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All Journal ELS Journal on Interdisciplinary Studies in Humanities English Language and Literature International Conference (ELLiC) Proceedings
Sri Samiati Tarjana
Sebelas Maret University
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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Teachers' Perceptions toward the Implementation of 2013 Curriculum Farida Keni Nurhayati; Sri Samiati Tarjana; Hersulastuti Hersulastuti
English Language and Literature International Conference (ELLiC) Proceedings Vol 2 (2018): 2nd ELLiC Proceedings: 'Education 4.0: Trends and Future Perspectives in English Educa
Publisher : Universitas Muhammadiyah Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (665.231 KB)

Abstract

Teachers' perceptions toward the implementation of new curriculum is one of fascinating topic to be discussed. This study discovers teachers' perceptions toward the implementation of 2013 curriculum, investigates factors affecting the application of 2013 curriculum, and identifies the effect of their perceptions into classroom practice. Through qualitative design, the study was conducted at one of private junior high schools in Solo, Central Java. The data were collected by interviewing, administering questionnaire, observing the classroom practices and reviewing the documents. The findings reveals that; (1) teachers have positive perceptions toward 2013 curriculum (2) there are four factors which influence teachers' perceptions toward the implementation of 2013 curriculum, which include teaching experience; educational background, teaching training, teachers' personal experience; (3) teachers' perceptions contribute significantly in influencing teacher's decision making in the classroom related to the choice of learning and activities for students. Since teachers' perceptions have a powerful impact on teachers' classroom practices, teachers are required to improve their competences and keep up with the advance of knowledge and technology.
Students’ Perceptions on Reflective Journal as Self-Assessment to promote writing skills in EFL Class Hanna Novariana Azizah Ni'ma; Sumardi Sumardi; Sri Samiati Tarjana
ELS Journal on Interdisciplinary Studies in Humanities Vol. 2 No. 4 (2019): DECEMBER
Publisher : Hasanuddin University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (584.055 KB) | DOI: 10.34050/els-jish.v2i4.8417

Abstract

The purpose of this study was to examine students’ perspectives on best practices to promote writing skills by using self-assessment technique named reflective journal in EFL class. The method of this study is qualitative research. The data collected and analyzed from this study to compromise a better understanding of students’ perspectives on how reflective journal writing of self-assessment promotes their writing proficiency. In this study, the writer collected the data by using semi-structured interviews and focused on twelve students from high school who taught by using reflective journal in Surakarta, Jawa Tengah. The finding of this study identified how students’ perspectives on reflective journals to promote their writing proficiency. The result of this study indicated the positive impacts of reflective journals in enhancing students’ writing proficiency. Nevertheless, there were several difficulties students faced during learning process. There were also some challenges such as students’ lack of motivation. However, both the teacher and the students were actively involved in overcoming those problems. In sum, students thought that reflective journal makes their writing practices exciting, enjoying, and motivating.
Co-Authors Farida Keni Nurhayati Hanna Novariana Azizah Ni'ma Hersulastuti Hersulastuti Sumardi Sumardi