How EFL Teachers Deal with Pedagogical Competence Development for the Teaching of Writing: A Study on Higher Educational Level in Indonesian Context

Irmawati, Dini Kurnia; Asri, Tri Mega; Aziz, Aulia Luqman

doi:10.20448/journal.509.2021.81.42.51

Cited by 9 publications

(10 citation statements)

References 2 publications

(2 reference statements)

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“…The absence of personal and social competence in lecturers can exacerbate the struggles of these students, leading to frustration and hindering progress. Thus, a key factor in fostering the growth of students with lower writing proficiency is the presence of educators who possess the interpersonal skills to provide the guidance and encouragement needed for improvement (Irmawati, et al, 2021). This correlation further supports the notion that lecturers' personal and social competence plays a crucial role in enhancing students' writing proficiency in EFL classroom settings at the Port Shipping Management Department of the Polytechnic of Makassar Merchant Marine (PIP).…”

Section: Discussionsupporting

confidence: 54%

Lecturer’s Personal and Social Competence Toward Students’ Writing Proficiency in EFL Classroom

Limbong,

Alberto,

Frans Tandibura

2023

JEET

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The competency of a lecturer is required for a successful learning process that leads to increased student accomplishment. The present study investigates (1) the profile of students' writing skills at the Port Shipping Management Department of Polytechnic of Makassar Merchant Marine (PIP) through a writing test, and (2) the influence of lecturers' personal and social competence on students' writing proficiency in English as a Foreign Language (EFL) classroom settings using qualitative data. The study employed purposive sampling to select 3 lecturers and 30 second-semester students from the Port Shipping Management Department of PIP. Quantitative data were collected through a writing test administered to the 30 students, while qualitative data were gathered using semi-structured interviews with the 5 lecturers, focus group discussions with the students, and classroom observations. The findings revealed various levels of writing proficiency among PIP students and highlighted the positive impact of lecturers' personal and social competence on students' writing proficiency. The better the personal influence and social competence of the lecturers, the better the students' writing capabilities are. The study emphasizes the need for continued development of lecturers' personal and social competence to foster a supportive and engaging learning environment in maritime education and training.

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Section: Discussionsupporting

confidence: 54%

Lecturer’s Personal and Social Competence Toward Students’ Writing Proficiency in EFL Classroom

Limbong,

Alberto,

Frans Tandibura

2023

JEET

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“…While both groups exhibited increases in scores related to executive functions and language skills, the experimental group demonstrated more substantial improvements. This discrepancy may be attributed to the qualitative differences in pedagogical instruction and intervention methods employed between the two groups (Irmawati et al, 2021;Bodrova & Leong, 2019). Specifically, the "Coordinating Yourself" approach utilized in the neuropsychopedagogical motor intervention likely facilitated the transfer of executive function training to various academic tasks, enhancing cognitive processing (Cardoso et al, 2021b(Cardoso et al, , 2021c.…”

Section: Discussionmentioning

confidence: 99%

Neuropsychopedagogical Motor Intervention Program Strengthening Inhibitory Control, Working Memory, and Language Abilities in Post-COVID-19 School Returnees

Cardoso,

Braga,

Loureiro

et al. 2024

JETS

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This study aimed to evaluate the effects of a neuropsychopedagogical motor intervention program (NMIP) on the cognitive functioning and academic achievement of students. 201 students aged 7 to 10 participated, randomly assigned to either the control group (103 students underwent two assessments during the NMIP period) or the experimental group (98 students underwent NMIP interspersed with two assessments). The NMIP utilized the Coordinating Methodology, focusing on motor development, executive functions, and mindfulness. It consisted of 36 sessions, each lasting 15 minutes, involving the coding and decoding of figures and colors with parts of the glass human body, implemented by the class teacher in the school setting. Cognitive functioning and academic achievement were assessed using the Children's Scale for Inhibitory Control Screening (CSICS), Neuropsychopedagogical Scale for Working Memory Screening (NSWMS), Scale for Screening Phonological Abilities (SSPA), and Children's Scale for Reading and Writing Screening (CSRWS) before and after the NMIP. The results showed significant improvements in the experimental group: ±19% (p<0.01) in CSICS, ±29% (p<0.01) in NSWMS, ±23% (p<0.01) in SSPA, and a reduction of ±52% (p<0.01) in reading and writing difficulties measured by CSRWS. Additionally, ANOVA analysis indicated superior performance (p<0.01) in cognitive functions and academic skills among children in the experimental group post-NMIP compared to those in the control group. In conclusion, the NMIP demonstrated substantial positive effects on both cognitive functioning and academic achievement in elementary school students.

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“…Thus, the basic skills of teaching are related to some skills that are by nature fundamental and must be mastered by the teaching staff in carrying out the teaching task. In teaching there are two main abilities that must be mastered by teaching staff, namely, mastery of the teaching materials to be taught and of the methodology to teach it (Irmawati, Asri & Aziz, 2021).…”

Section: Conceptual/theoretical Frameworkmentioning

confidence: 99%

Case-Based Learning Method in Learning: Is it Effective to Improve Teaching Skills of Madrasa Teachers in Indonesia?

Tambak,

Sukenti

2024

JL4D

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This research aims to analyse whether the increasing use of case-based learning (CBL) by madrasa aliyah teachers in Indonesia improves their teaching skills in the field of education. This study employed a quasi-experimental technique and data from a CBL intervention programme to investigate how CBL is connected with teachers' hybrid teaching skill. The data was analysed using the difference-in-difference design. In general, the teaching skill of madrasa teachers is solely treated as a predictor of the practice of teaching Islamic religious education. Still, we discovered that the greater use of CBL in hybrid learning can favorably affect the teaching skill of madrasa teachers. CBL is positively associated with student involvement and teaching in learning among the madrasa teacher teaching skill subscales. However, according to our data analysis, students' favourable responses to Islamic religious education, and hybrid learning practices can moderate the link between CBL and the teaching skill of madrasa teachers. This study has significance for the CBL model's growth in strengthening the teaching skill of madrasa teachers in distance learning Islamic religious education.

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How EFL Teachers Deal with Pedagogical Competence Development for the Teaching of Writing: A Study on Higher Educational Level in Indonesian Context

Cited by 9 publications

References 2 publications

Lecturer’s Personal and Social Competence Toward Students’ Writing Proficiency in EFL Classroom

Lecturer’s Personal and Social Competence Toward Students’ Writing Proficiency in EFL Classroom

Neuropsychopedagogical Motor Intervention Program Strengthening Inhibitory Control, Working Memory, and Language Abilities in Post-COVID-19 School Returnees

Case-Based Learning Method in Learning: Is it Effective to Improve Teaching Skills of Madrasa Teachers in Indonesia?

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