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All Journal JEES: Journal of English Educational Study Studies in English Language and Education
Nuraeni Nuraeni
Universitas Ibn Khaldun
Education Languange, Linguistic, Communication & Media

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THE USE OF PODCAST TO PROMOTE STUDENTS’ SPEAKING ABILITY IN ONLINE LEARNING AT THE COVID PANDEMIC 19 Eska Perdana Prasetya; Nuraeni Nuraeni
Journal of English Educational Study (JEES) Vol 4, No 1 (2021): May Edition
Publisher : STKIP Persada Khatulistiwa Sintang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31932/jees.v4i1.794

Abstract

The objective of this research was to promote students' speaking ability by using podcasts in teaching and learning. the subject of the research was taken in one of the senior high schools in Bogor 11th grades and the participant was 6 students consists 3 of females and 3 of males. The method used in this study was Classroom Action Research (CAR), conducted in two cycles. The phases are planning, acting, observing, and reflecting as the process of teaching and learning. For collecting the data the researcher used the quantitative data that were obtained from the documents, observations, and interviews to investigate the students' promotion in speaking ability such a promoting their grammar, pronunciation, vocabulary, and self-confidence. It can be concluded that the students' speaking ability could be promoted by using podcasts in English teaching and learning.Keywords:Podcasts, Promote,Speaking,Online Learning
TEACHERS’ PERCEPTION OF PEERAGOGY IN ONLINE LEARNING DURING THE COVID-19 PANDEMIC Eska Perdana Prasetya; Nuraeni Nuraeni; M Shabir
Journal of English Educational Study (JEES) Vol 5, No 2 (2022): November Edition
Publisher : STKIP Persada Khatulistiwa Sintang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31932/jees.v5i2.1781

Abstract

This covid 19 pandemic has made all life arrangements drastically change, not to mention the world of education, to avoid the increasingly widespread spread of the corona virus, it was changed from face-to-face learning in class to face-to-face or online learning using the zoom or goggle meet application. This research is a digital ethnography research, method or strategy in research to uncover a particular case. The research is oriented to the perception of teachers in learning using peeragogy strategies in online learning during the covid 19 pandemic. Perception is the experience of objects, events, or relationships obtained by inferring information and interpreting messages. Some results found that peeragogy can be applied in online learning because it makes students active, can be very good for honing children's activities in online learning, used to make students bring out latent abilities, and in groups can create a sense of responsibility. However, in online learning, various shortcomings can also be found, such as network problems, students who do not have gadgets and quotas. 
Reflective practice strategies of pre-service English teachers during teaching practicum to promote professional development Nuraeni Nuraeni; Yayu Heryatun
Studies in English Language and Education Vol 8, No 3 (2021)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (448.747 KB) | DOI: 10.24815/siele.v8i3.20221

Abstract

Reflective practice in pre-service language teacher education is required as a tool to critically evaluate the link between theory and practice as well as to explore the beliefs and practices of pre-service English teachers during the teaching practicum programs. This study was aimed to explore the strategies of reflective practice used by pre-service English teachers during their teaching practicum to promote professional development. A case study was adopted as a research design and reflective journals were employed to collect data. The participants involved were six pre-service English teachers who had joined teaching practicum at schools for three months. This study employed thematic analysis for analysing the data from reflective journals. The results revealed that three strategies of reflective practice were identified: recollection, reflection-in-action, and mentoring process. In each strategy, the participants reflected differently based on the learning experiences they had, the teaching situation they faced, the ability to make decisions, and the beliefs they possessed. Through these strategies, they learned how to develop their own theories of teaching, how to make various links between theory and practice, and how to develop the level of thinking, problem solving, and decision making. If these strategies are continuously conducted, they ultimately can develop their professionalism as teachers. This study implies that reflective practice can also be incorporated in the curriculum of pre-service teachers and not only during teaching practicum since it entails huge benefits for pre-service English teacher development.
Reflective practice strategies of pre-service English teachers during teaching practicum to promote professional development Nuraeni Nuraeni; Yayu Heryatun
Studies in English Language and Education Vol 8, No 3 (2021)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v8i3.20221

Abstract

Reflective practice in pre-service language teacher education is required as a tool to critically evaluate the link between theory and practice as well as to explore the beliefs and practices of pre-service English teachers during the teaching practicum programs. This study was aimed to explore the strategies of reflective practice used by pre-service English teachers during their teaching practicum to promote professional development. A case study was adopted as a research design and reflective journals were employed to collect data. The participants involved were six pre-service English teachers who had joined teaching practicum at schools for three months. This study employed thematic analysis for analysing the data from reflective journals. The results revealed that three strategies of reflective practice were identified: recollection, reflection-in-action, and mentoring process. In each strategy, the participants reflected differently based on the learning experiences they had, the teaching situation they faced, the ability to make decisions, and the beliefs they possessed. Through these strategies, they learned how to develop their own theories of teaching, how to make various links between theory and practice, and how to develop the level of thinking, problem solving, and decision making. If these strategies are continuously conducted, they ultimately can develop their professionalism as teachers. This study implies that reflective practice can also be incorporated in the curriculum of pre-service teachers and not only during teaching practicum since it entails huge benefits for pre-service English teacher development.
Co-Authors Heryatun, Yayu M Shabir Prasetya, Eska Perdana