scholarly journals Teachers’ Reflective Practice and Challenges in an Indonesian EFL Secondary School Classroom

2020 ◽  
Vol 4 (2) ◽  
pp. 289
Author(s):  
La Sunra - La Sunra ◽  
Haryanto Haryanto ◽  
Sahril Nur
Keyword(s):  
Reflective Practice ◽  
Junior High School ◽  
Teaching And Learning ◽  
Teaching Experience ◽  
Sampling Technique ◽  
Structured Interview ◽  
Effective Teacher ◽  
Junior High School Teachers ◽  
Inadequate Knowledge ◽  
Efl Teachers

This study investigated the EFL teachers’ perception and practices of reflection in teaching. The study was conducted through qualitative method by purposive sampling technique. The data were collected through semi-structured interview, and documentation from seven EFL Junior High School teachers in Makassar. The results of the study showed that the EFL teachers perceived reflective practice mainly as an evaluative process to their teaching experience. They all believed that reflective practice was one of the effective teacher characteristics and useful for increasing the quality of teaching and learning. Their reflections were mostly at descriptive and dialogic level. Inadequate knowledge and workload were identified by the EFL teachers as the challenges to reflection.

scholarly journals REFLECTIVE PRACTICE AS TOOLS TO EXPLORE IN-SERVICE TEACHERS’ BELIEFS AND CLASSROOM PRACTICES: INDONESIAN EFL TEACHERS’ VOICES

2020 ◽  
Vol 5 (2) ◽  
pp. 174-192
Author(s):  
Dwi Bayu Saputra ◽  
Didi Suherdi ◽  
Rojab Siti Rodliyah
Keyword(s):  
Reflective Practice ◽  
Teaching And Learning ◽  
Effective Means ◽  
Effective Teacher ◽  
Life Long Learning ◽  
Teachers Beliefs ◽  
Efl Teachers ◽  
Beliefs About Teaching ◽  
Teachers Professional Development ◽  
Past Experiences

Reflective practice is widely acknowledged as the most effective means to create effective teacher who wants to have better understanding of their works. It has been explicitly stated in western academic teacher education curriculum due to its significant impact on constructing life-long learning for teachers. However, this beneficial contribution of teachers’ professional development is not growing within the context of English as a foreign Language (EFL) teaching. Accordingly, this descriptive qualitative research aimed at (1) investigating teachers’ beliefs in teaching and learning English by utilizing reflective tools, and (2) attempting to identify whether or not their beliefs are implemented in their practices in which the reasons will also be explored. The data were gathered through interviews and classroom observations as the main source. Three English teachers were investigated to elicit their beliefs about teaching and learning. The findings showed years of teaching experiences and past experiences as a learner are the most arisen theme in which the initial facet strongly affects the way they perceive teaching, and the latter occurrence theme indirectly shape the teachers’ beliefs. As regards to the relation of their practices and their stated belief, however, not all of their beliefs were implemented in the classroom due to several factors such as the students’ factors, time-constraint, and the school obligations.

scholarly journals EFL teachers’ challenges in promoting learner autonomy in the 21st-century learning

2020 ◽  
Vol 10 (2) ◽  
pp. 290-314
Author(s):  
Putu Wiraningsih ◽  
Made Hery Santosa
Keyword(s):  
21St Century ◽  
Junior High School ◽  
Language Teaching ◽  
Teaching Strategy ◽  
Teaching Experience ◽  
Learner Autonomy ◽  
Structured Interview ◽  
21St Century Learning ◽  
Teaching Methodology ◽  
Efl Teachers

Teachers have a responsibility to help students become autonomous learners. However, in promoting learner autonomy, the teachers were faced with the challenges. This descriptive qualitative study aimed to describe the challenges in promoting learner autonomy in 21st-century learning faced by EFL teachers and their strategies. The data were collected through a semi-structured interview technique. Four qualified EFL junior high school teachers with at least five years of teaching experience in Singaraja Bali Indonesia were involved. The interview guideline was constructed based on the dimensions of policy constraints, institutional constraints, language teaching methodology, and learner's background. The interviews were transcribed and categorized into the table of identification based on the four dimensions. Finally, the data regarding the challenges and the strategies were interpreted, and the excerpts of the interview were provided.  The results show that the policy constraint identified in this study was due to the school zoning system. The institutional constraint was due to the unscheduled events. The language teaching methodology was due to the lack of knowledge of teaching strategy and different characteristics of students. Thus, in transforming the challenges into possibilities, some strategies were implemented, such as initiating activities, applying collaborative learning, and having good planning and time management. 

scholarly journals Elementary and Junior High School Teachers’ Promotion of Self-Determination in Taiwan

2017 ◽  
Vol 10 (9) ◽  
pp. 141
Author(s):  
Pen-Chiang Chao ◽  
Yu-Chi Chou
Keyword(s):  
High School ◽  
General Education ◽  
High School Teachers ◽  
Junior High School ◽  
Junior High ◽  
Teaching Experience ◽  
Self Determination ◽  
School Teachers ◽  
Problem Solving Skills ◽  
Junior High School Teachers

instruction is implemented by elementary and junior high school teachers; (b)examine the frequency with which the components of self-determination are taught; and (c)investigate whether teachers’ gender, class setting, and teaching experience affect their classroom practices regarding the promotion of self-determination. The participants were 1,039 teachers recruited from elementary and junior high schools nationwide in Taiwan using a random sampling method. The Teaching Self-Determination Scale (TSDS) was used to gauge the extent to which educators teach knowledge and skills related to self-determination. Descriptive statistics, analyses of variance (ANOVAs) and multivariate analyses of variance (MANOVAs) were employed to analyze data collected. Findings showed that more than half of the teachers surveyed reported having often or always provided instruction to promote students’ self-determination. The most frequently taught skills are related to Psychological Empowerment (self-advocacy skills, expecting positive outcomes), while the least frequently taught skills were primarily located in the domain of Self-Regulation (goal setting and problem solving skills). Furthermore, our findings showed that teachers’ gender, class setting, and teaching experience were factors attecting the extent to which teachers delivered instruction to promote self-determination. Female teachers exhibited higher levels of implementation with respect to self-determination instruction. Teachers in general education classrooms showed significantly higher levels of applied self-determination instruction, followed by resource room teachers and self-contained classroom teachers. Additionally, teachers with more teaching experiences more frequently employed instructional activities promoting self-determination. Suggestions and implications are provided.

scholarly journals Assessment of the Level of Knowledge on Autism among the Mothers of Toddlers in Selected Village, Kanchipuram District, Tamil Nadu, India

2021 ◽  
pp. 160-164
Author(s):  
M. Nandhini ◽  
T. R. Manjula ◽  
M. Maria Auxilli Jenifer
Keyword(s):  
Tamil Nadu ◽  
Repetitive Behavior ◽  
Sampling Technique ◽  
Structured Interview ◽  
Demographic Variables ◽  
Adequate Knowledge ◽  
Inadequate Knowledge ◽  
Level Of Knowledge ◽  
Prior Permission ◽  
Data Collection Procedure

Background: Autism is a developmental disorder characterized by difficulties with social interaction and communication and by restricted and repetitive behavior. Mothers of toddlers should have knowledge on Autism to identify the child in earlier age and to treat the child. Objectives: The study aimed to assess the level of knowledge on autism among the mothers of toddlers. The objectives were to find out the level of knowledge on autism among the mothers and to find out the association between the level of knowledge on autism and selected demographic variables of the mothers of toddlers. Materials and Methods: A non-experimental, descriptive study was conducted. The sampling technique was snow ball sampling technique with the sample of 50 mothers of toddlers and questionnaires were formulated, a structured interview schedule was used to assess the level of knowledge on autism among the mothers of toddlers. Descriptive and inferential statistics were used to analyze the collected data. The data collection procedure was done for period of 2 weeks. The study was initiated after obtaining prior permission from the concern authorities. Results: The findings of this study revealed that 44% of the mothers of toddlers had inadequate knowledge, 44% had moderately adequate knowledge and only 2% had adequate knowledge on autism. There was significant association between level of knowledge and demographic variables such as age, occupation and previous knowledge on Autism of mothers of toddlers.

scholarly journals The Effect of Contextual Teaching And Learning (CTL) Learning Model on The Ability Of Concept Understanding Class VII Students of SMP 16, Kota Bengkulu

2019 ◽  
Vol 4 (1) ◽  
pp. 19-28
Author(s):  
Sufianto Sufianto
Keyword(s):  
Junior High School ◽  
Teaching And Learning ◽  
Sampling Technique ◽  
Learning Model ◽  
Ability Test ◽  
Concept Understanding ◽  
Comprehension Ability ◽  
Quasi Experimental ◽  
Contextual Teaching ◽  
Average Average

This study aims to determine the effect of the Contextual Teaching and Learning (CTL) learning model on the ability to understand the concepts of class VII students of SMP 16 Kota Bengkulu. The research carried out was quasi-experimental with a population of all students in class VII of SMP 16 Kota Bengkulu totaling 218 students. Samples were taken by random sampling technique and a sample of 60 students was obtained, 30 students in the VIIA class as the experimental class, 30 students in the VIIE class as the control class. Data collection using Instrument concept understanding ability test. Data analysis techniques using Ancova. The results showed that there was the influence of the Contextual Teaching and Learning (CTL) learning model on the conceptual comprehension ability of seventh grade students in Bengkulu City 16 Junior High School at 80.50% with an average of 82.75 and there was an effect of an initial ability of 60.50% with an average average of 82.80. It can be concluded that the ability to understand students' concepts is better by using the Contextual Teaching and Learning (CTL) learning model.

scholarly journals EFFORTS TO IMPROVE THE COMPETENCY OF PROFESSIONALISM TEACHER IN JEMBER REGENCY

2017 ◽  
Vol 1 (1) ◽  
pp. 26
Author(s):  
Fahrudi Ahwan Ikhsan ◽  
Fahmi Arif Kurnianto ◽  
Bejo Apriyanto ◽  
Elan Artono Nurdin
Keyword(s):  
High School Teachers ◽  
Communication Technology ◽  
Junior High School ◽  
Random Sampling ◽  
Professional Competence ◽  
Sampling Technique ◽  
School Teachers ◽  
Junior High School Teachers ◽  
High Category ◽  
Self Development

This study aims to explain the condition of professionalism and efforts to improve the competence of teachers IPS in Jember District. Population in this research is teacher of IPS SMP Negeri in Jembersebanyak 184 teachers. The sampling technique was done by random sampling which amounted to 55responden. Methods of data collection with questionnaires and documentation. Data analysis uses a percentage descriptive. The result of the research shows that the competency of professionalism of IPS teachers is as follows: the acquisition of materials, concepts and scholarship of IPS teachers is 87.25% in the high category, the development of learning materials supported by IPS teachers creatively is 92.04% including in the high category; mastery of basic competence and basic competence by 87.05% including high category, utilization of communication technology for self-development of IPS teachers of 86.35% included in the high category. In general, the competency of professionalism of IPS teachers in Jember district is categorized as high, namely 88.17%, while the effort to increase the professional competence of IPS teachers as follows: joining the training and seminar of 66.81% low category; developing syllabus and IPS RPP of 70.50%; doing PTK 48.95% low category; develop science of technology in learning 74.82% high category. Overall, the effort to improve the professionalism competence of IPS Junior High School teachers in Jember District is 71.34 included in the high category. Keywords: Professionalism Competence, IPS Teachers PDF

scholarly journals A Study To Assess The Knowledge And Practice of Foot Care Among Diabetic Clients Attending Diabetic OPD

2020 ◽  
Vol 11 (3) ◽  
pp. 3922-3926
Author(s):  
Diabetic clients ◽  
Thamupriyadharshini
Keyword(s):  
Diabetic Foot ◽  
Good Practice ◽  
Sampling Technique ◽  
Educational Status ◽  
Structured Interview ◽  
Foot Care ◽  
Interview Method ◽  
Inadequate Knowledge ◽  
Level Of Knowledge ◽  
Knowledge And Practice

Diabetic foot is one of the most common and distressing complication of diabetes resulting to major physical limitation, psychological and fiscal significances for the patient and their families. Great information and skill on regards to diabetic foot care will lessen the danger of diabetic foot difficulties and that will diminish the odds of removal of the limb. A descriptive study was adopted for assessing the level of knowledge and practice of Foot care among diabetic clients. A total of100 diabetic clients were selected using purposive sampling technique. Data were gathered utilizing self-structured questionnaire by a structured interview method. The outcomes portray that majority of the diabetic clients, 61% had inadequate knowledge, 28% had moderate knowledge and only 11% of the diabetic clients had average knowledge. The examination also uncovers that 23% of the diabetic clients had good practice and 77% had poor practice. The mean knowledge and practice score were 5.82 ± 2.53& 6.97±1.18 respectively. There is the strong connection (r= 0.698, p=0.0001) between Knowledge and Practice. There is statistically significant association of demographic variables noted with the knowledge and practice of foot care between age, Gender, Educational Status, Occupation, Duration of Diabetes, Current Diabetes Treatment, Presence of Co morbid (P values<0.001).

scholarly journals The use of literacy approach to teach writing of descriptive text at the seventh grade students of SMPN 1 Ngebel

2019 ◽  
Vol 7 (1) ◽  
pp. 15
Author(s):  
Tanti Yuliani
Keyword(s):  
Junior High School ◽  
Learning Process ◽  
Group Work ◽  
Teaching And Learning ◽  
Sampling Technique ◽  
Research Participant ◽  
Teaching Writing ◽  
Seventh Grade ◽  
Problems And Solutions ◽  
Teaching Learning

The main purpose of teaching learning English in Junior High School to develop the students’ competence and knowledge in four language skills, Speaking, Reading, Listening and Writing. One of the difficult skills is writing. In this research are describe how are the uses, problems, and solutions of the use of Literacy Approach to Teach Writing of Descriptive Text At The Seventh Grade Students of SMPN 1 Ngebel.  Literacy approach is one of the approaches used to teach writing especially in descriptive text because Literacy approach is the ability to read and write. There are some step of teaching writing, they are planning, composing, and revising. This research uses descriptive qualitative research. Participant/Informant of the research are the English teacher and the seventh grade students of SMPN I Ngebel Ponorogo. This research uses purposive sampling technique. The techniques which are used to collect the data are observation, interview, and documentation. Techniques of the data analysis are data reduction, data display and drawing conclusions. The result of the analyzing data indicates that the uses of literacy approach in teaching writing of descriptive text are divided into two steps. The first is preparation steps and the second is learning process. The learning process uses literacy approach includes introduce and giving explanation the descriptive text, give the modal of the descriptive text and have text to analyze, make group work to discussion the students’ ideas, give the chance to make students’ own product and also checking the students’ understanding about the material. Besides, the problem of the use literacy approach in writing of descriptive text are sometimes the students are noisy in the classroom and their vocabulary are still low. The students feel afraid to deliver their opinion and ideas in teaching and learning process. The solution of the use literacy approach in writing of descriptive are the students must make group work of the students’ worksheet, Teacher controls the students and gives scores for students.

scholarly journals Pengaruh Budaya Sekolah dan Kompetensi Guru terhadap Mutu Pendidikan di SMP Negeri Se-Kecamatan Randudongkal Kabupaten Pemalang

2018 ◽  
Vol 3 (1) ◽  
Author(s):  
Mustowiyah Mustowiyah ◽  
Ngurah Ayu Nyoman Murniati ◽  
Sunanda Sunanda
Keyword(s):  
School Culture ◽  
Junior High School ◽  
Hypothesis Test ◽  
Descriptive Analysis ◽  
Sampling Technique ◽  
Quality Of Education ◽  
Teacher Competence ◽  
School Cultures ◽  
Junior High School Teachers

The purpose of this study are: (1) Finding out how much is the influence of school culture on educational quality, (2) Finding out how much is the influence of the competence of teachers to the quality of education, and (3) Finding out how much is the influence of school culture and teacher competence collectively to the quality of education. The population in this study was all State junior high school teachers throughout the Sub District of Randudongkal District of Pemalang, the number of the population was 225 people, and the samples were selected using proportionate random sampling technique as many as 69 people. The data analysis was using descriptive analysis, the test of data requirements, and analysis, / regression test. The test results for the prerequisite of research data it is concluded that the data were normally distributed, homogeneous, linear, does not incur multicollinearity and does not incur heteroskedasticity. While from the hypothesis test, it can be concluded that there is a significant effect on the school cultures to the quality of education in the total of 0.911 with a contribution of 82.8%. There is a significant effect of teacher competence on the quality of education at 0.790 with a contribution of 61.9%. There is the influence collectively on the School Culture and Teachers Competence against Education Quality of 0.977 with a contribution of 95.3%

scholarly journals Communicating Mathematics and Science in the Classroom: Exploring the Interactive Route

2015 ◽  
Vol 1 (1) ◽  
pp. 30-43
Author(s):  
Landa Nhlanhla ◽  
◽  
Sindiso Zhou ◽  
Keyword(s):  
Teaching And Learning ◽  
Mathematical Problem ◽  
Structured Interview ◽  
Effective Teacher ◽  
Scientific Concepts ◽  
Teacher Needs ◽  
Mathematical Problems ◽  
Teaching Of Mathematics ◽  
And Mathematics ◽  
Mathematics And Science

Communicating mathematical problems and scientific concepts is considered as a complex and difficult endeavour. Teaching, whether of complex mathematical problems and scientific concepts or of 'straightforward and clear' ideas in the humanities, is a process of communication. This paper argues that communication skills are an integral part of the teaching of Science and Mathematics. Communicating Science and Mathematics in the classroom involves thorough explanations and, because the concepts dealt with are in themselves complex, this may involve going over the concepts repeatedly. This ability to put across the mathematical or scientific message is the ability by the teacher to communicate. Research has insisted that the ability to communicate and to pose questions are central attributes of an effective teacher. This paper argues that more than being able to communicate and ask questions, for effective teaching of Mathematics and Science the teacher needs to employ interactive teaching techniques to involve learners; this way the teacher actively involves learners in communication and therefore in both the teaching and learning process. The teacher and learner roles in the contemporary classroom need not be distinctively outlined as this creates an obstacle to understanding. This allows both the teacher and student to understand concepts from each other's perspective. Through interaction between teacher and student, the teacher is able to explain the mathematical problem to the student from the student's perspective. Through a semi-structured interview and observation the study involves a sample of 32 students from four secondary schools in the two provinces of Midlands and Bulawayo.

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