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All Journal Jurnal Pendidikan dan Pengajaran Language and Education Journal Jurnal IKA
N.L.P.E.S. Dewi
Universitas Pendidikan Ganesha
Humanities Education Public Health Social Sciences

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The roles of EFL Teachers in Promoting Learner Autonomy Putu Wiraningsih; N.L.P.E.S. Dewi
Jurnal Pendidikan dan Pengajaran Vol 53 No 1 (2020): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (201.135 KB) | DOI: 10.23887/jpp.v53i1.19241

Abstract

This study is a descriptive-qualitative study which aimed to describe the roles of EFL teachers in promoting learner autonomy. Four EFL teachers in seventh grade junior high schools were selected as the subject of this study. The data were collected through questionnaire and observation techniques. In collecting the data, two kinds of instruments were used, namely, questionnaire and observation sheet. The result of this study revealed that in promoting learner autonomy, the teachers perform the roles as facilitator, counsellor, resource and manager/organizer. Considering the result of the study, the teacher should involve their students in the decision making process of learning activity, not only in selecting the technique or approach, but also in all aspects of learning process such as selecting objectives of the course, managing classroom and selecting the materials. Schools also need to support their teachers in developing innovative strategy especially in promoting learner autonomy. The schools should offer teachers with professional development programs on learner autonomy such as following workshops. For further researchers, considering the challenges met by the EFL faced by the EFL teachers in promoting learner autonomy is needed.  
AN ANALYSIS OF AUTHENTIC MATERIALS USED BY ENGLISH TEACHER IN SENIOR HIGH SCHOOL IN SINGARAJA K. Artha; A.A.I.N. Marhaeni; N.L.P.E.S. Dewi
Language and Education Journal Undiksha Vol. 3 No. 1 (2020): February
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/leju.v3i1.24591

Abstract

Many researchers suggested that the language taught in the classroom must reflect how it is usedby native speakers because there has been a gap between the language used in the classroom andthe language in real life. This study aimed to determine the level of authenticity of the material used bythe English teachers and also to find out the criteria that teachers use in choosing authentic material.This study used explanatory mix-method research where quantitative data results will be supported byqualitative data results. The subjects of this study were three English teachers in senior high school inSingaraja. Data from this study were collected through document study and interviews. The result ofthis study indicates that the materials used by English teachers in senior high schools in Singaraja arein the level authentic.
Prospective Teachers’ Ability to Self Reflect Their Teaching Simulation in Micro Teaching Class in ELE Undiksha P.R.Y. Antari; L.P. Artini; N.L.P.E.S. Dewi
Jurnal IKA Vol. 19 No. 2 (2021)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/ika.v19i2.31824

Abstract

This study aimed to: 1) describe how the students learn to reflect their teaching simulation in microteaching class.2) describe what the students think about the benefit of learning to reflect teaching simulations in microteaching class. This study was conducted in ELE Undiksha Singaraja,especially sixth grade students because by doing self-reflection, students who will be an English teacher can improve their teaching. It is very important the sixth semester of ELE students in Undiksha Singaraja to be aware of strengths and weaknesses of own teaching for knowing the parts of teaching that need to be maintained and improved. This study was descriptive qualitative. This study used self-reflective journal as  an instrument which was descriptively analyzed. The result showed 1) The students reflect their teaching based on exploring their weaknesses after doing teaching simulation in the classroom such as lack in classroom management and technical problem during teaching 2) Students got the benefit of learning based on the input from the audience, after watching the recorded simulation and based on their self-observation start from how they prepare until the end of the simulation.Keywords: Self-Reflection, Reflective Teaching, Self-Reflective Journal
Co-Authors A.A.I.N. Marhaeni K. Artha L.P. Artini P.R.Y. Antari Putu Wiraningsih