1,720,962 research outputs found
TEACHERS’ PEDAGOGICAL BELIEFS AND TEACHING STYLES IN TEACHING ENGLISH AT UNIVERSITY LEVEL
Get PDFThe teachers should have the pedagogical beliefs in their study where these beliefs act as the filter and the guide for the teachers’ decision and teaching styles in the teaching-learning process. Indonesian curriculum policy adapted the beliefs that focus on the students as the central of the learning process to create an active and meaningful learning process. However, most of the time the teachers are authoritative in managing the teaching-learning process and become the central of the learning process, while the students receive the knowledge passively. In response to this issue, the present study was conducted to find out the teachers’ pedagogical beliefs and teaching styles at a university in Indonesia. The participants of this study were three English teachers who have been chosen based on their teaching skill. This study was basic interpretative qualitative study and the data were collected through closed-ended questionnaire, observation checklist, and field note. The data were analyzed by coding the data, summarizing the data, and looking for the point of the teachers’ pedagogical beliefs and teaching styles. The result of data analysis showed that the teachers believed in teaching as a process of transmitting and constructing knowledge. They also believed in student-centered approach as their teaching pproach, while behaviourism and mentalism/rationalism as their view of language and language learning. According to the teachers, their roles as the teachers in the teaching-learning process were as the participant and director. Furthermore, the teachers used the combination of the teaching styles which belongs to constructivist and transmission beliefs. -----------
Dosen seharusnya memiliki keyakinan pedagogik dalam pengajarannya yang mana keyakinan ini berperan sebagai penyaring dan petunjuk bagi keputusan tindakan dosen dan gaya mengajar dosen dalam proses belajar mengajar. Kebijakan kurikulum di Indonesia mengadaptasi beliefs yang memfokuskan siswa sebagai pusat pembelajaran untuk menciptakan sebuah proses belajar yang efektif dan bermakna. Akan tetapi, hampir sepanjang waktu dosen autoritatif dalam mengelola proses belajar mengajar dan menjadikan dirinya sebagai pusat dari proses pembelajaran, sedangkan mahasiswa hanya menerima pengetahuan secara pasif. Sebagai respon terhadap isu ini, penelitian ini telah dilaksanakan untuk mengungkapkan keyakinan pedagogik dan gaya mengajar dosen di sebuah universitas di Indonesia. Partisipan penelitian ini adalah tiga orang dosen bahasa Inggris yang dipilih berdasarkan pada kemampuan mengajar sang dosen. Penelitian ini merupakan penelitian kualitatif interpretatif dasar dimana data dikumpulkan dengan menggunakan angket tertutup, lembar observasi, dan catatan lapangan. Data kemudian dianalisa melalui tiga tahap: mengkelompokkan data, menyimpulkan data, dan mencari poin penting keyakinan pedagogik dan gaya mengajar dosen. Hasil dari analisa data menunjukkan bahwa partisipan meyakini pembelajaran sebagai sebuah proses pengiriman dan pembangunan pengetahuan pada mahasiswa. Partisipan juga meyakini bahwa pendekatan pembelajaran yang mereka terapkan adalah student-centered, sementara pandangan bahasa dan pembelajaran bahasa yang mereka yakini adalah behaviourism dan mentalism/rationalism. Menurut partisipan, peranan mereka sebagai dosen dalam proses pembelajaran yakni sebagai partisipan dan direktur. Lebih lanjut, partisipan menerapkan kombinasi dari beberapa gaya mengajar yang merefleksikan keyakinan constructivist dan transmission
How Does The Power Of Two Improve Students’ Skill In Using Preposition? A Classroom Action Research Study
Get PDFThis study aimed to identify using the power of two strategy
to improve students' ability to use prepositions in sentences.
This study applied classroom action research in which the
data was gathered in four steps: plan, action, observation, and
reflection. The participants of this study were 27 junior high
school students in the ninth grade. This study applied
quantitative and qualitative methods in interpreting the data.
The quantitative data was collected from the exam, while the
qualitative data gathered from the interview, observation
sheet, diary note, and documentation. The study revealed that
there was an increase in the students' abilities to use
prepositions. The number of students who received a score of
70 or higher in the pre-test was 25.92 percent indicated that
seven students obtained a score of 70 or higher in the pre-test.
The post-test percentage of the first cycle was 40.74 percent,
indicating that 11 students achieved a score of 70 or higher;
meanwhile, in the post-test of second cycle it was 88,89%. It
amounted to a 14,82 percent increase from pre-test to post-test
I and a 48,15 percent higher from the first cycle's post-test to
the second cycle's post-test. It showed that using the power of
two strategy in teaching prepositions is beneficial and that
using the power of two strategy enhanced students' ability to
use prepositions in sentences. The researcher used the t-test
formula to test hypotheses. The t count coefficient was
calculated to be 13,22, and the coefficient of t table to df= N-1
= 26 with level = 0,05 was 2,06. It indicated that the t count
coefficient (13,22) was higher than t table's coefficient (2,06).
As a result, the hypothesis alternative (Ha) is obtained. Ha
implies that the power of two strategy would improve
students' ability to master prepositions
“Bright–English for Beginners” Application as a Learning Media: Taking EFL Teachers’ Perspective: “Bright–English for Beginners” sebagai Media Pembelajaran: Perspektif Guru Bahasa Inggris sebagai Bahasa Asing (EFL)
Get PDFGeneral Background: Mobile-Assisted Language Learning (MALL) has become a transformative tool in English language instruction, especially at the elementary level. Specific Background: The "Bright–English for Beginners" application is among the innovative platforms aiming to enhance early EFL learning through interactive, gamified, and adaptive content. Knowledge Gap: While existing literature emphasizes student outcomes, limited research addresses teachers’ perspectives and the practical challenges of implementing such technology in classrooms. Aims: This study explores elementary EFL teachers’ experiences using the Bright application, focusing on perceived benefits, pedagogical challenges, and instructional strategies. Results: Teachers reported increased student motivation, personalized learning, and improved engagement through multimedia features and assessment tools. However, challenges included unstable internet, curriculum misalignment, limited training, and skepticism from stakeholders. Novelty: Unlike prior studies, this research foregrounds the teacher’s role in MALL integration and highlights creative pedagogical adaptations—peer learning, digital portfolios, and real-world language tasks—as critical to successful implementation. Implications: Findings suggest that effective educational technology adoption requires not just functional tools, but robust infrastructure, curriculum integration, and ongoing professional development. This study contributes practical insights for developers, educators, and policymakers aiming to enhance early language learning through digital platforms.Highlight :
Teachers believe that this application significantly improves student motivation and participation.
The main challenges include unstable internet connections and curriculum compatibility.
Creative strategies such as peer learning and contextual assignments reinforce the effectiveness of the application.
Keywords : Bright–English for Beginners, Mobile Application, EFL Teachers, English Language Learning, Teacher Perspectiv
The Use of Hume AI in Speaking Assessments: Teachers’ Perceptions in Senior High School Contexts
Get PDFThis research aims to investigate the perception of teachers about the use of Hume AI for assessing students’ speaking skills in senior high school. English teachers (n=4) from public senior high schools in North Sumatra participated in this study. This research employed a descriptive qualitative method with semi-structured interviews and field note observations. The data was examined by using thematic analysis. The result indicated that Hume AI has a positive impact on students’ enthusiasm and interest. However, several challenges hinder the optimal use of Hume AI in speaking assessments, particularly in spontaneous speaking, including their low motivation to learn English due to socio-economic factors, and insufficient access to technological infrastructure within schools. Despite these obstacles, teachers acknowledged the potential of Hume AI to enhance speaking assessment and recommended its integration as both a learning and assessment tool. These findings offer insightful information for teachers, policymakers, and AI developers looking to implement AI-based tools in language learning and assessment practices
Going Beyond Counting First Authors in Author Co-citation Analysis
Get PDFThe present study examines one of the fundamental aspects of author co-citation analysis (ACA) - the way co-citation
counts are defined. Co-citation counting provides the data on which all subsequent statistical analyses and mappings
are based, and we compare ACA results based on two different types of co-citation counting - the traditional type that
only counts the first one among a cited work's authors on the one hand and a non-traditional type that takes into
account the first 5 authors of a cited work on the other hand. Results indicate that the picture produced through this non-traditional author co-citation counting contains more coherent author groups and is therefore considerably clearer. However, this picture represents fewer specialties in the research field being studied than that produced through the traditional first-author co-citation counting when the same number of top-ranked authors is selected and analyzed. Reasons for these effects are discussed
Variations on the Author
Get PDF“Variations on the Author” discusses two of Eduardo Coutinho’s recent films (Um Dia na Vida, from 2010, and Últimas Conversas, posthumously released in 2015) and their contribution to the general question of documentary authorship. The director’s filmography is characterized by a consistent yet self-effacing form of authorial self-inscription: Coutinho often features as an interviewer that rather than express opinions propels discourses; an interviewer that is good at listening. This mode of self-inscription characterizes him as an author who is not expressive but who is nonetheless markedly present on the screen. In Um Dia na Vida, however, Coutinho is completely absent form the image, while Últimas Conversas, on the contrary, includes a confessional prologue that moves the director from the margins to the center of his films. This article examines the ways in which these works stand out in the filmography of a director who offers new insights into the notion of cinematic authorship
Appropriate Similarity Measures for Author Cocitation Analysis
Get PDFWe provide a number of new insights into the methodological discussion about author cocitation analysis. We first argue that the use of the Pearson correlation for measuring the similarity between authors’ cocitation profiles is not very satisfactory. We then discuss what kind of similarity measures may be used as an alternative to the Pearson correlation. We consider three similarity measures in particular. One is the well-known cosine. The other two similarity measures have not been used before in the bibliometric literature. Finally, we show by means of an example that our findings have a high practical relevance.information science;Pearson correlation;cosine;similarity measure;author cocitation analysis
Dispelling the Myths Behind First-author Citation Counts
Get PDFWe conducted a full-scale evaluative citation analysis study of scholars in the XML research field to explore just how different from each other author rankings resulting from different citation counting methods actually are, and to demonstrate the capability of emerging data and tools on the Web in supporting more realistic citation counting methods. Our results contest some common arguments for the continued
use of first-author citation counts in the evaluation of scholars, such as high correlations between author rankings by first-author citation counts and other citation
counting methods, and high costs of using more realistic citation counting methods that are not well-supported by the ISI databases. It is argued that increasingly available digital full text research papers make it possible for citation analysis studies to go beyond what the ISI databases have directly supported and to employ more
sophisticated methods
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