scholarly journals Reflective Journal as a Self-Directed and Sustainable Professional Development Tool for Pre-Service Teachers: A Case Study in English Language Education Study Program

2019 ◽  
Vol 9 (2) ◽  
pp. 103-110
Author(s):  
Atalya Agustin
Keyword(s):  
Professional Development ◽  
Student Teachers ◽  
English Language ◽  
Teaching Practice ◽  
Case Study Research ◽  
Language Education ◽  
Study Program ◽  
Reflective Journal ◽  
Development Tool

Teaching practice is one among many programs in teachers training which focuses on having a professional preparation for work. In this program, student-teachers are asked to improve their skills through teaching actual students and engaging with school environment. Moreover, they are also building their own knowledge based on the improved teaching and learning process. It is crucial for them as pre-service teachers to encounter such experience. This meaningful theory and experience-based insights are possible to obtain if the student-teachers possess the commitment of self-reflection. There is likely a big chance that this action will be perpetual because of this personal initiative. This study aims to analyze the use of reflective journal as pre-service teachers’ professional development tool, their attitude towards reflective journal, as well as the strength and challenges arise related to the use of reflective journal during their teaching practice. The type of the research is a qualitative case study research. The data collection techniques being used are questionnaire and Focus Group Discussion (FGD). Moreover, the technique of analyzing the data was Miles and Huberman concept of data reduction, data presentation, and conclusion drawing. The results of this research will be presented in a descriptive-narrative manner by describing and discussing the data of the research.

scholarly journals ENGLISH LECTURERS' PERCEPTION TOWARD PROFESSIONAL DEVELOPMENT PROGRAMS

2020 ◽  
Vol 1 (2) ◽  
pp. 30-40
Author(s):  
Nurhandayani Supraptiningsih ◽  
Silih Warni ◽  
Zuhad Ahmad
Keyword(s):  
Professional Development ◽  
Time Management ◽  
English Language ◽  
English Education ◽  
Language Education ◽  
Students With Special Needs ◽  
Study Program ◽  
National Education ◽  
Research Activities ◽  
Education Study

This study aims to explore the experiences and perceptions of lecturers on the professional development activities of lecturers in the English Language Education Study Program. This study applied a quantitative descriptive approach by using a questionnaire as an instrument to collect data. This study's subjects were the lecturers of the English Education Study Program at a private university in Jakarta. The findings indicate that the professional development activities that have been attended by the majority of English Education lecturers are research activities, both individually and in groups, conferences or seminars, and workshops or training related to courses and/or other topics related to education. The professional development activities needed by lecturers include training related to National Education Standards (60%), multicultural teaching (60%), knowledge and understanding (competence) of the subject (53%), and teaching for students with special needs ( 53%). This study also confirms that effective time management for organizing or developing professional development activities regarding teaching schedules and other administrative activities is urgently needed. That way, lecturers can still fulfill their obligations to teach, research, and do community service while still having the opportunity to develop their professionalism.

scholarly journals Teacher Professional Development in Language-Driven CLIL: A Case Study

2020 ◽  
Vol 12 (2) ◽  
pp. 242-264 ◽  
Author(s):  
Dario Luis Banegas
Keyword(s):  
Professional Development ◽  
Language Proficiency ◽  
English Language ◽  
Continuing Professional Development ◽  
Language Education ◽  
Salient Feature ◽  
Multiple Sources ◽  
Teacher's Beliefs ◽  
Development Course

The professional development of and language integrated learning (CLIL) continues to be a niche in the language education literature, particularly in Latin America. The aim of this study is to explore the effects of a continuing professional development course delivered in 2018 to support language-driven CLIL implementation in state secondary schools in Argentina. Built as a case study, the investigation draws on data from one teacher collected through multiple sources for triangulation purposes. Two research questions guided the study: 1) What beliefs does a teacher have of language-driven CLIL? and 2) What are the effects of a continuing professional development course on language-driven CLIL targeted at EFL secondary school teachers? Findings show that authenticity, rather than language-content integration, is a salient feature of language-driven CLIL in this teacher’s practice. Findings also reveal that CLIL success depends on learners’ English language proficiency. Drawing on its teacher’s beliefs of CLIL, the course had an impact on the teacher’s identity as a materials developer and autonomous and critical practitioner who could theorize by reflecting on her practices and the readings provided by the course tutor.

scholarly journals STUDENTS’ PERCEPTION ON THE DESIGN OF ASYNCHRONOUS ONLINE DISCUSSION USING SCHOOLOGY IN ENGLISH LANGUAGE EDUCATION GANESHA UNIVERSITY OF EDUCATION

2018 ◽  
Vol 2 (2) ◽  
Author(s):  
GPR Dewi ◽  
LDS Adnyani ◽  
KS Piscayanti
Keyword(s):  
English Language ◽  
Online Discussion ◽  
Case Study Research ◽  
Language Education ◽  
Positive Perception ◽  
English Language Education ◽  
Interview Guide ◽  
Asynchronous Online Discussion ◽  
Academic Year

This study was aimed at investigating students’ perception on the design of asynchronous online discussion using Schoology. This study was a case study research. The data in this study were collected quantitatively and qualitatively by using observation, questionnaire, and interview guide. The observation was conducted toward the design of asynchronous online discussion implemented by 2 lecturers in ICT and Poetry courses. The questionnaire was administered to one hundred students of English Language Education, Ganesha University of Education who were taught using Schoology in academic year 2017/2018. The interviews were done toward six students. The result of this study showed that 1) the design of the asynchronous online discussion in ICT and Poetry courses was different in terms of flexibility of time, flexibility of place, instruction or guidance, and topic, 2) the students had positive perception on the design of asynchronous online discussion.

scholarly journals STUDENTS’ PERCEPTION ON THE DESIGN OF ASYNCHRONOUS ONLINE DISCUSSION USING SCHOOLOGY IN ENGLISH LANGUAGE EDUCATION GANESHA UNIVERSITY OF EDUCATION

2019 ◽  
Vol 3 (1) ◽  
pp. 1
Author(s):  
Dewi G.P.R ◽  
Adnyani L.D.S. ◽  
Piscayanti K.S.
Keyword(s):  
English Language ◽  
Online Discussion ◽  
Case Study Research ◽  
Language Education ◽  
Positive Perception ◽  
English Language Education ◽  
Interview Guide ◽  
Asynchronous Online Discussion ◽  
Academic Year

This study was aimed at investigating students’ perception on the design of asynchronous online discussion using Schoology. This study was a case study research. The data in this study were collected quantitatively and qualitatively by using observation, questionnaire, and interview guide. The observation was conducted toward the design of asynchronous online discussion implemented by 2 lecturers in ICT and Poetry courses. The questionnaire was administered to one hundred students of English Language Education, Ganesha University of Education who were taught using Schoology in academic year 2017/2018. The interviews were done toward six students. The result of this study showed that 1) the design of the asynchronous online discussion in ICT and Poetry courses was different in terms of flexibility of time, flexibility of place, instruction or guidance, and topic, 2) the students had positive perception on the design of asynchronous online discussion.

scholarly journals An Analysis of English Language Education (ELE) Students' Motivation in Learning Pedagogical Courses

2020 ◽  
Vol 9 (1) ◽  
pp. 131
Author(s):  
Putu Yoga Sathya Pratama ◽  
I Gusti Ayu Lokita Purnamika Utami ◽  
Luh Diah Surya Adnyani
Keyword(s):  
Qualitative Research ◽  
English Language ◽  
Case Study Research ◽  
Language Education ◽  
English Language Education ◽  
Internal Reasons ◽  
Interactive Data Analysis ◽  
Interactive Data ◽  
External Reasons

Previous studies on motivation had been broadly researched, but little attention was given to learning pedagogical courses motivation. Thus, this qualitative research with case-study research design was conducted. This research aimed to describe ELE students’ motivation in learning pedagogical courses. The collecting data used were questionnaire, interview guidance, and human instrument. The obtained data were analyzed qualitatively through interactive data analysis. The result portrays there are more ELE students tend to be intrinsically motivated in learning pedagogical courses; the rest are identified to be extrinsically motivated, amotivated, and undefined motivation students. The reasons underlying their motivation in learning pedagogical courses can be categorized into: 1) internal reasons (mood, goals, passion, perspective, & personality) and 2) external reasons (parental, score, and lecturer).

scholarly journals ADULT LEARNERS’ EXPERIENCES IN LEARNING ENGLISH: A CASE STUDY OF TWO UNIVERSITY STUDENTS IN INDONESIA

2017 ◽  
Vol 2 (2) ◽  
pp. 131
Author(s):  
Yustinus Calvin Gai Mali
Keyword(s):  
Adult Learners ◽  
University Students ◽  
English Language ◽  
Language Education ◽  
Structured Interview ◽  
L2 Acquisition ◽  
English Language Education ◽  
Study Program ◽  
Learning English

As a modified replication of Bellingham’s (2004) investigation, this case study primarily explores experiences of 30s Indonesian university students in learning English as a Foreign Language (EFL) at English Language Education Study Program, Masyarakat University Indonesia (ED-DU). The study specifically investigates cases of two ED-DU students who shared their experiences in learning EFL in their age. I recalled their experiences using an open-ended questionnaire and a semi-structured interview. I continued to collate and summarize the data into themes. Eventually, the present findings reveal six learning patterns of the students, confirm the existence of L2 acquisition for adult learners stated by Bellingham’s investigation, and provide some evidence that EFL learning acquisition is not limited by age.  

Rancang Bangun E-Learning Pronounciation Bahasa Inggris STKIP Setiabudhi Rangkasbitung Berbasis Web

2020 ◽  
Vol 9 (2) ◽  
Author(s):  
Dentik Karyaningsih ◽  
Puji Siswanto
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
English Education ◽  
System Development ◽  
Language Education ◽  
Prototype System ◽  
Study Program ◽  
Education Study ◽  
English Pronunciation ◽  
E Learning

Lecture courses in the English Language Education Study Program of STKIP Setiabudhi Rangkasbitung are still conducted in face-to-face class, so the students who do not attend lectures cannot know the pronunciation material at that time, because the Pronunciation course is a practical course in the English pronunciation system. The E-Learning Pronunciation is built so that lectures can be carried out anywhere and anytime without reducing the quality of the teaching and learning process. Therefore, the students who are left behind can continue to follow the Pronunciation course material, as well as habituating students in utilizing communication and information technology. E-Learning Pronunciation is important to be built to improve the ability of students’ pronunciation when doing distance learning, so that students are clearer and more firm in understanding Pronunciation so that there are no errors in English pronunciation. Participants in this study were first semester students of English education study programs. This study uses an experimental research design with the Prototype System development method and system of testing uses Black box testing.

scholarly journals Implications of Lesson Study for Tertiary-Level EFL Teachers’ Professional Development: A Case Study From Turkey

SAGE Open ◽  
2021 ◽  
Vol 11 (2) ◽  
pp. 215824402110237
Author(s):  
İlknur Bayram ◽  
Fatma Bıkmaz
Keyword(s):  
Professional Development ◽  
Lesson Study ◽  
English Language ◽  
Research Question ◽  
Teaching Style ◽  
Language Teachers ◽  
Student Thinking ◽  
Pedagogical Content ◽  
Starting Point

This qualitative case study carried out at a Turkish university with four English language teachers aims to explore what teachers experience in the planning, implementation, analysis, and reporting phases of the lessons study process and what the implications of lesson study for teacher professional development can be. Data in this four-month study were gathered through observations, interviews, whole group discussions, and reflective reports. Findings revealed that lesson study had potential challenges and benefits for the professional development of teachers. The model poses challenges in finding a topic and research question, determining the lesson design and teaching style, making student thinking observable and analyzing qualitative data. On the other hand, it benefited teachers in terms of increasing their pedagogical content knowledge, reflectivity, research skills, collaboration, and collegiality. This study suggests that lesson study might be a good starting point for institutions wishing to adopt a more teacher-led, inquiry-driven and collaborative perspective for professional development.

scholarly journals Foreign Language Teachers’ Professional Development through Peer Observation Programme

2016 ◽  
Vol 9 (10) ◽  
pp. 39 ◽  
Author(s):  
Luis Miguel Dos Santos
Keyword(s):  
Professional Development ◽  
Hong Kong ◽  
Teaching Practice ◽  
Language Education ◽  
Language Teachers ◽  
Peer Observation ◽  
Good Tool ◽  
Teachers Perceptions ◽  
Teachers Professional Development ◽  
Observation Programme

<p>The<strong> </strong>purpose of the research is to explore the development of peer-observation programme for the use of an extension language school in Hong Kong. The research objectives were to explore teachers’ perceptions on a peer observation programme as a means to improve teaching practice, examine how teachers make sense of the peer observation programme after they have taken part in it and to suggest alternative approaches and measures by which schools can improve peer observation programmes in schools.</p><p>Data was collected from six teachers who participated in peer observation programme in Hong Kong through an interview process. The research has found out that peer observation can be a good tool for continuous professional development for teachers in order to develop their teaching strategies. This is especially important within the field of language education. From the analysis, most teachers are wary of the practicalities of peer observation due to the sensitivity that is associated with it. The research also found out that teachers think that if the peer observation approach is well developed, it can be potentially interesting or generate excitement among teachers.</p>

scholarly journals Analysis of Teacher Beliefs and Efficacy for Teaching Writing to Weak Learners

2017 ◽  
Vol 10 (9) ◽  
pp. 208
Author(s):  
Tunku Mohani Tunku Mohtar ◽  
Charanjit Kaur Swaran Singh ◽  
Napisah Kepol ◽  
Ahmad Zainuri Loap Ahmad ◽  
Sasigaran Moneyam
Keyword(s):  
Teacher Beliefs ◽  
Language Learning ◽  
Instructional Strategies ◽  
English Language ◽  
Teaching Practice ◽  
Writing Skills ◽  
Teaching Writing ◽  
Language Needs ◽  
Teacher's Beliefs

The present study investigated the beliefs and efficacy of a teacher teaching English to students who were weak at the language. The objective of the study was mainly to investigate the beliefs and efficacy of the ESL teacher for teaching writing to weak learners. The research was a case study of the English Language teacher teaching Form Three class of students whose English proficiency was very low. An interview was conducted with the teacher to further probe the instructional strategies applied to enhance her beliefs and efficacy in her own capabilities to make learning happen in her classroom. Observations were made to investigate the teacher’s efficacy in teaching and the performance of the students specifically for writing. Results show the teacher’s beliefs of her students’ capabilities and their language needs helped shape the teacher’s instructional strategies. The teacher’s efficacy enabled her to decide to undertake the task of teaching writing to her students because she was confident in her ability. The teacher provided clues to the students to facilitate their learning. This kind of feedback from the teacher indirectly motivated them to learn. The teacher’s beliefs and efficacy contributed to her teaching practice and the instructional strategies that she used in turn enhanced her beliefs and efficacy. The study implicates that teacher’s beliefs and efficacy can assist the weak learners in improving their writing skills and also facilitate language learning.

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