Teachers’ classroom instruction reinforcement strategies in english language class

Fitriati, Sri Wuli; Fatmala, Devi; Anjaniputra, Agung Ginanjar

doi:10.11591/edulearn.v14i4.16414

Cited by 9 publications

(7 citation statements)

References 7 publications

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“…The finding of Aida & Antoni (2017) showing that pre-service teachers used of praise word and statement in the class. Fitrianti et al (2020) state that teachers in the present study employ three type of reinforcement. The reinforcement are verbal reinforcement, token reward, and tangible reward.…”

Section: The Application Of Reinforcement Skill Componentsmentioning

confidence: 94%

Profile of Questioning and Reinforcement Skills of Pre-Service Teachers in Biology Learning of the Tenth Grade

Regiska

Meilinda

Anwar

2022

jppipa, pendidikan ipa, fisika, biologi, kimia

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This study aims to find out how to apply the components of pre-service biology teachers’ questioning and reinforcement skills. This study was conducted at UPT SMA Negeri 8 Ogan Ilir. The design used in this study is descriptive research. The instruments used were observation sheets and documentation in the form of video recordings. The application of basic questioning skills was seen from 7 aspects while for the application of advanced questioning skills, it is seen from 5 aspects. As for the application of reinforcement skills, it was seen from 4 aspects. The results showed that there was a difference in the number of applying questioning and reinforcement skills during the learning process. In general, pre-service teachers have implemented all components of basic and advanced questioning skills. However, the components of basic questioning skills of giving turns and distributing questions and advanced questioning skills of increasing interaction among students still rarely appear. Meanwhile, the application of the reinforcement skill components of pre-service teachers has been applied in the learning process but still tends to be monotonous.

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Section: The Application Of Reinforcement Skill Componentsmentioning

confidence: 94%

Profile of Questioning and Reinforcement Skills of Pre-Service Teachers in Biology Learning of the Tenth Grade

Regiska

Meilinda

Anwar

2022

jppipa, pendidikan ipa, fisika, biologi, kimia

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“…The EFL teacher believed by complimenting them in both languages (or code-switching them), they could be encouraged and motivated to participate more. True to this, a study conducted by Fitriati et al (2020) in an Indonesian EFL class has found that employing the reinforcement strategy strengthens positive behaviours and increases students-teachers interactions.…”

Section: Instructional Functions In the Teacher's Online Classroom Co...mentioning

confidence: 95%

Pedagogical, Interpersonal and Instructional Functions of Code-switching to Support Online Classroom Learning

Jeanretno Tiara Putri,

Wuli Fitriati,

Sakhiyya

2022

EEJ

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This study was conducted during the COVID-19 pandemic when a shift from traditional classrooms to online classroom learning happened. Faced with online learning challenges, teachers practiced various strategies to support their classes. In EFL contexts, the way teachers manage these challenges can be investigated through online code-switching. The present qualitative study investigates an Indonesian EFL teacher’s perception and use of classroom code-switching in promoting pedagogical, interpersonal, and instructional functions to support teaching and learning in online classroom settings. The study gained data through a semi-structured interview to gauge the EFL teacher’s perception and by observing several online English classroom recordings. The findings were analyzed using Ferguson’s (2003) and Gumperz’s (1982) theories, supported by stimulated recall interviews. The study found that the EFL teacher has a positive and supportive perception of classroom code-switching for online classroom teaching and learning. In realization, analysis results showed that the EFL teacher practiced classroom code-switching in her online classrooms and promoted functions including pedagogical (e.g., reiteration, message qualification, etc.), interpersonal (e.g., establish rapport, negotiate identities), and instructional functions (e.g., negotiate task instruction, disciplining, etc.). The study provided insights on classroom code-switching practice in online settings to encourage teachers to efficiently use code-switching to support their online classroom teaching and learning.

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“…Data yang sudah terlumpul kemudian dianalisis data induktif kualitatif model (Matthew B & Huberman, 1994) meliputi reduksi data, penyajian data dan penarikan kesimpulan. Pemberian penguatan dalam proses pembelajaran memberi kontribusi dalam meningkatkan keaktifan siswa (purnamasari, Marhaeni, & Artini, 2018), oleh karena itu guru dalam mengawali pembelajaran perlu melakukan penguatan dan juga motivasi kepada siswa sebagai pemicu awal agar siswa aktif dalam pembelajaran yang akan dilakukan (Fitriati, Fatmala, & Anjaniputra, 2020). Penelitian oleh Asmuni (2020) menguatkan bahwa beberapa solusi yang dapat dilakukan dalam pembelajaran daring adalah bagaimana guru mampu menyipakan materi yang menarik.…”

Section: Metodeunclassified

Upaya Guru dalam Meningkatkan Keaktifan Siswa pada Pembelajaran Daring

Sukamto

Mahmudah²

2022

JDMP

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Online learning is one option in an effort to reduce the spread of the COVID-19 virus in schools. So that educators are required to be able to prepare media and learning methods in this online learning process. Several factors that influence the achievement of learning competencies include student activity, teacher performance in teaching, learning media, methods used and a conducive learning environment. This study tries to explore and describe the teacher's efforts in increasing student activity in online learning. The type of research used in this research is qualitative research with a case study approach. The results of the study show that there are many obstacles that arise from the online learning process carried out during the covid 19 pandemic, starting from the inactivity of students during the learning process, the availability of facilities and infrastructure both from the educators and students' side, internet networks and the availability of data quotas. All have an effect on the learning process carried out by teachers in online classes. The conclusion of this study is that teachers must try to innovate and be creative at the planning, implementation and evaluation stages of learning with this online form of learning. Teachers must follow and master the development of information technology in order to improvise in choosing the right learning models and methods for their students. The government, in collaboration with schools, must provide assistance related to facilities and infrastructure as well as the implementation of training for teachers in order to increase the capacity of teachers to face the challenges of online learning during the COVID-19 pandemic.

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Teachers’ classroom instruction reinforcement strategies in english language class

Cited by 9 publications

References 7 publications

Profile of Questioning and Reinforcement Skills of Pre-Service Teachers in Biology Learning of the Tenth Grade

Profile of Questioning and Reinforcement Skills of Pre-Service Teachers in Biology Learning of the Tenth Grade

Pedagogical, Interpersonal and Instructional Functions of Code-switching to Support Online Classroom Learning

Upaya Guru dalam Meningkatkan Keaktifan Siswa pada Pembelajaran Daring

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