Article Per Year (5 Year)
p-Index From 2020 - 2025
0.444
P-Index
This Author published in this journals
All Journal Indonesian Journal of English Teaching JEELS (Journal of English Education and Linguistics Studies)
Kencana, Nazelya Puspita
Unknown Affiliation
Education Languange, Linguistic, Communication & Media Other

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
The Epic X Camp Trainees’ Perceptions of Their Pedagogical Competence in Teaching English Sulistyani, Yulin; Julian, Andi; Putri Safana, Iftinan Rose; Kencana, Nazelya Puspita
JEELS (Journal of English Education and Linguistics Studies) Vol. 11 No. 2 (2024): JEELS November 2024
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v11i2.2666

Abstract

This study aimed to know the Epic X camp trainees' perceptions of their pedagogical competence in English teaching before and after the training. The researchers analyzed the pedagogical competence concept by using Voss et al. (2011). The instruments of this study were interviews and observations of 30 trainees from the American Corner Epic X camp 2024 held by the U.S. Embassy's Regional English Language Office (RELO). They consisted of preservice teachers, in-service teachers, and postgraduate students. The result showed that the participants had positive perceptions of the practice and a better understanding of the components of pedagogical competence in terms of the lesson plan, teaching strategy, teaching method, and the most visible classroom management. The positive perception was proven by the personal interview with the participants after and before the Epic X camp program and observation during micro-teaching in Epic X camp activities. This positive perception was in line with the purpose of the Epic X camp program which empowers trainees in their competence in teaching English. The researchers recommend that such a program be implemented for English teachers in Indonesia.
Higher Order Thinking Skill’s Instruction Delivered by EFL Teacher During an Online Learning Kencana, Nazelya Puspita; Purwati, Oikurema; Munir, Ahmad
IJET (Indonesian Journal of English Teaching) Vol. 12 No. 1 (2023): July
Publisher : Department of English Language Education, UIN Sunan Ampel Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15642/ijet2.2023.12.1.1-11

Abstract

HOTS promote the idea of assessing students’ critical thinking, creative thinking, and problem solving. Many teachers claimed to implement HOTS in the classroom, but turned out they tended to have LOTS in their teaching and learning process. Since the teaching and learning process has shifted from in person meeting to the virtual one due to COVID-19, there was an adjustment to conduct the learning process. Hence, the present study aimed to figure out teacher’s strategies to deliver HOTS’ instruction, students’ HOTS, and the construction of HOTS’ instruction during online learning. This study employed qualitative research and two English teachers were involved. The data was gathered through classroom observation. The findings revealed that direct instruction and questioning strategies were efficient and effective to activate students’ HOTS through asking the students’ point of views about online and offline learning systems and having the students’ work in group to discuss a certain topic. Further, analyzing and evaluating procedural knowledge and metacognitive knowledge were the most abilities exposed by the instructions. In this case, the students activated their critical thinking, creative thinking during online learning. Then, the instructions delivered by the teachers during the class promoted students’ creative thinking and critical thinking because they encouraged students’ creativity, motivated their self-confidence to participate in the class, had the students be communicative, and exposed students’ understanding and knowledge. The instructions were clear enough and reflected imperative and interrogative sentences, so that the students easily understood what they needed to do during the learning process. However, one teacher could not promote HOTS pretty well because he encouraged the students to talk about direct and indirect speech, which was the area about understanding conceptual knowledge.
Co-Authors AHMAD MUNIR Julian, Andi OIKUREMA PURWATI Putri Safana, Iftinan Rose Sulistyani, Yulin