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All Journal English Teaching Journal : A Journal of English Literature, Language, and Education Journal of English Teaching and Applied Linguistics (JETAL) Journal On Teacher Education (Jote) Jurnal Abdimas ADPI Sosial Dan Humaniora
Sri Kusuma Ningsih
Universitas Muhammadiyah Prof. Dr. HAMKA
Arts Humanities Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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Factors Influencing Teachers’ Behavior on Their Pedagogical Success Wardatul Akifah; Sri Kusuma Ningsih
Journal on Teacher Education Vol. 4 No. 3 (2023): Journal on Teacher Education
Publisher : Universitas Pahlawan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jote.v4i3.12800

Abstract

Perilaku guru penting untuk mengevaluasi kinerja guru dan mengembangkan keberhasilan pedagogis mereka. Penelitian ini bertujuan untuk mengetahui faktor-faktor yang mempengaruhi perilaku guru terhadap keberhasilan pedagogiknya. 103 guru EFL dari berbagai sekolah di Indonesia berpartisipasi dalam penelitian ini. Penelitian ini menggunakan metode kuantitatif deskriptif dengan angket emosional untuk guru yang dibuat oleh Frenzel et al. (2016) dan Khajavy et al. (2017). Faktor kesenangan, kecemasan, kemarahan, kebanggaan, rasa malu, dan kebosanan mempengaruhi perilaku guru terhadap keberhasilan pedagogiknya. Hasil penelitian menunjukkan bahwa faktor kenikmatan merupakan faktor tertinggi, dengan 52,4% sangat setuju. Sedangkan faktor terendah adalah kecemasan dengan hasil 30,1% sangat tidak setuju. Penelitian ini dapat membantu guru EFL berhasil di masa depan dan mencapai keberhasilan pedagogis mereka.
EFL Teachers’ Motives to Participate in Professional Online Workshops Putri Agren Wahyuni; Sri Kusuma Ningsih
Journal on Teacher Education Vol. 4 No. 3 (2023): Journal on Teacher Education
Publisher : Universitas Pahlawan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jote.v4i3.12802

Abstract

Program pengembangan keprofesian guru online terus meningkat seiring dengan kebutuhan pendidik dan sekolah untuk memberikan kesempatan kepada guru untuk meningkatkan kualitasnya. Program-program tersebut dianggap sebagai cara yang lebih efektif, mudah diakses, dan murah untuk memenuhi kebutuhan mereka. Namun, partisipasi dalam program pengembangan profesional online dipercaya bergantung pada motivasi guru. Penelitian ini bertujuan untuk menyelidiki motivasi/alasan guru EFL untuk berpartisipasi dalam lokakarya online profesional untuk pengembangan diri guru. Survei digunakan dalam penelitian ini, dimana kuesioner online diberikan kepada guru EFL di Indonesia dengan total 124 guru EFL yang mengisinya, namun hanya 103 guru EFL yang memenuhi kriteria. Pengumpulan data menggunakan statistik deskriptif untuk menganalisis data kuesioner. Hasil menunjukkan bahwa guru EFL termotivasi untuk berpartisipasi dalam lokakarya profesional online untuk profesionalisme mereka dan karena mereka termotivasi oleh peraturan yang teridentifikasi bahwa motivasi guru terkait dengan tugas guru dan karir guru masa depan bahwa lokakarya profesional online penting untuk profesionalisme guru, untuk meningkatkan kualitas guru, mencapai tujuan pengajaran, dan penting untuk meningkatkan keberhasilan akademik siswa. Ini dapat dianggap sebagai motivasi positif. Penelitian ini juga menyertakan implikasi dan rekomendasi untuk penelitian selanjutnya.
Pelatihan Menulis dengan Pendekatan Talk For Writing Bagi Guru Bahasa Inggris Sri Kusuma Ningsih
Jurnal Abdimas Adpi Sosial dan Humaniora Vol. 4 No. 2 (2023): Jurnal Abdimas ADPI Sosial dan Humaniora (Future Issue)
Publisher : Asosiasi Dosen Pengabdian kepada Masyarakat Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47841/jsoshum.v4i2.289

Abstract

The quality of students’ writing English is the reason for conducting Talk for Writing (TfW) workshop. This workshop aims to provide insight into how to teach writing in an interesting and fun way. English teachers in Merauke, South Papua, are the main targets for this activity, considering that teachers in this location rarely get refreshments for English teaching strategy. The method to implement this activity is carried out offline through several stages and namely, the lecture method used to introduce the concept of TfW. The second stage is a demonstration method showing a work process or stage of making a magpie that will be used in the TfW process. The third stage is the practice method. At this stage, the participants practiced creating a magpie and writing using the TfW approach. The final stage was an evaluation where the teachers received feedback based on the magpie and the writing they had made. During the workshop, the enthusiasm of the participants was very high. In addition, the knowledge and understanding of the use of TfW techniques have increased.
The correlation between continuing professional development and creative pedagogical activities Sukma Dwiaugita; Sri Kusuma Ningsih
English Teaching Journal : A Journal of English Literature, Language and Education Vol 11, No 1 (2023)
Publisher : Universitas PGRI Madiun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25273/etj.v11i1.15943

Abstract

Continuing Professional Development (CPD) contributes to developing teacher professionalism in creating creative pedagogical activities that attract students' learning interests. Teachers' active participation in CPD could update how they teach to meet the needs of their students in increasing students’ learning outcomes. The study aimed to determine the correlation between CPD and creative pedagogical activities. There were 100 Indonesian English teachers involved in the study. Data were obtained from close-ended questionnaires focused on CPD and teachers’ creativity and then analyzed using correlational statistics. This study showed a positive correlation between the two variables that provide teachers with a framework for comprehending creativity and its significance to their professional development.
An analysis of pedagogical factors influencing efl teachers’ instructional practices in the classroom Safa Marwaeni; Sri Kusuma Ningsih
English Teaching Journal : A Journal of English Literature, Language and Education Vol 11, No 1 (2023)
Publisher : Universitas PGRI Madiun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25273/etj.v11i1.15944

Abstract

Pedagogic competence is the ability or skill teachers must possess to recognize the characteristics of their students from various aspects of life, such as moral, emotional, and intellectual. This article analyzes teachers' linguistic ego, views on their teaching role, and attitudes toward English as factors that influence English language teaching and relate to teacher education. This article presents the results of a qualitative research study on pedagogic factors influencing English teaching in three public schools. Three linguistics principles were discussed with five EFL teachers during interviews: interlanguage communication, native language effect, and communicative competence. They all had an undergraduate degrees in English and had been teaching English for approximately 3 years. It was concluded that teachers' classroom instructional practice should capitalize on these factors so that teachers can evaluate their teaching skills in the classroom effectively and adapt their methods to ensure high-quality instruction.
Investigating EFL Teachers’ Perceptions Towards Professional Engagement Inka Lutfiatun Nida; Sri Kusuma Ningsih
JETAL: Journal of English Teaching & Applied Linguistic Vol 4 No 2 (2023): April 2023
Publisher : English Education Department at FKIP Nommensen University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36655/jetal.v4i2.965

Abstract

Teacher professional engagement is essential in driving success in education, both in student and teacher personal development. This study aims to determine EFL teachers' perceptions of professional engagement in terms of commitment to the profession, devotion to the profession and dedication to students. The data was collected from 107 EFL teachers. This study uses a quantitative descriptive approach. The Teacher Professional Engagement Scale Questionnaire (TPES) was used to collect the data. The results of this study, it was found that the subscale of teachers' commitment to their profession obtained the highest results with 94.4% strongly agree. This study also helpful for showing how much teachers' professional engagement level is in their work.
The Effect of EFL Teachers’ Participation in Professional Development Program on The Change of Their Teaching Behaviour Sri Kusuma Ningsih
JETAL: Journal of English Teaching & Applied Linguistic Vol 5 No 1 (2023): September
Publisher : English Education Department at FKIP Nommensen University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36655/jetal.v5i1.1193

Abstract

Professional Development Program (PDP) is essential for effective education, especially for teachers. Teachers' participation in PDP can improve their skills in many aspects, such as instructional strategy practice, performance, and teaching behaviour. This study aimed to determine whether or not there is a significant effect of EFL teachers' participation in PDP on their teaching behaviour. There were 101 EFL teachers who were involved in the study. The data were collected by using Teaching and Learning International Survey (TALIS) questionnaire from Organisation for Economic Co-operation and Development (OECD). This study showed that there is a significant effect of PDP on EFL teachers' teaching behaviour.
Co-Authors Inka Lutfiatun Nida Putri Agren Wahyuni Safa Marwaeni Sukma Dwiaugita Wardatul Akifah