Garuda - Garba Rujukan Digital

Ani Fiani

STKIP PGRI Lubuklinggau

Author-ID : 3346767

Education Languange, Linguistic, Communication & Media

Published : 2 Documents Claim Missing Document

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Articles

EFL Teachers Perception on Postmehod Pedagogy in Higher Education Context in Indonesia Ani Fiani; Syaprizal Syaprizal
Linguistic, English Education and Art (LEEA) Journal Vol 1 No 2 (2018): Linguistic, English Education and Art (LEEA) Journal
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

This current study is aimed to investigate EFL teachers perception on postmethod pedagogy proposed by Kumaravadivelu. To achieve the aim, the research method used here is a qualitative case study with nine doctoral students from various universities in Indonesia. The data collection tools are a questionnaire and structured interview. The result revealed that most of the EFL lecturers have already implemented postmethod pedagogy perspective divided into four parts: teaching interaction, teaching strategy, teaching objective, and teaching content although they were not aware yet about the concept. It was indicated that they theorized what they do and did what they theorize. For further researchers, postmethod pedagogy should be investigated in real condition of teaching and learning process and the effect of this pedagogy on students learning achievement so that it will be clearly found whether or not this pedagogy perspective is appropriate to be implemented in higher education in Indonesian context. Keywords: postmethod pedagogy, postmethod pedagogy framework, EFL teachers

The Role of Metacognitive Instruction in Developing ESL/EFL Listening Abilities: A Theoretical and Empirical Review Ani Fiani
Linguistic, English Education and Art (LEEA) Journal Vol 2 No 1 (2018): Linguistic, English Education and Art (LEEA) Journal
Publisher : Institut Penelitian Matematika, Komputer, Keperawatan, Pendidikan dan Ekonomi (IPM2KPE)

Due to metacognition, as a psychological concept, has been a focus of educational researchers and become a potential to empower students to improve their own learning; increase the meaningfulness of learning, especially among students who are having problems in learning; and become successful learners, the present paper implicatively investigates the possible role of metacognitive instruction in developing ESL/EFL listening abilities among students by providing theoretical and empirical foundations drawn from the literature. To elicit the purpose of this article, the literature study was used. This study reviewed several recent research papers in the last 10 years related to the implementation of metacognitive instruction in order to elicit the information of the possibilities in developing ESL/EFL students’ listening comprehension abilities. Based on a detailed analysis and review of the research articles, there were some themes related to the possibility role of implementing the instruction not only developing ESL/EFL listening abilities, but also metacognitive knowledge and metacognitive awareness. Moreover, the instruction enables ESL/EFL students to increase their awareness of the listening process by improving richer metacognitive knowledge about themselves as listeners, the nature and demands of listening tasks, and listening strategies. This instruction they may encourage them to have an ability to regulate their own learning in and outside ESL/EFL classrooms. Therefore, based on the literature review and analysis above, ESL/EFL teachers will regard the important role of metacognition and attempt to implement the instruction as an alternative of effective teaching ways to develop ESL/EFL students’ listening abilities in and outside the classroom independently, particularly in the context of higher education in Indonesia. Keywords: metacognition, metacognitive awareness, metacognitive instruction, listening abilities

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