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All Journal Lingua Cultura English Language and Literature International Conference (ELLiC) Proceedings
Tosriadi, Tosriadi
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Languange, Linguistic, Communication & Media

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EFL Teachers Engagement in Reflective Practice: What tools do EFL teachers utilize to reflect their teaching? Tosriadi, Tosriadi; Asib, Abdul; Marmanto, Sri
English Language and Literature International Conference (ELLiC) Proceedings Vol 2 (2018): 2nd ELLiC Proceedings: 'Education 4.0: Trends and Future Perspectives in English Educa
Publisher : Universitas Muhammadiyah Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1402.134 KB)

Abstract

This study was aimed at reviewing some reflective practice tools utilized by EFL teachers in reflecting their classroom performance as an attempt to improve their teaching. 4 English teachers with teaching experience ranging from 7-24 years were involved in this study. Data were collected through interview, observation, and document analysis. The result of data analysis informed some individual differences among EFL teacher?s preference in doing reflection over their teaching. Basically, there are 4 tools utilized by respondents to evaluate their teaching; learning journal, students? feedback, peer observation, and action research. It is shown the role of reflective practice in teacher development is very vital.
How Difficult is Claiming Knowledge? A Study from Cognitive Domain Perspective in Writing International Scientific Article Azizah, Umu Arifatul; Tosriadi, Tosriadi
Lingua Cultura Vol. 12 No. 2 (2018): Lingua Cultura Vol. 12 No. 2
Publisher : Bina Nusantara University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21512/lc.v12i2.4075

Abstract

This research examined and elaborated the challenges in claiming knowledge faced by students relating to writing in the international scientific article in English. The participants were 20 English master students from one of the universities in Indonesia. The researchers used a questionnaire to find out the coverage level of the difficulties regarding knowledge claim in writing for publication. The researchers also chose purposive sampling technique because the chosen respondents had the adequate experience in writing international scientific article. The researchers find that knowledge explication that considers the writer to use complex thinking is the most difficult stage of thinking in writing the international scientific article. Surprisingly, knowledge analysis is the easiest one for the participants. Despite this, the researchers hope that the findings lead to useful insight into how the students claim the knowledge well. Eventually, discovering the exact method to improve students’ competency in claiming knowledge will be the further study.
Co-Authors Abdul Asib Azizah, Umu Arifatul Sri Marmanto, Sri