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All Journal English Education Journal Proceeding of International Conference on Science, Education, and Technology
Puji Astuti
Universitas Negeri Semarang, Indonesia
Education

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The Manifestation of EFL Teachers’ Self-Efficacy and TPACK with their Teaching Performance Ainur Rosyidah Azmie Putry; Puji Astuti; Zulfa Sakhiyya
English Education Journal Vol 12 No 2 (2022): June 2022
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v12i2.55567

Abstract

Teachers play very important roles on students learning, especially during the pandemic situation where emergency online learning has replaced the traditional classroom learning. Some factors can influence teachers’ performance such as teachers’ self-efficacy and TPACK (technological pedagogical content knowledge) framework. Here, the teacher participants have perception of their capabilities to accomplish the task by integrating content, pedagogy, and technology. This paper addresses the issue by employing a qualitative case study to investigate the manifestation of teacher participants’ self-efficacy and TPACK, as well as the relation between the two with teaching performance. Three EFL teachers at SMA 2 Demak are purposefully selected as the subjects of the research. The findings reveal that (1) the dominant source of self-efficacy in teacher A is psychological and emotional arousal but in teacher B and teacher C is mastery experience. (2) based on the statistical measurement, the score of teacher A’s self-efficacy was 65.0% and 63.9% in the TPACK framework. The score of self-efficacy in teacher B was 85.0% and 68.5% in TPACK framework. In teacher C, the score of both terms was 83.3%. (3) some factors of teacher participants’ self-efficacy affected the successful level of teaching performance. In a nutshell, self-efficacy fosters teachers’ motivation, develops teachers’ TPACK, and influences the successful level of teaching performance to implement TPACK framework. The present research provided a valuable knowledge about the importance of self-efficacy and TPACK framework and suggestion to construct some developmental programs to encourage student teachers in preparing better teaching learning process in the future.
Evaluating Power and Status in Turn-taking Mechanism in Insight with Desi Anwar Talk Show Ema Sri Rahayu; Hendi Pratama; Puji Astuti
English Education Journal Vol 13 No 1 (2023): March 2023
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/eej.v13i1.69612

Abstract

In a talk show, conversations naturally operate by taking turns. Sometimes the participants ignore the rules and focus more on gaining significant attention from the audience than making successful conversations. The participants involved in the conversation have the power to organize the distribution of conversational turns. This research applied qualitative research, which concerns evaluating the power and status of turn-taking mechanism used by the participants in talk show. The data used all utterances produced by participants from two episodes in Insight with Desi Anwar talk show. The utterances were transcribed using Jefferson's transcript notation. In addition, the data were analyzed by using the theories, such as Stenstrom, Sacks et al., and Brown and Levinson. The study reveals three findings related to the research questions. First, the results showed that taking the turn strategy was the most often used by the participants of the two episodes in talk show, followed by holding the turn strategy and yielding the turn strategy. Second, the phenomenon of turn-taking mechanism is influenced by power and status, where status affects participants in dominating turn-taking. Third, the quality of the conversation can be seen from the fluency of conversation itself in applying the rules of turn-taking mechanism. The participants use two rules, selecting the next speaker and self-selection. Pedagogically, this study can be used to make the teachers and students consider the significance of having an understanding of turn-taking mechanism, knowing the rules and how to maintain turn-taking, and the meaning of words in the spoken interaction.
The effectiveness of mind map treatments on writing accuracy at Islamic Higher Education Aisyah Hafshah Saffura El-Muslimah; Rudi Hartono; Abdurrahman Faridi; Puji Astuti
International Conference on Science, Education, and Technology Vol. 7 (2021)
Publisher : Universitas Negeri Semarang

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Abstract

The study attempted to investigate the learners’ writing accuracy amongst digital mind map, paper mind map, and non-mind map treatments. There were two variables: types of mind map having three variances: digital mind map (x1), paper mind map (x2) and non-mind map (x3) as independent variable and writing accuracy (y) as the outcome variable. The study involved L2 participants at higher education in Kalimantan consisting of three groups based on types of mind map: digital mind map/x1 (n=24), paper mind map/x2 (n=23), non-mind map/x3 (n=23).The total number of the participants was 70 students, consisting two groups: experiment 1, (digital mind map class), experiment 2, (paper mind map class), and a control class (non-mind map class). A one way Anova was used to measure an effect of types of mind map on learners’ writing score. The finding confirmed that there was a significant effect of types of mind maps at the p<.05 level for the three different treatments [F (2, 67) = 5.811, p = 0.005]. Post hoc with Tukey HSD test confirmed that the average score for digital mind map (M = 76.79, SD = 9.76) differed significantly than paper mind map (M= 68.78, SD 12.32) at p=0.050 and non-mind map at p=0.005. However, paper mind map did not differ significantly than non-mind map ((M= 65.83, SD 12.12) at p= 0 .657. The further studies with larger sample size were needed to validate the research findings. Abstracts max 200 words.
The Relationship Between Listening Proficiency and Speaking Improvement In University: Consideration in Assessing Speaking and Listening Muhammad Darrin Zuhri; Devie Reztia Anjarani; Rudi Hartono; Issy Yuliasri; Puji Astuti
International Conference on Science, Education, and Technology Vol. 9 (2023)
Publisher : Universitas Negeri Semarang

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Abstract

This research study aims to explore the relationship between listening proficiency and speaking improvement among university students and to identify considerations in assessing speaking and listening skills. The study employed a mixed-methods approach, including both quantitative measures and qualitative interviews, to gather comprehensive data. The findings indicate a significant positive correlation between listening proficiency and speaking improvement, suggesting that developing strong listening skills can contribute to enhanced speaking abilities. Furthermore, the study highlights several key considerations that should be taken to account when assessing speaking and listening in educational contexts. The results of this study have implications for defining the foundations of future research in English teaching methodologies and strategies, and the second language assessment process for speaking and listening skills.
Co-Authors Abdurrahman Faridi Ainur Rosyidah Azmie Putry Aisyah Hafshah Saffura El-Muslimah Anjarani, Devie Reztia Ema Sri Rahayu Hendi Pratama Issy Yuliasri Muhammad Darrin Zuhri Rudi Hartono zulfa Sakhiyya