The Influence of Male and Female ESP Teachers’ Creativity toward Learners’ Involvement

Arifani, Yudhi; Suryanti, Sri

doi:10.29333/iji.2019.12116a

Cited by 20 publications

(19 citation statements)

References 22 publications

(27 reference statements)

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“…It further illustrated that male teachers were less creative than female ones. This finding was in line with Arifani and Suryanti (2019) who studied the influence of gender in EFL teaching creativity and learners' involvement among ESP teachers in Indonesian EFL circumstances. They asserted that female ESP teachers exhibited higher learning involvement than male ones.…”

Section: Review Of Literature Teacher Creativity and Teaching Effectisupporting

confidence: 88%

“…The first study, Wang (2010) emphasizes the use of online and offline collaboration using asynchronous tools in a blended learning environment, whereas Kocoglu et al's study (2011) attempts to probe the potentials of blended learning for EFL pre-service teachers. On the other hand, teacher creativity and teaching effectiveness from different perspectives have been widely studied in terms of their positive correlations (Arifani & Suryanti 2019, Khodabakhshzadehet al 2018, Vogt 2009. These two variables are also considered crucial factors to promoting the success of EFL teaching and learning.…”

Section: Introductionmentioning

confidence: 99%

“…Three different experts report the positive effects of professional training and students' reading outcomes (Fishman 2003, Lovett et al 2008, Vogt 2009. Third, a recent study that examines the effect of teacher creativity has already been conducted by Arifani and Suryanti (2019) as an incoming critique of its subjectivity correlation between teachers' creativity and effectiveness from the teachers' outlook. Therefore, they have developed a study on the effect of male and female English for specific purposes (ESP) teacher creativity and effectiveness from the angle of learners' perspective by looking at the learners' learning involvement variable to minimize the subjectivity matters of the previous studies.…”

Section: Introductionmentioning

confidence: 99%

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The Influence of Blended In-service Teacher Professional Training on EFL Teacher Creativity and Teaching Effectiveness

Arifani

Khaja

Suryanti

et al. 2019

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Current seminal studies on teacher creativity and teaching effectiveness have been widely investigated by numerous researchers. Most of them explored both variables (teacher creativity and effectiveness) from various aspects such as the perspectives of teachers, learners, and of gender but they failed to address one important variable, namely the influence of professional development background on these variables. Consequently, this study aims to analyse the influence of blended teacher professional training on teaching creativity and teaching effectiveness from the learners' perspective. A sample of 901 learners from various secondary schools in East Java province was randomly assigned to rate 120 EFL teachers using both the English language teaching creativity scale (ELT-CS) and the English language teaching effectiveness scale (ELT-ES). For this purpose, a validated and reliable five-point Likert scale of ELT-CS and ELT-ES (1 = totally disagree, 2 = disagree, 3 = partially agree, 4 = agree and 5 = totally agree) has been employed. After administering the questionnaires, the data were analysed using structural equation modelling (SEM). The findings indicate a positive influence of blended professional training on EFL teachers' creativity and their teaching effectiveness. As for the indicators of teaching effectiveness and creativity, knowledge, subject matter, independent learning, learning environment, and material variables show the strongest influences. Conversely, fluency, flexibility, originality, and elaboration variables show the weakest influences. The detailed influences of each indicator from both variables were also elaborated on. Finally, recommendations for further research are presented.

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Section: Review Of Literature Teacher Creativity and Teaching Effectisupporting

confidence: 88%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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The Influence of Blended In-service Teacher Professional Training on EFL Teacher Creativity and Teaching Effectiveness

Arifani

Khaja

Suryanti

et al. 2019

Self Cite

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“…The instructors did not implied imitative method for the assessment because they thought that the focus of imitative speaking assessment is to simply back (imitate) a word or phrase or possibly sentence (Brown, 2014), the instructors assumed that it is not relevant or might be too easy to be implied to University students. Therefore, Arifani & Suryanti (2019) suggest a creative and innovative ESP teachers to facilitate ESP learners learning involvement to enhance ESP students' learning mastery.…”

Section: Discussionmentioning

confidence: 99%

Analysis of Speaking Assessment in Esp Speaking Class

Ardiyansah

2019

JETLAL

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English for Specific Purposes has grown to become one of the most prominent areas of EFL teaching. ESP provides learning of English skills such as: Speaking, Listening, Reading, and Writing. There are also assessment used in ESP for those four skills. In speaking skill, the instruction of the assessment should be given by the instructors based on the objectives of speaking skill itself. In developing speaking test, the instructors should consider on some aspects such as general objective of the test, specific objective of the test, the type of the test, time allotment and how to score the test. This research used qualitative research because the focuses of this research were to explain the assessment process implied by the instructors and to find the kind of assessment type, material, source and scoring used by the instructors in ESP Speaking Class at University of Muhammadiyah Malang. In this research, the writer used Observation, Interview, and Documents as the research instruments. The result of this research showed that the instructors used most of assessment types based on basic types of speaking assessment (Intensive, Responsive, Interactive, and Extensive) excluding (Imitative). The material and source sometimes can vary depending on the each objective of the syllabus. And in the scoring method, the instructors used analytic and holistic scoring.

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“…Self-efficacy is also interpreted related to a person's ability to regulate and decide en the actions needed to achieve the desired results. Moreover, Arifani & Suryanti (2019) also assert that teaching style is another indicator of successful EFL teaching and learning. They further explain that the more creative teacher, the more successful classroom is.…”

Section: Introductionmentioning

confidence: 99%

Self Efficacy of Pre-Service English Teachers in Using English as a Language Instruction

Starinne¹,

Kurniawati²

2019

JETLAL

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Field Experience Program or Praktek Pengalaman Lapangan (PPL) are carried out by students to fulfill the requirements for the formation of the education profession. But in the process of PPL, the pre-service English teachers of English Language Education Study Program at the University of PGRI Ronggolawe Tuban often experience problems related to their efficacy when teaching in English as language of instruction.This study aims to determine the efficacy of English Language Education students who run the Field Experience Program (PPL) in using English as the language of instruction, as well as what factors influence their efficacy in using English as the language of instruction. It is a phenomenological qualitative research which the choice of subject or data source was done by purposive sampling which focused on selected informants who were appropriate for in-depth studies (Nana Syaodih, 2007: 101). The subjects are pre-service English teachers who had finished undergoing PPL in the period between November 2017 to January 2018. Data collection techniques used are observation, interviews, and documentation, and using descriptive inductive analysis.The results of this study reveal that self-efficacy of all pre-service English teachers (six students) as subjects in this study in terms of the use of English as the language of instruction during PPL has varied self-efficacy on dimensions of magnitude, strength and generality. Only 1 out of 6 students had negative self-efficacy in all dimensions, and 1 (one) person showed positive self-efficacy in all dimensions; magnitude, strength and generality. While the others vary for all three dimensions. Those six students used both English and Indonesian in teaching English. The reason was because they were not confident (2 people), and for the emphasis on certain material delivered so that it is more easily understood (4 people).This study found that the factors of success experience and psychological factors were the strongest in forming self-efficacy of the 6 PPL pre-service teachers in using English as the language of instruction during field experience program. Furthermore, it is only slightly influenced by other people's success factors and social persuasion. The more experience and the better the psychological condition of students, the more positive their self-efficacy. Two students, namely Mg and Su, have negative self-efficacy due to the lack of teaching experience and poor psychological conditions because they felt uncomfortable and underappreciated in the school where they carried out the field experience program.

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The Influence of Male and Female ESP Teachers’ Creativity toward Learners’ Involvement

Cited by 20 publications

References 22 publications

The Influence of Blended In-service Teacher Professional Training on EFL Teacher Creativity and Teaching Effectiveness

The Influence of Blended In-service Teacher Professional Training on EFL Teacher Creativity and Teaching Effectiveness

Analysis of Speaking Assessment in Esp Speaking Class

Self Efficacy of Pre-Service English Teachers in Using English as a Language Instruction

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