COVID-19 outbreak has shifted the learning and teaching process into distance learning. This situation has challenged the teachers, as the experts suggest, to include learning styles in teaching planning to help students. This study aims to examine how EFL teachers accommodate students' learning styles in distance learning to help students comprehend and acquire language and the teachers' challenges in accommodating students' learning styles. It employed a phenomenological qualitative method using interviews and observation to gain the data. The study found that EFL teachers used various online platforms, created/adjusted materials, and gave many assessment forms to accommodate students' learning styles in distance learning. However, it was impossible to accommodate every learning style in the classroom because of several challenges such as connection/technical problems, teachers' workload, many students in the class, and students' lack of motivation. It can be concluded that accommodating students' learning styles is more challenging in distance learning than in face-to-face classrooms. The study results are useful as a reference in the issue of learning styles to evaluate the practices of accommodating students' learning styles in distance learning.
The IB Curriculum, which was initially founded in Switzerland, is used globally. Many schools in Indonesia also apply this curriculum, and the number keeps growing. This paper will present the results of a study aiming to investigate the ideology, model, and elements of the International Baccalaureate (IB) curriculum, specifically the English (Language Acquisition) curriculum for the Middle Year Program (secondary school). The study has been given shape by the theory of curriculum development. The study employed a case study research design, especially text analysis. The results show that the English IB curriculum applies a learner-cantered ideology with collaborative learning to build students’ communicative skills. It also has been influenced by a deductive model proposed by Tyler. Moreover, the elements also confirm Tyler’s rationale, consisting of objectives, the content, learning activities or learning experiences designed to achieve the objectives various types of assessments and evaluations.
Assessment as an essential part of teaching and learning might be perceived differently by teachers, whereas teachers' conception of assessment influences strategies and implementation of assessment. The International Baccalaureate curriculum is one of the international curricula widely used with its own assessment principles and implementation. This research aims to explore how teachers in IB secondary schools perceive English assessment in IB curriculum. By implementing a mixed-method approach, six teachers from five different IB secondary schools and two teachers from one IB secondary school participated in the questionnaire and interview. From the data, this research revealed that teachers perceive English assessment in IB curriculum as a valid and reliable means to improve teaching and learning, school accountability, and student accountability. The teachers also believe IB curriculum objectives have been well embedded in the English assessment process. Although the teachers have a positive perception of the assessment process in IB curriculum, several challenges are found, primarily in giving an authentic and personalized assessment. To solve the challenges, the teachers collaborate and share about the assessment practices they conducted in classes. Further research can be done to explore the perception of English assessment in IB curriculum from the students' point of view.
The scholarly publication has become a worldwide trend in academia as tertiary education demands academics to write for publication purposively. "Publish or perish" has become a slogan loudly heard in academia. However, there are few references, especially for the emerging academics, about how to position ourselves in the game of scholarly publication.
In recent years, identity has become a critical factor in teacher training as this affects the teaching practice in the classroom. However, many teachers remain confused about their identity as teachers, as persons, and as professionals who may lead to an identity crisis. This narrative study aims to discover how teachers implement their identity as a teacher in a classroom. It is employed in one of the Islamic schools in Indonesia. Interview data revealed that the teacher constructed three facets of the teacher's identity: teacher-student relation, professionalism, and religious beliefs based on Johnston's framework. It showed that a teacher's identity is undoubtedly influenced by teachers' religious beliefs and social values, which affects the way the teacher teaches. Due to the teaching experience, there is no identity crisis and difficulties in implementing the identity. The teacher can distinguish his role as a teacher and as an individual. Findings also showed that recognizing teachers' identity allows them to empower and expand and challenge their experiences and beliefs. Thus, this study suggests teacher educators continually promote teacher identity development. Finally, future research can explore the teacher identity in a broader range with students' variety backgrounds.
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