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All Journal Randwick International of Education and Linguistics International Journal of Education and Humanities
Rahayu Apriliaswati
Universitas Tanjungpura, Pontianak, Indonesia
Arts Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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The Dispositions of Student-Teachers in Developing Competencies through Written Self-reflection Practice Rahayu Apriliaswati; Iit Fitrianingrum
Randwick International of Education and Linguistics Science Journal Vol. 3 No. 2 (2022): RIELS Journal, June
Publisher : RIRAI Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47175/rielsj.v3i2.481

Abstract

This study aimed at investigating how student-teachers develop their competencies through written self-reflection. It is a case study of descriptive research that investigates how student teachers develop their dispositions through self-reflection practice in the classroom. The data were collected through written self-reflection made by the student-teachers. There were 40 English student-teachers at English Education Study Program were taken as the subject. Results show that written self-reflection has assessed English student-teachers ‘dispositions towards developing competencies. For Professional Competence, all English student teachers practice their language skills by doing the assignments given by lecturers regularly, seriously, collaboratively, and proudly. For Pedagogical Competence, all student teachers practice creative lesson plans, develop interesting teaching materials through peer teaching; whereas for Personality Competence all student teachers are aware of 18 indicators of personality and apply them in their daily activities by studying harder, respecting others, preparing for class, accepting to different opinions, being more patient and helpful. Similar to Personality Competence, English student teachers demonstrate positive dispositions towards social skills by doing real actions of 21 indicators of social skills such as greeting, speaking more politely, addressing lecturers/friends appropriately, engaging in a friendly dialogue in their daily activities. By written self-reflection, the student teachers have shown their performance of their dispositions and been aware of developing teacher competencies.
An An Analysis of The Relevance between The Content of The English Textbook “Headlines” for Grade XII and “Focal Point” by BSNP Dwi Erna Finandiati; Rahayu Apriliaswati; Sumarni
JPTK : JURNAL PENELITIAN TINDAKAN KELAS Vol 1 No 2 (2022): November : IJOLEH
Publisher : CV. Eureka Murakabi Abadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (457.288 KB) | DOI: 10.56314/ijoleh.v1i2.75

Abstract

The research is aimed to investigate the relevance between the focused materials in the English Textbook “Headlines” for grade XII and the criteria demanded by Focal Point. This research used qualitative research. This study used content analysis as the methodology. Based on the findings of analyzing the content of the textbook "Headlines" for XII grade of high school, it is found that the textbook content only fulfilled the 11 (eleven) points criteria of the focal point with a total of 31 points from A, B, and C of relevancy and it even did not reach half of the total. Therefore, it can be concluded that the textbook's content and related activities should be redesigned by following the criteria of Focal Point.
Co-Authors Dwi Erna Finandiati Sumarni