This paper portrays the ways Indonesian English Language Teaching (ELT) practitioners review and reflect on their practice, seek to expand new ideas and techniques they can apply in their classrooms. This study aims to enhance our understanding of what it is actually that Indonesian ELT practitioners are doing, understanding, and what they are trying to achieve in their classroom activities. This study investigates explanative answers to a single research question: In what ways are Indonesian ELT practitioners reflective in their classroom practice? This study conducted at secondary schools and universities uses a qualitative approach, utilizing observation, interviews, and documents as data collection methods, and content analysis as a means of data analysis. This research involved four participants selected purposively and voluntarily. Its findings, analysis, and interpretation are presented descriptively. The major finding of this study suggests that Indonesian ELT practitioners are reflective in three ways: being reflective within the process of their teaching, known as “reflection-in-action, being reflective in their post-teaching referred to as “reflection-on-action, ” and being reflective in their future improvement planning known as “reflection-for-action.” The practitioners’ reflexivity aims to improve the quality of their teaching, which can potentially affect the quality of their students’ learning. Thus, arguably Indonesian ELT practitioners have performed the praxis in their language teaching through reflective practice.
Learning method is a vital element in all learning process. An effective learning method will yield the learning output as expected by the educational institution. There are many learning methods applied in Indonesia. One of them is classical method in which students and teachers are in the classroom and the teachers function as instructors. The technique which is most frequently used is lecturing method accompanied with practice, presentation and evaluation. Those techniques are worth implementing in some conditions. Yet, the fact shows that the conventional techniques applied in classroom do not give optimum result, particularly in verbal language learning. This research was aimed at disclosing further on the basecamp method employed in English courses in Kampung Inggris, Pare, Kediri. The focuses of this research were the process of basecamp learning, the effectiveness of basecamp method and the obstacles in its implementation. This research belongs to descriptive qualitative using survey method. The populations were the participants of English courses in three English courses elected by purposive sampling. The techniques of data collection were observation, interview, questionnaire and test. The result of the research showed that there was a significant improvement of the participants' speaking skill after joining the course for a month. This conclusion indicated that English basecamp is an effective method and can be used as an alternative method in English learning particularly speaking.
Every teaching practitioner seemingly has come to a common term that language advising is essential in language learning especially in fostering language learner autonomy. However, the issue as to whether a teacher also plays the roles of an advisor or vice versa is still in controversy. This writing is not trying to claim which one is right and which one is not. This paper is just a little lantern on how actually the roles of a language advisor (LA) are exercised by teachers within the context of Indonesian EFL classrooms. Based on the data collected via interview suggest that they realized their role as a LA informally be it inside or outside their classroom practice. In actuating such LA roles, the teachers transformed into a motivator, awareness builder, student-teacher reflective practitioner, controller, and many times co-problem-solver. Presumably, the advising teachers in Indonesian setting not only feel responsible for transmitting knowledge and skills, but also for transforming ideas, advice, morality, values, etc. into their learners within and beyond classroom practices. The inkling of this paper is to descriptively address both theoretical and practical account of LA within the spectrum of learner autonomy.
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