Teachers’ quality plays a paramount role in the improvement of education quality. One of the ways to ensure high quality teachers is through effective continuous professional development for teachers. This present study is aimed to explore how EFL teachers develop their professionalism, particularly in terms of pedagogical and professional competencies. This research involved seven outstanding English teachers teaching at junior and senior high schools from two different areas covering one municipality and a district in Cirebon. The result showed that there are two main themes of professional development pursuits of the outstanding teachers comprising of self-initiated or individual and group professional development activities. ABSTRAK Kualitas guru berperan penting dalam menjaga kualitas pendidikan. Salah satu cara memastikan guru untuk tetap berkualitas adalah melalui aktivitas pengembangan profesionalisme yang efektif bagi guru. Penelitian ini bertujuan untuk mengeksplorasi bagaimana aktivitas guru bahasa Inggris mengembangkan profesionalisme mereka terutama dalam hal kompetensi pedagogis dan profesional. Penelitian ini melibatkan tujuh guru bahasa Inggris luar biasa yang mengajar di tingkat SMP dan SMA dari dua wilayah yang berbeda yang mencakup satu kotamadya dan sebuah kabupaten di Cirebon. Hasil penelitiannya menunjukkan bahwa ada dua pola utama aktivitas pengembangan profesional dari guru bahasa Inggris yang terdiri dari kelompok sendiri / individu, dan kelompok. Penelitian ini menyimpulkan bahwa guru bahasa Inggris dapat melakukan kegiatan profesinya yang diinisiasi sendiri dan kelompok untuk mempertahankan profesionalisme mereka sebagai guru. How to Cite: Priajana, N. (2017). Self and Group Initiated Professional Development Pursuits of EFL Teachers. IJEE (Indonesian Journal of English Education), 4(1), 31-48 doi:10.15408/ijee.v4i1.6597.
This study investigates the reading habit and preferences of the Student Teachers studying in their first year at the graduate school in Malang. Although with the advance of technology, media and many factors influencing reading habits and their preferences, the subjects of the study still have good reading habit and positive attitude towards reading activities. To collect the data, the researcher employs the questionnaire with 40 items adapted from a similar research. The items were designed for evaluating reading habits, general attitudes towards reading, and reading preferences of the students. As a result of the study, it is shown that more than half of the students like reading in leisure time and consider it as indispensable part of their lives.
Abstract:Teachers' quality plays a paramount role in the improvement of quality of education. A way to ensure high quality teachers is through effective continuous professional development for teachers. This present study is aimed to explore how the EFL teachers develop their professionalism particularly in terms of pedagogical and professional competencies. The result shows that there are three main themes of professional development pursuits of EFL teachers comprising of selfinitiated or individual, institutional, and non-institutional professional development activities.Keywords: continuing professional development, EFL teachers, pedagogical competency, professional (subject matter) competency BACKGROUNDProfessional development (PD) in an academic setting is believed to be a means to sustain and to enhance the quality of education effectively with continuing changes. There has been a great interest recently in the discussion of teachers and professional development by several researchers, educational practitioners, and teachers
Listening is considered as the most important skill for its role as the prerequisite to master the other skills. However, many students face difficulties to master the skill because their vocabularies are limited and students do not put attention during the learning process. To overcome the problem, this study used VOA news video to find the effect on students' listening ability. Therefore, the research objectives are 1) How is the effectiveness of using VOA news video on students' listening ability? 2) How is the students' perception on the use of VOA news video on their listening ability? This quasi experimental research populations were students of SMAN 1 Babakan 2017/2018, the samples were students of X IPA 1 consisted of 36 students and X IPA 2 consisted of 35 students. The instruments were two tests; pre-test and post-test and a questionnaire. The finding showed there was an effect from pre-test and post-test score in experimental class after listening VOA news video. The mean score of pre-test was 60.42 and the post-test was 87.14. The hypothesis test showed the significant score of regression was 0.000 because of significant score < 0.05 and t count (4.168) > t table (2.03452). Thus, H 0 could not be accepted since there was an effect using VOA news video in students' listening ability. In addition, most students responded positively of VOA news video as the media in teaching listening. Therefore, VOA news video is recommended as a media for English teachers to teach listening skill.
This research was conducted to explore some of the probable issues encountered by pre-service English teachers when conducting teaching practicum (PPL) activities at schools. The research focuses on (1) how do the practitioners practice their language skills (English) and pedagogical competencies to teach at schools while conducting their teaching practicum? (2) what obstacles or challenges do they encounter during PPL at schools? The researcher employed questionnaires and interviews involving PPL practitioners, teachers and field supervisors to explore the problems faced by the practitioners. The research findings reveal that there are several potential obstacles encountered by practitioners while conducting PPL at schools. The interesting Issues revealed problems accentuating the teaching planning process, pre-teaching activities, core activities and post-teaching activities. The results of this study are indeed valuable for pre-service English teachers as evaluative paces to improve their teaching competencies and English language skills in carrying out PPL activities at schools to be professional English teachers.
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