Developing Communicative Learning Materials for Teaching English as a Foreign Language to Students of Elementary Teacher Study Program of Flores University of East Nusa Tenggara

From a Bourdieuan perspective, the production of knowledge in the form of empirical studies validates the symbolic power of certain groups. It is arguably proposed that the more empirical studies published in particular groups of people, the more robust the symbolic power of the respective group is. This study is set to reveal the degree of academic productivity of East Nusa Tenggara as a symbolic power owned by scholars in the area, as demonstrated by empirical studies conducted to investigate educational issues in the area. Two research questions were proposed namely: (1) what areas of inquiries did the researchers pursue; and (2) what are their major findings? Sixty-four scholarly articles related to the English learning-teaching (published from 2016 to 2021) were analyzed using document analysis methods to identify the most up-to-date research themes. The results indicated that teaching strategies and material developments are the highest numbers with 41 articles; factors that affect the English language learning were 14 articles; the teaching competencies were 4 articles, and the perception of English learning-teaching were 5 articles. The conclusion is that academic production is low, cross-validating that low symbolic power correlates to more concrete components (i.e., a high degree of poverty).

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“…At Timor University in TTU regency, the Jigsaw Method can improve students' interactions with teachers and other students. Ota (2018).…”

Section: Resultsmentioning

confidence: 99%

On Investigating the Symbolic Power of Educational Enterprises in NTT Province: A Literature Review

Nahak

Budiraharjo

2022

IJHS

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“…Guru dengan sadar merencanakan kegiatan pengajaran secara sistematis dengan memanfaatkan segala sesuatu guna tercapainya tujuan pembelajaran. Gurupun mampu untuk memilih materi pembelajaran bersifat autentik serta metode pembelajaran yang sesuai, karena the most important tool a teacher can and must use in class in order to make his/her teaching go smoothly and effectively transmitting the necessary knowledge to all students is authentic material (Al azri 2014; Ota et al 2018).…”

Section: Aunclassified

Problematika Pembelajaran Daring Siswa Kelas Vii SMPN 1 Ende Selatan, Kabupaten Ende

Ota¹,

Djou²,

Numba³

2021

mahajana

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The pandemic of covid 19 had big effects in educational field. The transition of learning process from face to face into online had many obstacles. Teachers, students and parents had their own problems to face it. Parents had to provide facilities to their child during online learning process but their economic factors were inadequate, such as buying android phone or data package. There were parents and teachers were not able to use the technology effectively and efficiently. It can be effect to the students. Students will left behind the materials and the assignments had given by their teachers. Door to door was an approach offered to avoid or to minimize that problems. The aim of that approach was teachers could share the materials, the assignment and guiding their students directly. Learning guidance could be the materials which were not understood and teaching them how to use android phone to access the materials shared through online learning. In order that, door to door approach which had implemented besides helped students to understand more the materials but also the students got learning guidance effectively about the way to utilize the learning technology. It was about the materials were shared online. In this case, teacher should actively guiding their students to use the technology in better way. Furthermore, the teacher will adding new knowledge, so they do not seems out of touch of information and blinded technology.

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“…While the literature review also underscored how researchers have explored learning materials developed by teachers, most of the studies focused on in‐service teachers (e.g., Choi & Lo, 2022; Howard & Major, 2004; Li et al, 2021; Yuniarti, 2019) and paid little attention to how preservice teachers developed materials (e.g., Carabantes & Paran, 2022; de Laurentiis Brandão, 2018; Sert & Li, 2017; Usta & Güntepe, 2017) or how teacher educators evaluated these materials. Still, the literature review did reveal that teachers often approached materials design by applying language materials development principles (e.g., Núñez et al, 2009; Ota et al, 2018). The second author felt these principles could be harnessed as a conceptual framework for developing an evaluation tool for use in his classroom.…”

Section: Introductionmentioning

confidence: 99%

Using a design‐based approach to develop a checklist for evaluating preservice teacher learning materials

Shieh

Reynolds

2023

TESOL Journal

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Teacher educators drive preservice teachers' learning about teaching particularly through feedback. The learning materials produced by preservice teachers also play a crucial role in English language teacher training but may not be receiving the necessary attention in teacher education programs. Preservice teachers lack formal teaching experiences, which may result in their overemphasizing material delivery while underemphasizing material suitability. Providing teacher educators with criteria for evaluating learning materials developed by preservice teachers could aid in their providing quality formative feedback. Therefore, this study was designed to construct a research‐based contextualized evaluation checklist for learning materials. Adopting a systematic yet flexible design‐based method allowed for the integration of design and intervention to develop a solution for this targeted educational problem. The researchers adopted a three‐phase process for this study: analysis and exploration of a teacher educator's needs and extant literature on learning materials; design and construction; and evaluation and reflection. Learning materials designed by a preservice teacher were used to pilot the checklist. The results showed a need for refinement to form the final evaluation checklist. The checklist can be used by teacher educators for preservice teacher evaluation purposes or by preservice teachers as a quality check.

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Developing Communicative Learning Materials for Teaching English as a Foreign Language to Students of Elementary Teacher Study Program of Flores University of East Nusa Tenggara

Cited by 8 publications

References 3 publications

On Investigating the Symbolic Power of Educational Enterprises in NTT Province: A Literature Review

On Investigating the Symbolic Power of Educational Enterprises in NTT Province: A Literature Review

Problematika Pembelajaran Daring Siswa Kelas Vii SMPN 1 Ende Selatan, Kabupaten Ende

Using a design‐based approach to develop a checklist for evaluating preservice teacher learning materials

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