scholarly journals EFL TEACHER'S PEDAGOGICAL BELIEFS IN TEACHING AT AN INDONESIAN UNIVERSITY

2021 ◽  
Vol 28 (2) ◽  
pp. 82
Author(s):  
Diah Safithri Armin ◽  
Ayu Meita Puteri Siregar
Keyword(s):  
Learning Process ◽  
Learning Experience ◽  
Pedagogical Beliefs ◽  
Curriculum Policy ◽  
Student Centered ◽  
Study Results ◽  
Efl Teachers ◽  
Field Notes ◽  
Teaching Learning ◽  
Constructing Knowledge

<p>Teachers should have pedagogical beliefs in their studies, which function as a filter and guidance for their decision-making and teaching methods in the teaching-learning process. To promote an active and meaningful learning experience, Indonesian curriculum policy incorporated principles that place students at the center of the learning process. However, most of the time, teachers are in charge of the teaching-learning process and become the center of the learning process, while students are passive recipients of knowledge.This study was conducted to find out teachers' pedagogical beliefs in teaching at university. The present study was a basic interpretative qualitative study with five English teachers as the participants, and the data were collected through observation, questionnaire, and field notes. The data were analysed by data reduction, data display, and concluding. The study results showed that the teachers believed that teaching is the process of transmitting and constructing knowledge. This study implied that the EFL teachers believed and implemented a student-centered approach in the teaching-learning process.</p>

THE USE OF DIARY WRITING TO IMPROVE STUDENTS RECOUNT TEXT

2020 ◽  
Vol 1 (1) ◽  
Author(s):  
Uray Ryan Hermawan ◽  
Clarry Sada ◽  
Yanti Sri Rezeki
Keyword(s):  
Action Research ◽  
Learning Process ◽  
Teaching Writing ◽  
Chronological Order ◽  
Tenth Grade ◽  
Diary Writing ◽  
Research Findings ◽  
Field Notes ◽  
Teaching Learning ◽  
Academic Year

The research was aimed to investigate the use of diary writing to overcome students’ problem in writing recount texts. The problems include writing a recount text in chronological order, writing correct verb changes and developing ideas. Classroom action research was conducted by applying diary as the technique to help students overcome their problem. There were two cycles conducted in this research. The data were taken from the students’ individual score, observation checklist, and field notes. The result showed that teaching writing through diary writing improved students’ writing recount text. Referring to the research findings, the data showed that diary writing improved students’ recount text, as seen in their score. These in terms of score, students’ improved from 71.96 to 76.03 and improving the motivation to the students which makes them eager to write also makes the teaching learning process better. In conclusions, students’ writing recount text of the tenth grade students of class IPS 1 of SMAN 4 Sungai Raya in academic year 2018/2019 improved by using diary.

scholarly journals Práticas de letramento e whatsapp: estudo de caso no contexto de português como língua de acolhimento, à luz da perspectiva ecológica

2021 ◽  
Vol 2 (3) ◽  
pp. 218-237
Author(s):  
Rosyanne Louise Autran Lourenço ◽  
Eliana Barbosa dos Santos
Keyword(s):  
Learning Process ◽  
Literacy Practices ◽  
Qualitative Case Study ◽  
Participant Observation ◽  
Ecological Perspective ◽  
Data Generation ◽  
Field Notes ◽  
Teaching Learning ◽  
Refugee Immigrants

Este artigo visa a apresentar, sob uma perspectiva ecológica de letramento, resultados da análise de práticas sociodiscursivas do processo de ensino-aprendizagem de Português Língua de Acolhimento, de imigrantes refugiados no Brasil, realizadas por meio do WhatsApp. Teoricamente, o estudo circunscreve-se às dimensões analíticas de letramento (MOREAU et al., 2013), sob a perspectiva ecológica dos estudos linguísticos (VAN LIER, 2004, 2010), fundamentando-se em pressupostos referentes aos recursos multimodais das tecnologias digitais (LEFFA, 2006; MORAN, 2013) e à função mediadora da linguagem (VIGOTSKI, 1971), em especial, do Português Língua de Acolhimento (BARBOSA; SÃO BERNARDO, 2017) e de suas implicações referentes à noção de afetividade (LEITE, 2012). Metodologicamente, trata-se de estudo qualitativo de caso (STAKE, 1994), de base etnográfica virtual (SANTOS; GOMES, 2013) cuja geração dos dados ocorreu por meio de observação participante (BOGDAN; BIKLEN, 1998) e notas de campo (FETTERMAN, 1998). Sua relevância reside na urgência no processo de imersão de imigrantes refugiados em práticas sociodiscursivas que viabilizem a obtenção de condições mínimas de vida digna e a garantia de autonomia em sua agência no país de destino (COSTA; TAÑO, 2018). Os resultados da pesquisa sugerem que a abordagem ecológica de práticas de letramento em ambiente virtual amplia a compreensão das articulações inerentes ao processo de ensino-aprendizagem de línguas, propiciando ao docente melhores condições de promover a autonomia dos estudantes, em contexto de imigração, na condução de soluções que atendam às suas necessidades mais prementes, voltadas para as práticas sociais de imersão no país de chegada.   This article aims to present, in the light of an ecological perspective of literacy, the results of the analysis of sociodiscursive practices of the teaching-learning process of Portuguese as a Host Language, through WhatsApp by refugee immigrants in Brazil. Theoretically, the study is limited to the ecological perspective of linguistic studies (VAN LIER, 2004, 2010) and analytical literacy dimensions (MOREAU ET AL., 2013) based on assumptions regarding the multimodal resources of digital technologies (LEFFA, 2006; MORAN, 2013) and the mediating function of language (VIGOTSKI, 2009) in particular the Portuguese Host Language (BARBOSA; SÃO BERNARDO, 2017) and its implications regarding the notion of affectivity (LEITE, 2012). Methodologically, it is a qualitative case study (STAKE, 1994) with a virtual ethnographic basis (SANTOS; GOMES, 2013) whose data generation occurred through participant observation (BOGDAN; BIKLEN, 1998) and field notes (FETTERMAN, 1998). Its relevance resides in the urgency in the process of refugee immigrants sociodiscursive practices that make it possible to obtain minimum conditions of dignified life and guarantee autonomy at their agency in the destination country (COSTA; TAÑO, 2018). The research results suggest that the ecological approach to literacy practices in a virtual environment broadens the understanding of the articulations inherent to the language teaching-learning process, providing the teacher better conditions to promote the autonomy of the students in the context of immigration, in driving solutions that meet their pressing sociodiscursive needs, focused on social immersion practices in the country of arrival.

scholarly journals Students’ Perceptions towards Using Mobile Application in Learning Speaking

2019 ◽  
Vol 2 (4) ◽  
pp. 499-514
Author(s):  
Desika Rinanda ◽  
Suparno Suparno ◽  
Sri Samiati Tarjana
Keyword(s):  
Language Learning ◽  
Learning Process ◽  
Mobile Applications ◽  
Mobile Application ◽  
English Language ◽  
Learning Experience ◽  
School Students ◽  
Central Java ◽  
Innovative Learning ◽  
Teaching Learning

The dramatic advancement technologies, particularly mobile applications, have influenced the education sector. The integration of mobile applications in education to change the teaching-learning process has taken place and led to innovative learning, including English language learning. Hence, this study aimed to find out the students’ perceptions and the factors influencing students’ perceptions toward the use of mobile application in learning English particularly speaking. To reach the objectives, this study used case study as the research method. The data were collected mainly through interview and observation. The participants were five vocational school students in Surakarta, Central Java, Indonesia. They were purposively selected because they had been familiar with mobile application and they had been taught speaking English using mobile application by their teacher, so that they could give adequate information.  The research findings showed positive perception from the students toward the use of Learn English Conversation application in learning speaking. They declared that the use of Learn English Conversation application could facilitate them in practicing speaking, bring fun and enjoyable learning during the learning process. Moreover, their positive perceptions were influenced by several factors such as the flexibility and the new learning experience given by the mobile application, the ease to run the mobile application and unrequired a lot of internet quota when the students run the mobile application.

scholarly journals ICT-Based Instruction amid COVID-19: The Case Study of Faculty of Sciences and Technologies, Tangier (FSTT)

2020 ◽  
Vol 2 (4) ◽  
pp. 27-32
Author(s):  
Bachiri Housseine ◽  
Keyword(s):  
Online Learning ◽  
Learning Process ◽  
Quantitative Research ◽  
English For Specific Purposes ◽  
Study Results ◽  
Research Population ◽  
Based Instruction ◽  
Teaching Learning ◽  
Research Analysis

This paper contextually endeavors to grant insights and perceptions on the teaching of English for Specific purposes (ESP) through ICT-based instruction amid COVID-19 at the Faculty of Sciences and Technologies in Tangier (FSTT). To avoid total curriculum disruption, the FSTT urgently declares online learning, which has palpably manifested a plethora of pitfalls primarily pertinent to logistics according to the study results. Drawing on previously published materials, the use of quantitative research analysis allows the researcher to empirically unravel different challenges and educational gaps among the research population. The findings of the survey indicate that more investment should be made at the level of research in order to enable ICT- based instruction to be more regulated, yet most importantly properly managed. By so doing, students’ motivation and interaction tremendously augment as they become more genuinely and actively engaged in the teaching/learning process.

scholarly journals Improving the Students’ Motivation in Learning English through Google Meet during the Online Learning

2021 ◽  
Vol 2 (1) ◽  
pp. 35-42
Author(s):  
Rizal Wahid Permana Putra
Keyword(s):  
Online Learning ◽  
Learning Process ◽  
Learning Experience ◽  
Technical Problems ◽  
Face To Face ◽  
Effective Learning ◽  
The Face ◽  
Face To Face Learning ◽  
Teaching Learning ◽  
Learning English

The increase number of Covid-19 outbreak has profoundly changed our education system. This condition has led the teachers to alter the face-to-face learning into online learning. Online learning emphasizes on the internet-based courses synchronously and asynchronously. Besides its technical problems, conducting online learning was said to be monotonous since the teachers preferred doing online tasking to providing effective learning experience. Further, this condition led to low students’ motivation in learning English. In other words, the students might be in boredom to participate and engage in the teaching- learning process owing to the monotonous learning. Most students were said to be late or even reluctant to complete the assignments. Therefore, the researcher conducted the Classroom Action Research dealing with the use of Google meet to improve the students’ motivation in learning English during the online learning. The research subject was the 7th grade students of SMP Negeri Satu Atap Jarit. The research was conducted in two cycles. In cycle I, it showed that there was an increase of students’ motivation in learning English. The increase of students’ motivation was 61, 8%. Meanwhile, in cycle II, the researcher found that the Google meet significantly improved the students’ motivation in learning English. The increase of students’ motivation was 79, 4%. The result showed that the students actively participate and engage in the teaching-learning process. The students were very enthusiastic to respond and answer the some questions, and share their ideas related to the topic of the meeting. In addition, the increase of students’ motivation influence the students to compose sentences correctly related to the given assignments. Based on the result of data analysis, the researcher drew a conclusion that the use of Google meet significantly improved the students’ motivation in learning English during the online learning.Keywords: Google meet, Learning English, Students’ Motivation

scholarly journals Analog and Digital Games as a Pedagogical Tool in the Teacher Training Context

2019 ◽  
Vol 4 (2) ◽  
pp. 163-173
Author(s):  
Maria Do Céu Ribeiro
Keyword(s):  
Learning Process ◽  
Basic Education ◽  
Learning Strategy ◽  
Participant Observation ◽  
Howard Gardner ◽  
Pedagogical Tool ◽  
Excellent Teaching ◽  
Field Notes ◽  
Teaching Learning ◽  
Multiple Skills

This article focuses on analog and digital game play and the challenges it poses to future teachers in an educational context. For that, a review of the literature on the subject was made, addressing the theories of Piaget and Vygotsky. We refer to the game as a pedagogical resource, its relation to the teaching-learning process, and its role in stimulating the multiple intelligences referenced by the psychologist Howard Gardner. Structurally framed by this theoretical framework, we developed this study in an integrated internship context in a classroom of the First Cycle of Basic Education, with 20 children ages 9 and 10. In order to carry out this research, we developed teaching-learning experiences that allowed us to answer the following question: How do the different game supports (analog/digital) motivate children to the teaching-learning process? In order to answer this question, we have outlined the following objectives: i) to understand if the type of support in which children play influences learning; ii) develop activities in contexts, using games (analog and digital); (iii) understand, to what extent, playing games encourages the development of multiple skills. The study is part of a descriptive, interpretive, and reflexive process, framed in a qualitative approach. For data collection, we used participant observation, observation log grids, field notes, photographic records, and interviews with the children. After analyzing the data, these tend to reveal, among other aspects, a remarkable improvement in motivation of children, perceiving that the game is an excellent teaching/learning strategy that allows the development of social and communication skills of children, predisposing the child for learning. As far as the type of game support is concerned, we found that although digital is more appealing to children born in the Digital Age, we verified that both the game in analog and digital support, when properly integrated into the educational action, are also promoters of meaningful and lasting learning.

Learner Engagement in Teacher Education

2019 ◽  
Author(s):  
Kay K. Seo ◽  
Scott Gibbons
Keyword(s):  
Teacher Education ◽  
Student Teaching ◽  
Learning Process ◽  
Learning Experience ◽  
Teacher Preparation Programs ◽  
Education Students ◽  
Learner Engagement ◽  
Preparation Programs ◽  
Student Centered ◽  
Enriched Environments

In teacher education, learner engagement is an important instructional consideration. When students are physically, cognitively, and socially involved in the learning process, they can achieve high levels of productivity and develop a meaningful learning experience. In addition, learner engagement is closely associated with student retention and degree completion. To engage education students more meaningfully in the learning process, it is important to teach them in student-centered, technology-enriched environments. Education students should also become more engaged with the community and with other educators in order to build upon their pedagogy. Furthermore, it is important to offer them professional experiences, including student teaching practicum and teacher preparation programs, so that they can transform those experiences into their own teaching practices.

HUBUNGAN PERSEPSI SISWA TENTANG KOMPETENSI GURU DENGAN HASIL BELAJAR SISWA KELAS XI IPS MATA PELAJARAN EKONOMI DI SMAN 2 KOTA JAMBI

2017 ◽  
Vol 1 (2) ◽  
pp. 186-190
Author(s):  
Fachruddiansyah Muslim
Keyword(s):  
Classroom Management ◽  
Student Perceptions ◽  
Learning Process ◽  
Student Learning Outcomes ◽  
Classroom Teachers ◽  
Teacher Competence ◽  
Effective Learning ◽  
Study Results ◽  
Teaching Learning ◽  
Student Perceptions Of Teachers

In a teaching learning process, students  are expected to have high interest and enthusiasm in the classroom. Teachers who have the competencies would be able to create  conditions for effective learning, fun and effective classroom management. Student perceptions of teachers in the learning process would indirectly mean that the student has had interest in these subjects. Through the perpection that teachers are teaching students to have a solid competence as a teacher and a professional will be able to evoke the spirit of learning that impact student learning outcomes in both. The purpose of this study was to determine  how students perceptions of competence and its relationship to students learning outcomes.Subjects in this study are students – a class XI IPS  students at SMA Negeri 2 Jambi City which is used as a sample of 50 students. In the process of data  collection, carried out a total spread of 31 items questionnaire wich questions that are relevant indicators of what the objectives of this study. Then after it’s collected questionnaires analyzed by using the formula categories and the categories that have been determined. And to determine its relationship with the goal should learn, questionnaires analyzed by manual and by using the SPSS 16.0 computer applications.From the research found that student perceptions of teacher competence is highest  percentage of students percepstions about the competence of the teacher’s personality which amounted to 83,5 % and categorized very well. As for the indicator of student perceptions about of competence of another teacher for : students percepstions about the competence of the teacher’s pedagogic (73,76%) students percepstions about the competence of the teacher’s professional (83%) and students percepstions about the competence of the teacher’s social (78,2%). Next, coefficient of relationship students percepstions about the competence of the teacher’s with a favorable economic  study results obtained rxy = 0,511. Therefore we can conclude that there is a relationship between variables X and  variables Y  and is included in the interpretation.

scholarly journals Increasing Students’ Awareness in Speaking Participation

2019 ◽  
Vol 3 (1) ◽  
Author(s):  
Ribeh Najib Muhammad
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Lesson Plan ◽  
Research Question ◽  
Group Discussion ◽  
Narrative Text ◽  
The Third ◽  
Asking Questions ◽  
Field Notes ◽  
Teaching Learning

The lack of students’ activities seems to be the main reasons why the teacher failed to maximize the participation of the students in a senior high school in a small city in East Java Indonesia. The unification of two different basic competences into one lesson plan also makes the indicator of the lesson plan become not too clear and not specific enough. Thus the research questions of this study are: 1. How is the implementation of the teaching and learning process based on the revised lesson plan conducted by the teacher? 2. How is the teaching and learning process based on the revised lesson plan followed by the students? 3. How is the students’ participation in learning speaking after the teaching and learning process based on the revised lesson plan conducted? This research is a classroom action research with one cycle only. The first data is in the form of description of the teacher’s activities during the teaching and learning process, the source of the data is the teacher who conducts the revised teaching-learning process. The second data is the description of students’ activities during the teaching and learning process, the source of the second data is the students who follow the teaching and learning process based on the revised lesson plan. The third data is the participation of the students when they are taught using the revised lesson plan, the third source of the data is also the students who follow the teaching and learning process based on the revised lesson plan. The researcher used unstructured field notes to write all the information which were seen and heard and also everything that happened during teaching and learning process conducted by the teacher. The data need to be sorted and classified to know the relevant data and non-relevant data. Then the relevant data were classified based on each research question to be analyzed. The students’ participation in the teaching and learning process of speaking narrative text based on the revised lesson plan was better, because the students could follow the instructions and do the activities of speaking narrative text smoothly, every student was able to present their stories in the group and in front of the class, they were active in the group discussion for asking and answering their friends’ question, they were also active in asking questions to the teacher and answering questions from the teacher.

scholarly journals INOVASI PEMBELAJARAN QUANTUM DAN PENERAPANNYA DI SEKOLAH DASAR

2018 ◽  
Vol 8 (1) ◽  
Author(s):  
Ersila Devy Rinjani
Keyword(s):  
Student Development ◽  
Learning Process ◽  
Formal Model ◽  
Learning Model ◽  
Quantum Model ◽  
Optimal Model ◽  
Student Centered ◽  
Student Centered Learning ◽  
Quantum Learning ◽  
Teaching Learning

AbstrakPembelajaran pada kurikulum 2013 telah menerapkan pembelajaran yang berpusat pada peserta didik serta menyenangkan. Proses pembelajaran bertujuan untuk membangun perkembangan peserta didik secara utuh, meliputi aspek keagamaan, aspek sosial, aspek pengetahuan dan aspek keterampilan. Proses pembelajaran juga melibatkan keseluruhan potensi baik potensi psikis maupun potensi fisik. Salah satu model pembelajaran yang dapat mengaktivkan segala aspek adalah model pembelajaran quantum. Inovasi pembelajaran quantum merupakan cara yang digunakan oleh guru dalam mengkomunikasikan materi kepada peserta didik, sehingga proses belajar mengajar berlangsung secara efektif untuk mencapai perkembangan yang optimal. Model pembelajaran quantum menyajikan lingkungan belajar secara terkonsep, meliputi lingkungan mikro, lingkungan makro, maupun lingkungan formal. Model quantum memanfaatkan lingkungan sebagai sumber belajar karena sebagian besar yang ada di alam akan sering ditemui oleh peserta didik. Semakin banyak sumber belajar maka hasil belajar akan bervariasi sehingga pengetahuan yang didapatkan peserta didik pun lebih banyak.Kata Kunci: Inovasi, Quantum, Sekolah Dasar AbstractLearning in K13 already applying student centered learning and fun. The learning process aims to built student development comprehensively, covering religion, social, science and skill aspects. Learning process also involve all potentials both physical and psychology. One of learning model which can be activated in all aspects is quantum learning model. Inovation in quantum learning is a way which can be used by the teachers to deliver teaching material to the students, so the teaching learning process can be optimal. Quantum learning model serve studying environment in good concept, covering micro, macro and formal environment. Quantum model use environment as learning resource because most of thing in nature often will be met by the students. The more learning resources, the more variation in study result and the more knowledge the student will get.Keywords: innovation, quantum, elementary school

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