This article aims to investigate what kinds of Professional Development (PD) activities done by Indonesian professional English teachers in developing their pedagogical competence dealing with teaching implementation as well as to identify how those activities contribute to their competence development. This qualitative study was done in two stages namely subjects selection and investigation on the subjects' professional development for their pedagogical competence in teaching implementation. The criteria of subjects selection have reflected the four competences that professional teachers need to possess which include personal, social, pedagogical and professional competences. The data collection was done by using questionnaire, interview guide, observation sheet. This study involves four selected professional English as a Foreign Language (EFL) teachers from Malang city, Malang Regency, and Batu town. The results show that PD activities done by the subjects include having discussion with colleagues, joining teacher association forum, attending seminars and workshops, taking courses, doing research, reading relevant sources, surfing the net,and doing team teaching. The ways how the subjects learn cover doing reflection, taking and giving feedback, discussing, broadening knowledge, researching, and problem solving. Referring to the limitation of this study, future researchers are recommended to do further study involving other aspects of pedagogical competence development, particularly the ones dealing with teaching preparation and evaluation on students learning.
Speaking problems do not only happen to low achiever students. High-achiever students with high average score (above 90) also still have speaking problems. This makes the researcher find it important to investigate what factors that make them still get difficulties in speaking. This research is a descriptive study. The subjects include 9 high-achiever students majoring in English Department that have been selected from University of Brawijaya, State University of Malang, and Kanjuruhan University. The data have been collected by using questionnaire, interview guide, and observation sheet. The findings show that the most hampering factor in relation to teaching and learning activities is too many assignments given. Next, in terms of teaching and learning materials, the highest hampering factor is the level of difficulty of the materials which are too high. Also, the most hampering factor related to lecturers’ personalities is that the lecturer is too serious in handling the class. Moreover, lack of English usage is the next highest hampering factor about the use of English as a medium of instruction in class. Also, lack of feedback given to high-achiever students is the most hampering factor of their speaking skill. The findings indicate that preliminary study and need analysis are needed in order to help lecturers teach high-achiever students more effectively which can result in helping them overcome their speaking problems and improve their speaking skill.
Regarding the need for lecturers to upgrade their competence in making use of Information and Communication Technology (ICT) and internet in their teaching practices in 4.0 era as stated in The Teachers and Lecturers Act No.14/2005, this study aims to investigate the use of internet application for teaching students in the university level. More specifically, this study is intended to find out the kinds of internet applications used by lecturers in Universitas Brawijaya in their teaching practices. This study employs a mixed-method resulting in qualitative and quantitative data. Data are collected using questionnaires distributed to 137 young lecturers with an age range of 30-40 years representing 16 faculties at Universitas Brawijaya. Then, it is continued with interviews in the form of Focus Group Discussion (FGD) to capture further information related to the use of the applications. The results show that Google Classroom has been used by most of the participants. Then the other kinds of internet applications used include Kahoot.com, Edmodo, Virtual Learning, EdPuzzle, Email, Moodle, WPLMS, Youtube, Google Form, Blog, Turnitin, Quissis, Classmaker, and Schoology. In relation to the limitations of the present study, future researchers are recommended to investigate the implementation of each of the applications to find out its effectiveness in helping students learn the subject-matter being taught. Moreover, further research related to students' perceptions in the use of the above-mentioned applications is important to be done. Also, investigating the use of internet-based applications for students in different grades and levels of education is still an interesting area to be studied further.
Regarding the need for lecturers to upgrade their competence in making use of Information and Communication Technology (ICT) and internet in their teaching practices in 4.0 era as stated in The Teachers and Lecturers Act No.14/2005, this study aims to investigate the use of internet application for teaching students in the university level. More specifically, this study is intended to find out the kinds of internet applications used by lecturers in Universitas Brawijaya in their teaching practices. This study employs a mixed-method resulting in qualitative and quantitative data. Data are collected using questionnaires distributed to 137 young lecturers with an age range of 30-40 years representing 16 faculties at Universitas Brawijaya. Then, it is continued with interviews in the form of Focus Group Discussion (FGD) to capture further information related to the use of the applications. The results show that Google Classroom has been used by most of the participants. Then the other kinds of internet applications used include Kahoot.com, Edmodo, Virtual Learning, EdPuzzle, Email, Moodle, WPLMS, Youtube, Google Form, Blog, Turnitin, Quissis, Classmaker, and Schoology. In relation to the limitations of the present study, future researchers are recommended to investigate the implementation of each of the applications to find out its effectiveness in helping students learn the subject-matter being taught. Moreover, further research related to students’ perceptions in the use of the above-mentioned applications is important to be done. Also, investigating the use of internet-based applications for students in different grades and levels of education is still an interesting area to be studied further
This study involved the junior high school students and focused on the use of Facebook through process-genre based approach to help the students solve problems related to idea development and organization in writing descriptive texts. This study used collaborative classroom action research consisting of two cycles. The findings show that the use of Facebook equipped with the descriptive scaffold through process-genre based approach could improve their skills in writing descriptive texts. The publishing on wall application also improved the student’ motivation. The scores of the students’ writing products in terms of content, organization, vocabulary, grammar and mechanics improved significantly from preliminary study to Cycle 1 and from Cycle 1 to Cycle 2. It is recommended that Facebook can be used to teach other kinds of text types and on different grades and levels of education.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
customersupport@researchsolutions.com
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.