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All Journal Jurnal Kependidikan: Penelitian Inovasi Pembelajaran DIKSI Script Journal: Journal of Linguistic and English Teaching JOLLT Journal of Languages and Language Teaching
Riyadini, Maria Vineki
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Arts Humanities Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media

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Unveiling pre-service English teachers' perceptions of differentiated instruction Sukarno, Sukarno; Riyadini, Maria Vineki; Jinabe, Megan; Lestari, Aryanti Eka
Diksi Vol. 32 No. 1: DIKSI (MARCH 2024)
Publisher : Fakultas Bahasa, Seni, dan Budaya, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/diksi.v32i1.66720

Abstract

Implementing differentiated instruction (DI) has become imperative, particularly with its integration into the Kurikulum Merdeka in Indonesia. It is an approach that customizes instruction to cater to students' needs. This study aimed to unveil the general perceptions of pre-service English teachers regarding DI, explore their understanding and practices within the framework of DI, and identify challenges in its implementation. This study applied a quantitative approach with a survey research design with EFL pre-service teachers as the participants. The research employed a structured questionnaire as the primary instrument and substantiated each item through validation procedures, including Cronbach's alpha analysis. The findings showed a comprehensive overview of pre-service English teachers' general perspectives on DI that influence their practical application of related techniques. These insights contributed to a deeper understanding of the efficacy of DI and informed pedagogical practices, teacher preparation programs, and curriculum development. This research divulged the crucial role of pre-service English teachers' perceptions in implementing DI in teaching and learning contexts. Additionally, the study highlighted challenges pre-service teachers face, such as time constraints, limited resources, and large class sizes, emphasizing the need for collaborative efforts among stakeholders to address these challenges. The outcomes of this study were expected to inform related parties about the significance of tailored instruction in fostering effective and inclusive instruction environments to reach educational goals.
Enhancing Learners' Character Development: Insights from Utilizing Learning Materials and Teaching-Learning Activities in TEFLIN Sukarno, Sukarno; Riyadini, Maria Vineki
Journal of Languages and Language Teaching Vol 12, No 3 (2024)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i3.11191

Abstract

The pedagogy of Teaching English as a Foreign Language in Indonesia (TEFLIN) underscores the significance of substantive content in language instruction. This paper elucidates the pivotal role of integrating culturally relevant materials into English teaching-learning curricula to effectively develop students’ linguistic competence and linguistic performance. Drawing upon the symbiotic relationship between language and culture, the discourse explores how native speakers' cultural nuances in instructional materials catalyze students' linguistic competence and character development. Central to this approach is the recognition that language acquisition encompasses understanding the cultural underpinnings inherent in communication. This study delves into the pedagogical framework wherein the exploration and elucidation of linguistic features within input texts serve as conduits for delving into students' indigenous wisdom, thereby fostering character-building opportunities. However, successfully integrating these materials for character development hinges upon educators' adeptness in devising contextually relevant teaching-learning activities. Emphasizing the intrinsic moral values interwoven within instructional materials, this paper delineates a structured approach to character development through TEFLIN. Based on experiential insights, this article delineates a procedural framework for leveraging learning materials and teaching-learning activities within TEFLIN to nurture character traits. The outlined phases encompass pre-teaching rituals to set a conducive learning environment, interactive pedagogical approaches during instruction, and reflective post-teaching assessments. Educators are empowered to cultivate a culture of ethical consciousness and character refinement among students by accentuating the integration of moral values throughout the instructional process.
Analysing determinants of professional teacher competency attainment in pre-service teacher professional education Sukarno; Suyud; Riyadini, Maria Vineki
Jurnal Kependidikan: Penelitian Inovasi Pembelajaran Vol 9, No 1 (2025)
Publisher : Directorate of Research and Community ServiceUniversitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/jk.v9i1.73011

Abstract

Among all educational resources, teacher professionalism significantly contributes to producing quality education graduates. Teachers stand at the forefront of the implementation of education in schools. As a dominant factor in the learning process, the quality of learning is strongly influenced by the quality of the teacher's performance in teaching. This study aims to identify determinant factors that determine the achievement of Teacher Professional Education (PPG) students' competencies to become professional teachers. This study reports the results of analyzing determinant factors as experienced teachers. The research design entails a quantitative survey study. A total of 288 respondents participated in the survey, comprising pre-service PPG students from several colleges in Yogyakarta and its environs. Survey results revealed determinant factors of professional teachers encompassing four dimensions: (1) teachers' attitudes towards teaching, (2) commitment to the teaching profession, (3) teachers' morale, and (4) teachers' work motivation. Emphasizing these dimensions in teacher education programs is vital for enhancing overall teaching quality.
Enhancing Learners' Character Development: Insights from Utilizing Learning Materials and Teaching-Learning Activities in TEFLIN Sukarno, Sukarno; Riyadini, Maria Vineki
Journal of Languages and Language Teaching Vol. 12 No. 3 (2024): July
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i3.11191

Abstract

The pedagogy of Teaching English as a Foreign Language in Indonesia (TEFLIN) underscores the significance of substantive content in language instruction. This paper elucidates the pivotal role of integrating culturally relevant materials into English teaching-learning curricula to effectively develop students’ linguistic competence and linguistic performance. Drawing upon the symbiotic relationship between language and culture, the discourse explores how native speakers' cultural nuances in instructional materials catalyze students' linguistic competence and character development. Central to this approach is the recognition that language acquisition encompasses understanding the cultural underpinnings inherent in communication. This study delves into the pedagogical framework wherein the exploration and elucidation of linguistic features within input texts serve as conduits for delving into students' indigenous wisdom, thereby fostering character-building opportunities. However, successfully integrating these materials for character development hinges upon educators' adeptness in devising contextually relevant teaching-learning activities. Emphasizing the intrinsic moral values interwoven within instructional materials, this paper delineates a structured approach to character development through TEFLIN. Based on experiential insights, this article delineates a procedural framework for leveraging learning materials and teaching-learning activities within TEFLIN to nurture character traits. The outlined phases encompass pre-teaching rituals to set a conducive learning environment, interactive pedagogical approaches during instruction, and reflective post-teaching assessments. Educators are empowered to cultivate a culture of ethical consciousness and character refinement among students by accentuating the integration of moral values throughout the instructional process.
Navigating the Digital Shift: Unveiling the TPACK Landscape among EFL Educators in Indonesia Sukarno; Riyadini, Maria Vineki; Alsamiri , Yasir
Script Journal: Journal of Linguistics and English Teaching Vol. 9 No. 1 (2024): April
Publisher : Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24903/sj.v9i1.1580

Abstract

Background: Enhancing English language learning activities can be achieved by integrating Technological Pedagogical Content Knowledge (TPACK). However, not all EFL teachers, particularly those participating in Indonesia's Teacher Professional Education Program (PPG), effectively harness TPACK to optimize their teaching methods. This study aims to explore TPACK proficiency among EFL teachers, emphasizing the disparities influenced by gender and school status, to guide targeted professional development strategies. Methodology: This study, conducted in 2023, was carried out by English Language Education study program lecturers who teach in the PPG. It employed a mixed-method study to investigate TPACK mastery among 285 EFL teachers. A comprehensive research questionnaire was developed and administered to assess TPACK proficiency, focusing on gender and school status as potential differentiators. Findings:The study delves into integrating TPACK dimensions in EFL teaching, revealing gender-neutral proficiency levels but significant disparities based on school status. While male and female teachers exhibited similar TPACK mastery, state school teachers demonstrated higher proficiency, indicating the influence of school context. Tailored professional development initiatives are crucial to address these disparities and foster effective technology integration in ELT, necessitating collaborative efforts among stakeholders to overcome challenges and promote innovative pedagogical practices conducive to modern learning environments. Conclusion:This study illuminates EFL teachers' TPACK mastery and obstacles and prospects. While ICT integration is difficult, the TPACK framework offers potential ways to create engaging learning environments. Successful implementation requires overcoming instructional challenges and maintaining stakeholder support. To maximize teaching and learning, educators must adapt their methods to technology. Originality: The study fills a knowledge gap by examining EFL teachers' TPACK proficiency, providing insights into gender and school status differences, and insights on challenges and opportunities. Given the prevalent use of technology in education, it is imperative to assess TPACK among professionally employed EFL teachers
Co-Authors Alsamiri , Yasir Jinabe, Megan Lestari, Aryanti Eka M. Sukarno Sukarno Suyud