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All Journal Indonesian JELT English Review: Journal of English Education OKARA: Jurnal Bahasa dan Sastra Vision: Journal for Language and Foreign Language Learning EDULITE: Journal of English Education, Literature and Culture Journal of English Language Studies Al Ishlah Jurnal Pendidikan Script Journal: Journal of Linguistic and English Teaching JOURNAL OF ENGLISH FOR ACADEMIC TLEMC (Teaching and Learning English in Multicultural Contexts) Indonesian TESOL Journal Journal of Applied Linguistics (ALTICS) Jurnal Inovasi Pengabdian Masyarakat Pendidikan
Fatimah, Asri Siti
Siliwangi University, Indonesia
Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Journal : TLEMC (Teaching and Learning English in Multicultural Contexts)

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Teachers’ Perception of Parental Involvement of Primary Students: A Case Study in EYL Context Refi Rizki Radian; Asri Siti Fatimah; Fera Sulastri
TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 5 (2021): Special Issue
Publisher : Siliwangi University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/tlemc.v5i0.3782

Abstract

Parental involvement of primary students is essential since it can contribute on their educational outcomes and development. Especially for learning English as a foreign language, parents play the prime source in developing their engagement and responsibility to have positive academic achievement in their early development. As well as their teachers, parents need to connect with school activities and be responsible in providing services to the children in education delivery. In this study, teachers’ perception of parental involvement in the process of learning English of primary students was investigated.  It focuses on analyzing perception of three elementary school teachers who had experience in teaching English for more than 15 years. Data were collected by conducting semi-structured interviews and analyzed using thematic analysis (Braun Clarke, 2006). Descriptive case study was used as the research design because of the phenomenon that occurs in the involvement of parents in learning English to primary students. The results of this study involve three major themes. They are; 1) students' language development 2) teachers feeling, and 3) cooperation carried out by teachers and parents. As a conclusion, relationship between parents and teachers can have a positive impact. It opens valuable opportunities for children to develop language skills (especially English), and allows brilliant English achievements.
STUDENTS’ FEEDBACK AS A TOOL FOR REFLECTION: A NARRATIVE INQUIRY OF AN INDONESIAN PRE-SERVICE TEACHER Tresna Widya; Asri Siti Fatimah; Santiana Santiana
TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 4, No 1 (2020): Teaching and Learning English in Multicultural Contexts
Publisher : Siliwangi University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/tlemc.v4i1.1775

Abstract

As one of the reflection tools for pre-service teachers, the students’ feedback becomes the basis for improving and developing their teaching skills. This reflection is really valuable so that they can use to evaluate the way they behave in their EFL classroom and to gather information from the students about their perceptions of teacher practice. In this study, the contribution of students’ feedback to the teaching performance of a pre-service teacher when doing teaching practicum was investigated. Using narrative inquiry design, this study focused on examining the experience of one of pre-service teachers during three months teaching practicum. Data were obtained from the diary written by the participant after teaching and getting feedback from six students in one of vocational schools in Tasikmalaya.  Furthermore, the data were analyzed using narrative analysis (Ozyildirim, 2006) in order to find the use and contributions of this reflection tool for her teaching performance. The findings show that students' feedback becomes the valuable tool encouraging the pre-service teacher to frequently reflect and evaluate what she did in the classroom. It helps her to see the progress of her teaching performance from the students’ point of view and also figure out her strengths and weaknesses in teaching. Therefore, she can usually create better teaching performance and provide effective interaction and techniques in the classroom.
Co-Authors Ahmad Syamsul Ma'arif Arini Nurul Hidayati Dian Kardijan Fera Sulastri Fera Sulastri Fuad Abdullah Jamilah Jamilah Jember Barkah Abdillah Adiprima Melisa Sri Mira Nurmala Sari Neni Marlina Nita Sari Narulita Dewi Nur Hidayanto Pancoro Setyo Putro Ratu Sarah Pujasari Refi Rizki Radian Santiana Santiana Sitti Syakira Sonia Rahmawati Tresna Widya Yuyus Saputra