitive awareness in teaching. Mixed-methods research was conducted to collect quantitative and qualitative data from 36 pre-service English teachers (PSETs) in two micro-teaching classes at the Undergraduate Program, Sanata Dharma University, Yogyakarta, Indonesia. Quantitative data from the pre-semester and post-semester were analyzed descriptively and statistically. Qualitative data from reflections and focus group discussions (FGD) focused on determining key issues related to PSETs' metacognitive awareness in teaching. Data analyses revealed that Indonesian PSETs' perceived metacognitive awareness in teaching increased post-semester. They also admitted the positive contributions of reflections in enhancing their metacognitive awareness in teaching. The increase was primarily attributable to the implementation of explicit reflections of the elements of metacognitive awareness in teaching. This research provides recommendations for teachers, lecturers, and future researchers.</p>
46
Winola, Tiya. "THE APPLICATION OF INSTRUCTIONAL MEDIA IN TEACHING ENGLISH TO YOUNG LEARNERS." PROJECT (Professional Journal of English Education) 4, no. 4 (July 12, 2021): 581. http://dx.doi.org/10.22460/project.v4i4.p581-587.
Full textAbstract:
In Indonesia, English is a foreign language, hence not easy to teach English to young learner in Indonesia, thus, need something interesting to teach English to young learners, one of which uses instructional media. Instructional media as a tool needed to facilitate the teachers in presenting the material, but many English teachers in Indonesia find it difficult to use instructional media in the classroom. This study aims to (1) how the teacher applied the instructional media in the classroom. (2) to investigate problems faced by the teacher, and (3) elaborate the teacher's strategies in solving problems using the instructional media. This study was conducted a case study design, by using observation and interviews to collect data. In the investigation teachers do not have free access to use the media provided at school. Thus, they faced obstacles to provide proper media in classroom. Therefore this paper described certain strategies to solve teacher problems in using instructional media in the class. Keywords: Teaching English, Instructional media, Young learners
47
Hidayat, Marzul, Dery Mulya Putri, Fortunasari Fortunasari, Fridiyanto Fridiyanto, Akhmad Habibi, and Amirul Mukminin. "Preparing Future Human Resources in Language Learning: EFL Student Teachers’ Voices’ Academic Stressors." Theory and Practice in Language Studies 11, no. 12 (December 2, 2021): 1655–61. http://dx.doi.org/10.17507/tpls.1112.18.
Full textAbstract:
Preparing good and skillful human resources in language learning is avoidable, particularly for the country like Indonesia which is still a developing one. The intent of this qualitative study in the case study tradition was used to explore what the academic factors that made EFL student teachers as future human resources feel stressed in English language learning at one public university in Jambi, Sumatra, Indonesia. We adopted a qualitative case study approach. Using a convenience case strategy, we interviewed EFL student teachers. The primary data for our study were collected through the face-to-face interviews. The interviews were conducted in English, audio-taped, and directly transcribed verbatim. The interviews data were analyzed through reading line by line all the transcriptions to find major themes. We found eight salient and interweaved themes led EFL student teachers as future human resources feel stressed in English language learning including (1) internal and external factors of choosing English as a major,(2) pleasure and displeasure feeling in studying English in university, (3) positive and negative responses to the lecturers in studying English, (4) positive and negative influences of friends in English major, (5) feeling about academic activities (credits, assignments, subjects and examinations) (6) feeling about discussion or presentations, (7) the most pressure or stress issue during the learning processes, and (8) dealing with the stressors. The findings of this study shed light on our understanding of the academic factors that made EFL student teachers as future human resources feel stressed in English language learning.
48
Wardhani, Anastasia Camelia, Ouda Teda Ena, and Concilianus Laos Mbato. "Constructing Teacher Identity: Teachers Emotion in Teaching English for Pre-School Students." Language Circle: Journal of Language and Literature 15, no. 2 (April 26, 2021): 193–200. http://dx.doi.org/10.15294/lc.v15i2.26365.
Full textAbstract:
This research discusses how teachers’ emotion regulation helps them construct their professional identity. To be specific, the emotion regulation studied is around teaching pre-school students. The emotion regulation investigated covers the teachers’ behavior in the classroom setting when they are dealing with little children. The research question of this study is “How teachers’ identity is constructed especially in teaching pre-school students?”. Theories related to emotion competence, emotion regulation, and teacher identity were also reviewed in this paper. In conducting the research, teachers from one of English courses in Yogyakarta becomes the participant. The researcher uses the Critical Incident Technique (CIT). Many factors such as teaching goals, commitment, particular meaningful experiences become the main consideration in formulating the questions asked in the interview section. Actions such as the distribution of questionnaires and interviews are conducted in order to collect the data. In analyzing the data, the researcher presents the findings narratively based on the result of the questionnaire and the interview.
49
Mashuri, Mashuri, and Enung Hasanah. "Manajemen Pembelajaran Bahasa Inggris dalam Meningkatkan Hasil Belajar Siswa saat Pandemi Covid-19 di SMA Muhammadiyah 3 Yogyakarta." Diglosia: Jurnal Kajian Bahasa, Sastra, dan Pengajarannya 4, no. 2 (June 1, 2021): 227–34. http://dx.doi.org/10.30872/diglosia.v4i2.174.
Full textAbstract:
The purpose of this study was to determine the effectiveness of distance learning during the Covid-19 pandemic in the management of English learning and to improve student achievement at SMA Muhammadiyah 3 Yogyakarta. The research approach used is descriptive qualitative, with data collection techniques through interviews and observations. The research subjects were English teachers and deputy principals of SMA Muhammadiyah 3 Yogyakarta. The results of the study are as follows. First, English education planning is prepared based on subjects, competency standards, basic competencies, learning objectives, teaching modules, procedures, time allocation, learning activities, learning resources/equipment, and evaluation of distance education students' learning outcomes during the Covid- 19. Second, the implementation of education that the teacher is trying has been guided by the latest updated syllabus and online learning implementation plan. English teachers have practised innovative education during the Covid-19 pandemic, such as Google Classroom, Zoom, WhatsApp, and many more. Distance learning that the teacher applies is to open lessons, deliver modules or teaching materials two days before learning activities occur, and discuss learning with students where learning is student-centred. The educational process places more emphasis on the cognitive and psychomotor domains. Third, learning assessment uses pre-test and post-test when online education takes place. The evaluation method used in learning applies direct observation, carries out tests/exercises at the end of the lesson so that the teacher knows the weaknesses and measurements of each student. Learning support facilities at Muhammadiyah 3 High School Yogyakarta are equipped with a language laboratory to facilitate the implementation of learning English more effectively.
50
Abid. "Indonesian Pre-Service English Teachers’ Perceived Challenges in Improving English Oral Communication Skills." JEELS (Journal of English Education and Linguistics Studies) 5, no. 2 (May 18, 2022): 147–70. http://dx.doi.org/10.30762/jeels.v5i2.76.
Full textAbstract:
The study investigates perceived challenges that pre-service teachers (henceforth refers to PSTs) majoring in an English Education Program of a state university in the Province of Gorontalo, Indonesia, experience in improving their English oral proficiency level. Data from the PSTs were collected mainly using individual semistructured interviews, and then corroborated with the interview results collected from several lecturers who participated voluntarily. Informed by a thematic analysis approach, the study shows that the PSTs reported three main areas of challenges; linguistic proficiency, socio-culture, and English language engagement opportunity. Recommendations seeking to assist PSTs as well as the English Education Program in anticipating such challenges are also addressed.