scholarly journals The vocational English teachers� personal competence and its implication on teaching and learning process

2021 ◽  
Vol 6 (1) ◽  
pp. 71
Author(s):  
Mbarep Wicaksono ◽  
Ismail Petrus ◽  
Soni Mirizon
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
English Teachers ◽  
Structured Interview ◽  
Qualitative Approach ◽  
Female Teacher ◽  
Personal Competence ◽  
Efl Context ◽  
Efl Teachers

Personal competence is one of the four main competencies that teachers in Indonesia must possess. However, the literature has been still limited on the teacher's personal competence in the EFL context. Therefore, the present study aims to discover the application of vocational English teachers� personal competence and its implication on the teaching and learning process. To achieve the purpose of this study, a qualitative approach in a form of case study was employed. Two teachers of English consisting of one male and one female teacher participated in this study and shared their stories about the application of their personal competence at the school. A semi-structured interview became the instrument to obtain the data. The findings of this investigation indicated that the personal competence of EFL teachers was revealed from teachers� obedience towards regulation, the application of their religious values, the way they treat their students, the honesty and model they demonstrated, the teachers� maturity, wiseness, and assertiveness, the teachers� work ethic, the teachers� confidence in carrying out their duties and the pride towards their profession. The study also discussed how the teachers� personal competence might affect the teaching and learning process.�

scholarly journals The Effective 21st-century Pedagogical Competence as Perceived by Pre-service English Teachers

2020 ◽  
Vol 8 (1) ◽  
pp. 1
Author(s):  
Renol Aprico Siregar
Keyword(s):  
21St Century ◽  
Learning Process ◽  
Teaching And Learning ◽  
Real Life ◽  
English Teachers ◽  
21St Century Education ◽  
Pedagogical Competence

As teaching is considered as a lifelong process, teachers should always intend to develop themselves to be able to effectively conduct the teaching and learning process. This study aimed at exploring the view of pre-service English teachers towards the effective 21st-century teachers’ pedagogical competence and how they develop their pedagogical competence for their future teaching. The data were obtained through interviews and questionnaires. The study was qualitatively conducted as a case study by involving 12 pre-service English teachers purposively chosen due to their familiarity with the study issue. The results indicated that in terms of 21st-century education, the participants perceived that the pedagogical competence focused on teachers’ capability of integrating the technology in classrooms and teachers’ ability to exploit adjusted methods and materials which furnish students with skills appropriate to their future real-life careers.  Further, there were eight very crucial traits of effective 21st-century pedagogical competence perceived by the participants. They were extended to; facilitating and inspiring students to learn creatively, utilizing, designin

scholarly journals TEACHER’S WILLINGNESS TOWARDS THE IMPLEMENTATION OF SCIENTIFIC APPROACH: FROM THEORY TO IMPLEMENTATION

2017 ◽  
Vol 2 (2) ◽  
pp. 132-137
Author(s):  
Yogi Surya Syahputra ◽  
Riyadi Santosa ◽  
Slamet Supriyadi
Keyword(s):  
Data Analysis ◽  
Study Design ◽  
Learning Process ◽  
Teaching And Learning ◽  
Government Regulation ◽  
Qualitative Approach ◽  
Case Study Design ◽  
Scientific Approach ◽  
The Government

Attitude is essential issue to be considered in designing an appropriate learning for learners because it greatly affects the performance and implementation of the teaching and learning process in the classroom. One of the most important attitudes to be explored is the willingness of teachers to implement the curriculum set by the government. This study aims to determine the willingness of English teachers to carry out scientific approach and also to know the implementation of scientific approach in the learning. This research applies qualitative approach with case study design. It is conducted in SMAN 1 Situbondo with three teachers become the informants. Interview and observation are implemented to explore the willingness and the implementation of Scientific Approach. Data analysis in this research using Spradley’s method. From this research, it can be seen that the teachers has enough willingness to apply scientific approach totally. Furthermore, the implementation of scientific approach has been implemented well enough and has implemented it in accordance with government regulation.

scholarly journals Nepalese EFL Teachers’ Perceptions of Pedagogical Capital: A Case Study

BELTA Journal ◽  
2020 ◽  
Vol 4 (1) ◽  
pp. 58-66
Author(s):  
Ganesh Kumar Bastola
Keyword(s):  
Cultural Capital ◽  
Learning Process ◽  
English Teachers ◽  
Teachers Perceptions ◽  
Language Classroom ◽  
Efl Teachers ◽  
Classroom Data

This study explores the perceptions of pedagogical capital of English teachers in the context of Nepal. It aims to examine how the perceptions of pedagogical capital differ and how it affects teachers’ performance in the language classroom. Data for this research were collected from 3 participants with varied experiences. The data have been analyzed based on the framework of Stake (1995). The study uses Bourdieu's (1977) notion of cultural capital for theoretical insights. Findings indicate that teachers' pedagogic capital is an ability that can be used in the classroom to facilitate learning process.

scholarly journals Indonesian Teacher’s Code Switching and Mixing in EFL Context

2019 ◽  
Vol 1 (1) ◽  
pp. 1
Author(s):  
Syafrizal Syafrizal ◽  
Nurhaeda Gailea ◽  
Fitriani Pratiwi
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Positive Attitude ◽  
Code Switching ◽  
Learning Activities ◽  
Efl Context ◽  
Code Mixing

<p><em>The objectives of research are to investigate the frequency of teacher’s code switching and code mixing, the function of teacher’s code switching and code mixing in EFL Classroom, and teacher and students’ attitude toward it. This research focuses on analyzing EFL teacher’s utterances at 10<sup>th</sup> grade and by using Poplack, Musyken and Wardhaugh theory. The method of this study is case study. The data of the research is in the form of written recording utterances during teaching and learning process in the classroom, interview and questionnaire. Based on the analysis of the data, reveals that there are three major conclusions about teacher’s code switching and code mixing in EFL classroom. First, code switching and code mixing exist in EFL classroom. Second, the use of code switching and code mixing in EFL classroom has various functions includes topic switch, affective, repetitive, directive and phatic function, as proposed by Sert (2005) and Apple </em><em>and</em><em> Musyken (2006). Third, the data from the questionnaire reflects the positive attitude toward the use of code switching and code mixing along teaching and learning activities in the classroom. While both teacher and students agreed that code switching and code mixing can promote better understanding and be effective to make students understand their teacher’s practice instructions and material explanation. </em></p>

scholarly journals Students’ Perception of The Implementation of Content and Language Integrated Learning (CLIL) at Senior High School

2021 ◽  
Vol 13 (1) ◽  
pp. 41-48
Author(s):  
Amira Muflicha Daraini ◽  
Endang Fauziyati ◽  
Dewi Rochsantiningsih
Keyword(s):  
High School ◽  
Learning Process ◽  
Policy Making ◽  
Teaching And Learning ◽  
Qualitative Approach ◽  
Senior High School ◽  
Integrated Learning ◽  
Case Study Method ◽  
Interview Session

This research scrutinized the students' perception of Content and Language Integrated Learning (CLIL) in the teaching and learning process. A qualitative approach as a primary framework was employed with a case study method. Twenty students were involved in this research. The information was gathered through questionnaires and interviews. Of the twenty participants, only three participated in the interview session. The results reveal that most students gave tremendous perceptions of CLIL implementation, understanding the teachers’ instructions, being comfortable at some point in the class, and enriching their vocabulary. The findings of the study are envisioned to bring light to other teachers to reflect and develop themselves. Moreover, the study aimed to contribute to the schools’ policy-making, which means undertaking the CLIL program.

scholarly journals Should an Effective Language Learning Be through the Development of Just One Language Skill?

2019 ◽  
Author(s):  
Victor Gil Vera ◽  
Bairon Jaramillo ◽  
Nancy Cardona ◽  
María Cifuentes ◽  
Shirley Jimenez ◽  
...  
Keyword(s):  
Language Learning ◽  
Learning Process ◽  
Teaching And Learning ◽  
Participant Observation ◽  
Language Skills ◽  
Structured Interview ◽  
English Learning ◽  
English Class ◽  
Third Grade Students

This paper is intended to identify how teachers’ emphasis on writing influence the learning process in an English class, taking into account that the development of the four language skills is essential for learning a second language to gain an effective communication. this study adopts some main concepts related to English teaching and learning, which are: language skills, writing and learning process. Then, in order to recognize this educational case, this study follows a qualitative approach, a hermeneutic paradigm and a case study, using a non-participant observation, a participant observation, a semi-structured interview and some task-based learning (TBL) sessions which were observed critically by the researchers; all these data collection tools were useful to achieve the aim of this research. The aim of this study is to exhibit how the teachers’ emphasis on writing over the other language skills affects the English learning process in third grade students, at the “Institución Educativa San Cristóbal.” Among the remarkable results, it is visible that the teacher made the students develop aspects on the writing skill, but these were focused on transcription and repetition rather than comprehensible written productions.

scholarly journals REFLEXÃO ACERCA DA CONTRIBUIÇÃO DO PSICÓLOGO ESCOLAR E O CURRÍCULO

2017 ◽  
Vol 3 (10) ◽  
pp. 343
Author(s):  
Marcos Lucena da Fonseca
Keyword(s):  
Learning Process ◽  
School Psychologist ◽  
Well Being ◽  
Structured Interview ◽  
Qualitative Approach ◽  
Preventive Action ◽  
The Face ◽  
Teaching Learning ◽  
Agent Of Change

REFLECTION ON THE CONTRIBUTION OF THE SCHOOL PSYCHOLOGIST AND THE CURRICULUMREFLEXIÓN ACERCA DE LA CONTRIBUCIÓN DEL PSICÓLOGO ESCOLAR Y EL CURRÍCULOEste artigo tem como escopo refletir e problematizar acerca da contribuição do psicólogo escolar para o currículo, e vice-versa, analisando a importância da interação entre eles e compreendendo os contextos que compõem o ciclo contínuo e não verticalizado da produção do currículo. Reflete-se se o psicólogo escolar deve ser um agente de mudança no processo de ensino-aprendizagem estando atento às questões dos currículos. De abordagem qualitativa, trata-se de um estudo de caso, com aplicação de entrevista semiestruturada, em que ficou evidenciado que o psicólogo escolar, em seu papel, deve colaborar para que educadores entendam que formam subjetividades de educandos. Por isso, não deve buscar alternativa, mas alternativas, ancorado numa ação interventiva-preventiva, diante de problemas relacionados a aspectos que tangem à Psicologia e ao Currículo, dentro da escola, buscando tanto promover saúde e bem-estar pessoal e social como uma Educação integradora a partir de uma visão de homem enquanto unidade indivisível.Palavras-chave: Psicólogo; Currículo; Interdisciplinaridade.ABSTRACTThis article aims to reflect and problematize the contribution of the school psychologist to the curriculum, and vice versa, analyzing the importance of the interaction between them and understanding the contexts that make up the continuous and non-vertical cycle of curriculum production. It is a question of whether the school psychologist should be an agent of change in the teaching-learning process by being attentive to curriculum issues. From a qualitative approach, it is a case study, with semi-structured interview application, in which it was evidenced that the school psychologist, in his role, should collaborate so that educators understand that they form subjectivities of learners. Therefore, it should not seek alternatives, but alternatives, anchored in an intervention-preventive action, in the face of problems related to Psychology and Curriculum, within the school, seeking both to promote health and personal and social well-being as an Education integrative from a view of man as an indivisible unit.Keywords: Psychologist; Curriculum; Interdisciplinarity.RESUMENEste artículo tiene como objetivo reflexionar y problematizar acerca de la contribución del psicólogo escolar al currículo, y viceversa, analizando la importancia de la interacción entre ellos y comprendiendo los contextos que componen el ciclo continuo y no verticalizado de la producción del currículo. Se refleja si el psicólogo escolar debe ser un agente de cambio en el proceso de enseñanza-aprendizaje estando atento a las cuestiones de los currículos. De abordaje cualitativo, se trata de un estudio de caso, con aplicación de entrevista semiestructurada, en que quedó evidenciado que el psicólogo escolar, en su papel, debe colaborar para que educadores entiendan que forman subjetividades de educandos. Por eso, no debe buscar alternativa, sino alternativas, anclado en una acción interventiva-preventiva, frente a problemas relacionados a aspectos que tangen a la Psicología y al Currículo, dentro de la escuela, buscando tanto promover salud y bienestar personal y social como una Educación integradora a partir de una visión de hombre como unidad indivisible.Palabras clave: Psicólogo; Plan de Estudios; Interdisciplinariedad.

scholarly journals PERCEPTIONS AND THE IMPLEMENTATION OF CONTINUING PROFESSIONAL DEVELOPMENT THROUGH INNOVATION AMONG ENGLISH TEACHERS

2019 ◽  
Vol 14 (1) ◽  
pp. 63-72
Author(s):  
Teguh Kasprabowo
Keyword(s):  
Professional Development ◽  
Learning Process ◽  
Teaching And Learning ◽  
Qualitative Case Study ◽  
Continuing Professional Development ◽  
English Teachers ◽  
Certified Teachers

This study was part of a larger study on teachers’ continuing professional development (CPD) of English teachers in Ungaran Sub-districts. This study aimed to explain the perceptions and the implementation of CPD through innovation done by the respondents. This study employed qualitative case study. To gain the data, 21 teachers were involved in this study,17 of them were certified teachers and later selected as the respondents. 7 teachers were later selected conveniently for the interview. The study showed that there was awareness of the teachers on the importance of making innovation in their work. However, after being interviewed, only few of them made innovation in their teaching and learning process.   Keyword: CPD, innovation, awareness

scholarly journals AN INVESTIGATION OF MOTIVATIONAL STRATEGIES USED BY ENGLISH TEACHERS IN TEACHING EFL IN SECONDARY ISLAMIC SCHOOLS IN TANGERANG

2020 ◽  
Vol 1 (1) ◽  
pp. 25-39
Author(s):  
Fidaniar Tiarsiwi ◽  
Dini Amaniah
Keyword(s):  
English Teachers ◽  
Structured Interview ◽  
Qualitative Approach ◽  
Classroom Observations ◽  
Motivational Strategies ◽  
Islamic Schools ◽  
Case Study Design ◽  
Individual Interviews ◽  
Focus Question

The study aims to investigate the motivational strategies used by English teachers in teaching EFL in secondary Islamic schools in Tangerang and analysed it based on four motivational aspects as proposed by Zoltan Dornyei (2001). The focus question of the study was the way of motivational strategies used by English teachers in teaching EFL in secondary Islamic schools in Tangerang. The sub-focus questions of the study were the frequency of motivational strategies used by English teachers in teaching EFL in secondary Islamic schools in Tangerang and the implementation of motivational strategies that the English teachers used in teaching EFL in secondary Islamic schools in Tangerang. To answer the questions, the study employed a qualitative approach that applied a case study design through questionnaire, semi-structured interview and observation to collect the data. The participants of this study were twenty-five English teachers. Six English teachers were selected for individual interviews and classroom observations based on the resulted of the questionnaire which had been filled in by twenty-five English teachers. Those six interviewees were selected according to the result of the questionnaire. Two were from good category, other two interviewees were selected as the moderate, while the other two were from poor category.

scholarly journals Applied Discourse Markers in Casual Conversations of Male Students in Dormitory Settings and Their Pedagogical Implications for EFL: An Iranian Case Study

2017 ◽  
Vol 3 (3) ◽  
pp. 50-59
Author(s):  
Farideh Okati ◽  
Parviz Ghasedi
Keyword(s):  
University Students ◽  
Discourse Markers ◽  
Structured Interview ◽  
Male Students ◽  
Transcription System ◽  
Efl Context ◽  
Efl Teachers ◽  
Oral Skills ◽  
Speaking Skills

This study is designed to investigate the specific discourse markers that mostly occur in casual conversations among university students who live in dormitories, and to study the amount of attention these expressions receive pedagogically in the context of improving EFL speaking skills. Regarding gender, the investigation was carried out on male students and special topics they talked about are also examined. To fulfill this objective, 6 hours and 3 minutes of casual conversations among 50 students (28 BA and 22 MA) located in 10 dormitory rooms (5 in the BA and 5 in the MA) was audio-recorded and transcribed based on Sacks, Schegloff and Jefferson’s transcription system. Furthermore, a semi-structured interview was used to investigate participants’ attitudes towards the degree of emphasis of EFL teachers on Discourse Markers (DMs). The data were analyzed quantitatively and qualitatively (interview transcripts). According to the findings, 70 discourse markers recurred in the students’ interactions. Likewise, specific topics that received more attention in their conversations were identified. Moreover, the results of the semi-structured interview indicated that discourse markers did not receive sufficient attention in EFL settings. The findings of the current study suggest that instructors and material developers could give more specific attention to discourse markers. Explaining their roles in the production of accurate utterances or bringing samples of natural usage of discourse markers could be of great help to boost learners’ oral skills in the EFL context.

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