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Journal : CONCEPT

Teaching as a lifelong learning: EFL teachers’ perceptions Fitri Aprianti
Concept : Community Concern for English Pedagogy and Teaching Vol 4 No 2 (2018): July - December 2018
Publisher : Program Studi Pendidikan Bahasa Inggris, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Muhammadiyah Cirebon

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Abstract

The belief and value of teaching as a lifelong learning has long rooted in educational environment. Indonesian context is no exception. Despite of that emerging phenomenon, yet, there are only few evidences that can depict on how such point of view is constructed among EFL teachers in Indonesian context. This study was aimed to investigate EFL teachers’ perception towards teaching as a lifelong learning and to depict the factors that contribute to shape it. This study employed qualitative approach with a case study design. The participant involved were 16 EFL teachers from five different schools in West Java, Indonesia. The data were collected by using questionnaires and interviews. This study used several dependent variables on philosophical of teaching and lifelong learning in order to describe the component that arised from the data collection. The results showed that firstly teachers do believe that learning is inseparable from their identity and profession as educators. Secondly, external factors such as societal and governmental expectation and value have contributively shaped teachers’ belief in teaching as lifelong learning. Key words: EFL Teachers’ perception; Teaching, Lifelong Learning
EFL students’ language production characteristics in an asynchronous online learning Susilawati Susilawati; Fitri Aprianti; Ati Sumiati
Concept : Community Concern for English Pedagogy and Teaching Vol 6 No 2 (2020): July - December 2020
Publisher : Program Studi Pendidikan Bahasa Inggris, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Muhammadiyah Cirebon

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Abstract

This research aims to gain information and general description of students’ language production in writing email in an asynchronous task based online language classroom. It covers how a certain amount of writing time pressure on within task planning stage could enhance students’ language.This research applied a qualitative approach using case study research design. It was conducted in a vocational high school in Sumedang including the X grade students which were divided into two different groups A and B with different pressured online planning, namely 60 minutes and 45 minutes. The data obtained 36 emails. They were analyzed and observed using Ellis and Barkhuizen (2005). It resulted that the 45 minutes group performed better on fluency and accuracy, while longer time limit benefited language complexity. That means the students in 45 minutes group paid more attention on meaning and form while the 60 minutes group gave students chance for restructuring as the result of taking risk. Key words: online task based writing and language production