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“Thriving through Reflecting”: Current Perspective on Teacher Professional Development Research in Asia Context “在反思中成长”:亚洲教师专业发展研究的现状
JET (Journal of English Teaching) Pub Date : 2020-10-09 DOI: 10.33541/jet.v6i3.1981
Krismalita Sekar Diasti, Paulus Kuswandono
{"title":"“Thriving through Reflecting”: Current Perspective on Teacher Professional Development Research in Asia Context","authors":"Krismalita Sekar Diasti, Paulus Kuswandono","doi":"10.33541/jet.v6i3.1981","DOIUrl":"https://doi.org/10.33541/jet.v6i3.1981","url":null,"abstract":"Reflective practice has long gained more spotlight from researchers in the education realm, particularly for promoting teachers’ professional development (TPD). Generally speaking, reflective practice provides abundant merit for teachers, namely, evaluating teachers’ teaching quality, enhancing teachers’ professional skills, and guiding teachers in their professional development. This study aims to present how reflective practice assists English teacher professional development in the Asian context. To discover how reflective practice promotes teacher professional development, the researchers analyzed several research journal articles using a document analysis method. The current contributions of reflective practice present the significance of reflective practice. It involves why and how English teachers should employ the reflective practice in their daily teaching processes. This study provides future research direction as well, specifically on how to equip teachers to become reflective practitioners in their teaching practices, how to provide a supportive environment for reflective practitioners, and how to enhance the implementation of reflective practice through online platforms. \u0000  \u0000Keywords: reflection, reflective practice, reflective practitioner, collaborative reflective practice","PeriodicalId":201732,"journal":{"name":"JET (Journal of English Teaching)","volume":"02 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130039425","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
Grammatical Analysis of Students’ Reflective Writing 学生反思性写作的语法分析
JET (Journal of English Teaching) Pub Date : 2020-10-09 DOI: 10.33541/jet.v6i3.1926
Ahmida Rizki Aulia, Barli Bram
{"title":"Grammatical Analysis of Students’ Reflective Writing","authors":"Ahmida Rizki Aulia, Barli Bram","doi":"10.33541/jet.v6i3.1926","DOIUrl":"https://doi.org/10.33541/jet.v6i3.1926","url":null,"abstract":"Grammar is a crucial element in communication, especially in a second language, and without the organization of grammar, language exchange is intruded. This paper explored grammatical issues in students’ reflective writing. Data were collected from reflective writing products of a number of students belonging to a class of the English Education Master’s Program of Sanata Dharma University, Yogyakarta, Indonesia. The collected data were analyzed to examine grammatical issues encountered by the students using Dulay, Burt, and Krashen’s (1982) surface strategy taxonomy, which covers omission, addition, misinformation, and misordering errors. Results showed there existed 41 errors in total and were distributed in the following categories: 23 errors of others (other types), six omission errors, five addition errors, four misinformation errors, and three misordering errors. It is expected that the findings can assist learners in overcoming grammatical issues so that they can improve their English grammar and writing skills.","PeriodicalId":201732,"journal":{"name":"JET (Journal of English Teaching)","volume":"10 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-10-09","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126696179","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Students’ Perception of the Discovery learning Strategy in Learning Reading Comprehension at Widya Manggala Senior High School 学生对阅读理解学习中发现学习策略的认知
JET (Journal of English Teaching) Pub Date : 2020-06-29 DOI: 10.33541/jet.v6i2.1995
Bintang Ahad Simatupang
{"title":"Students’ Perception of the Discovery learning Strategy in Learning Reading Comprehension at Widya Manggala Senior High School","authors":"Bintang Ahad Simatupang","doi":"10.33541/jet.v6i2.1995","DOIUrl":"https://doi.org/10.33541/jet.v6i2.1995","url":null,"abstract":"Reading is a crucial skill for foreign language learners, and one the most learning strategy to promote reading is discovery learning. This study aimed at examining senior high school students’ perceptions of the use of the discovery learning strategy on reading comprehension. Involving 68 students of Widya Manggala Senior High School, the study collected data using a questionnaire and interviews. The quantitative data obtained from the questionnaire was analyzed by using the descriptive statistic, while the qualitative data obtained from the interview was analyzed descriptively. Findings revealed that the majority of the students have a positive and of the upper-medium level of perception of the use of the discovery learning strategy on reading comprehension. Although their perception is not very high, they realize that this strategy can make them more active and serious in the learning to read process.","PeriodicalId":201732,"journal":{"name":"JET (Journal of English Teaching)","volume":"50 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132797331","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
An Analysis of Learning Styles and Learning Strategies Used by a Successful Language Learner 一个成功的语言学习者的学习风格和学习策略分析
JET (Journal of English Teaching) Pub Date : 2020-06-01 DOI: 10.33541/jet.v6i2.1734
U. Salam, Sukarti, Z. Arifin
{"title":"An Analysis of Learning Styles and Learning Strategies Used by a Successful Language Learner","authors":"U. Salam, Sukarti, Z. Arifin","doi":"10.33541/jet.v6i2.1734","DOIUrl":"https://doi.org/10.33541/jet.v6i2.1734","url":null,"abstract":"This study aimed to describe major learning styles and learning strategies used by a research subject from four years of a college student of English Education Study Program. It was a qualitative study and conducted through a case study design. The subject was a successful four years college student. The data was collected through questionnaires, interviews, and documents. Two questionnaires were administered, Perceptual Learning Style Preferences Questionnaire (PLSPQ) to determine the student learning style preferences, whereas, Strategy Inventory for Language Learning (SILL) to determine the student learning strategies. A semi-structured interview was applied to gain the primary data, while, the document was provided to support it. The results revealed that the successful language learner performed two major learning styles proposed by Reid (1984), i.e. visual, in which the subject learns best by reading and taking notes; and the individual, in which the subject learns better individually. Subsequently, the subject uses two major learning strategies proposed by Oxford (1990). The first learning strategy is the cognitive strategy includes practicing along with receiving and sending messages. The second strategy is the compensation strategy includes guessing intelligently in listening and reading and overcoming limitations in speaking and writing. \u0000 ","PeriodicalId":201732,"journal":{"name":"JET (Journal of English Teaching)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133852195","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 10
Secondary School EFL Teachers’ Perception of ICT Use in Learning and Teaching 中学英语教师对学习和教学中使用信息通信技术的认知
JET (Journal of English Teaching) Pub Date : 2020-06-01 DOI: 10.33541/jet.v6i2.1976
Parlindungan Pardede
{"title":"Secondary School EFL Teachers’ Perception of ICT Use in Learning and Teaching","authors":"Parlindungan Pardede","doi":"10.33541/jet.v6i2.1976","DOIUrl":"https://doi.org/10.33541/jet.v6i2.1976","url":null,"abstract":"The influx of ICT tools into EFL classrooms has provided an increasing range of possible solutions for refining teaching and learning inputs, processes, and outcomes, and their use can benefit students and teachers. However, ICT implementation in the learning process is affected by various factors, among which teachers’ perception is the most significant. This study aimed at investigating teachers’ perceptions of ICT use in EFL learning activities. To attain the aim, data as collected by asking 32 EFL teachers from various junior and senior high schools in Greater Jakarta to fill in a questionnaire consisting of 60 closed-ended questions. To triangulate and elaborate the quantitative data, 5 open-ended questions were asked to 8 of the participants selected as the interviewees. The results indicate that the teachers had a good level of perception of ICT use in EFL learning and teaching activities. The majority of them had integrated ICT in their EFL classrooms. Regarding the issues related to facilities and technical expertise they sometimes encountered, they either asked for help from technicians or colleagues. Many of them also agreed with the importance of attending training to enhance their skills in using ICT in learning and teaching. \u0000 ","PeriodicalId":201732,"journal":{"name":"JET (Journal of English Teaching)","volume":"26 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124143592","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 11
Undergraduate Students’ Perceptions on their Identity as Future EFL Teachers 大学生对未来英语教师身份的认知
JET (Journal of English Teaching) Pub Date : 2020-06-01 DOI: 10.33541/jet.v6i2.47
K. Wijaya, C. Mbato
{"title":"Undergraduate Students’ Perceptions on their Identity as Future EFL Teachers","authors":"K. Wijaya, C. Mbato","doi":"10.33541/jet.v6i2.47","DOIUrl":"https://doi.org/10.33541/jet.v6i2.47","url":null,"abstract":"To be professional EFL teachers in the future, pre-service teachers should continuously construct their identities amid various obstacles and difficulties they confront in their working circumstances. This study attempted to investigate undergraduate students’ perceptions of their identity as future teachers. One research problem was proposed in this study namely: What are the factors influencing pre-service teachers to develop their teacher identity through Micro Teaching Class? This study applied qualitative method harnessing three research instruments i.e., classroom survey, students’ reflections on their future teaching vocation, and interview to gather the data from Micro Teaching Class of the English Education Study Program, Sanata Dharma University, Yogyakarta. The findings indicated that most pre-service EFL teachers studying in Micro Teaching Class were willing to nurture their identities as future educators as long as extensive supports given to them. Future researchers need to conduct more intensive studies on the relationship between agency and resilience influencing pre-service EFL teachers’ professional identity development.","PeriodicalId":201732,"journal":{"name":"JET (Journal of English Teaching)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123549589","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 3
Teaching English for Specific Purposes in Vocational High School: Teachers’ Beliefs and Practices 高职高专英语教学:教师的信念与实践
JET (Journal of English Teaching) Pub Date : 2020-06-01 DOI: 10.33541/jet.v6i2.1756
Pipit Muliyah, Dyah Aminatun
{"title":"Teaching English for Specific Purposes in Vocational High School: Teachers’ Beliefs and Practices","authors":"Pipit Muliyah, Dyah Aminatun","doi":"10.33541/jet.v6i2.1756","DOIUrl":"https://doi.org/10.33541/jet.v6i2.1756","url":null,"abstract":"This study reports the result of a qualitative case study research design. This study aims to explore teachers' beliefs about teaching English for Vocational school, to investigate how those beliefs are reflected in classroom practices, and to explore that affect the shaping of teachers' beliefs in the teaching and learning process. The participant of this study were six English teachers from three different vocational high schools in Majenang. The data was taken using a semi-structured interview, documentation, and classroom observation. Then the data was analyzed using line by line analysis. Teaching English in Vocational High School is believed different from Senior High school (SHS) as it belongs to English for specific purposes (ESP) and demands different knowledge of material, method, and strategies. The result shows that the teacher’s beliefs are not always realized in their classroom practices for a variety of potential reasons. The inconsistency between belief and practices are related to various factors, including class density, time constrains, incompatibility of the assigned text-books, huge workload, and students need.","PeriodicalId":201732,"journal":{"name":"JET (Journal of English Teaching)","volume":"142 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130740565","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 21
An Investigation of the Impact of Concurrent Group Dynamic Assessment on EFL Learners’ Achievement of Phrasal Verbs at Productive Level 并发小组动态评价对英语学习者动词短语生产水平影响的研究
JET (Journal of English Teaching) Pub Date : 2020-06-01 DOI: 10.33541/jet.v6i2.1899
F. A. Moghadam, F. Farahani
{"title":"An Investigation of the Impact of Concurrent Group Dynamic Assessment on EFL Learners’ Achievement of Phrasal Verbs at Productive Level","authors":"F. A. Moghadam, F. Farahani","doi":"10.33541/jet.v6i2.1899","DOIUrl":"https://doi.org/10.33541/jet.v6i2.1899","url":null,"abstract":"The present study aimed at investigating the impact of the concurrent group dynamic assessment on the learning of phrasal verbs at a productive level. The participants of the study were 30 EFL learners at an intermediate level of language proficiency. The participants’ productive knowledge of the phrasal verbs was measured before and after the treatment through a researcher-made test including 80 items. For the purpose of the study, paired and independent samples t-test were utilized. Results of statistical analyses indicated that concurrent group dynamic assessment was significantly effective in the achievement of phrasal verbs at a productive level. Moreover, it was found that no significant difference existed in the concurrent group dynamic assessment in terms of the achievement of phrasal verbs at a productive level.","PeriodicalId":201732,"journal":{"name":"JET (Journal of English Teaching)","volume":"46 13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-06-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129014133","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 1
Increasing Third Grade’s Mastery of Simple Present Tense Using Flashcards 利用抽认卡提高三年级学生对一般现在时的掌握
JET (Journal of English Teaching) Pub Date : 2020-02-22 DOI: 10.33541/jet.v6i1.1293
Maya Sartika
{"title":"Increasing Third Grade’s Mastery of Simple Present Tense Using Flashcards","authors":"Maya Sartika","doi":"10.33541/jet.v6i1.1293","DOIUrl":"https://doi.org/10.33541/jet.v6i1.1293","url":null,"abstract":"Mastering the simple present tense can be very difficult for EFL young learners because tenses contain abstract concepts that do not exist in the first language of EFL learners. The third graders at Permai Elementary School, North Jakarta, also encountered problems in mastering the tense when they are taught using the lecture method. To solve the problem, action research was conducted by using flashcards. The action research was carried out in two cycles in August to October 2019. Involving 30 third graders, quantitative and qualitative data were collected employing tests, observation, and questionnaires. The findings revealed that flashcards use managed to increase the students’ achievement in learning the simple present tense. The mean scores of the three tests administered during the action research increased from 36.69 to 65.73 and to 75.00. The use of flashcards also changed the students’ attitude from mainly negative to mainly positive. The mean of the positive responses increased from 20.4% in the pre-action survey to 83.89% in the post-action survey.","PeriodicalId":201732,"journal":{"name":"JET (Journal of English Teaching)","volume":"82 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-02-22","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125527165","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 0
English Education Master’s Program Students’ Perceptions on the Use of Code-Switching in EFL Classroom Context 英语教育硕士课程学生对英语课堂语境中语码转换使用的认知
JET (Journal of English Teaching) Pub Date : 2020-02-20 DOI: 10.33541/jet.v6i1.1336
K. Wijaya, Mety Mety, Barli Bram
{"title":"English Education Master’s Program Students’ Perceptions on the Use of Code-Switching in EFL Classroom Context","authors":"K. Wijaya, Mety Mety, Barli Bram","doi":"10.33541/jet.v6i1.1336","DOIUrl":"https://doi.org/10.33541/jet.v6i1.1336","url":null,"abstract":"This paper investigated some factors influencing the use of code-switching in foreign/second language learning processes. Code-switching is related to the shift between the first and second languages done by the speakers in conversational contexts. Based on the theories of code-switching, second language learners frequently apply their first language when communicating with others in order to deliver the messages clearly, maintain group solidarity, and avoid unintended misunderstandings. Data were collected through a classroom survey and interviews with 12 English Education Master’s Program students of Sanata Dharma University, Yogyakarta. Qualitative content analysis was applied to obtain clearer interpretations. The results showed the lecturers and students utilized code-switching more sensibly in the second language classroom context. Further, code-switching will be better to be implemented in informal social interactions rather than foreign/second language classroom settings since it will hamper EFL learners’ success in attaining more fruitful target language competencies.","PeriodicalId":201732,"journal":{"name":"JET (Journal of English Teaching)","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-02-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128832195","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
引用次数: 2
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