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All Journal FONDATIA TELL - US JOURNAL
Ainun, Nabila Hasri
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Education Languange, Linguistic, Communication & Media Social Sciences Other

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CONVERGENCES AND DIVERGENCES BETWEEN AN EFL TEACHER’S BELIEFS AND CLASSROOM PRACTICES IN TEACHING SPEAKING Ainun, Nabila Hasri; Yusuf, Fazri Nur
TELL - US JOURNAL Vol 9, No 4 (2023): English Education Art
Publisher : Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22202/tus.2023.v9i4.7471

Abstract

Revealing teachers’ beliefs about teaching in EFL speaking contexts may help better teaching practice. This research was conducted to investigate a teacher’s belief about teaching speaking focusing on convergences and discrepancies between the beliefs and the practices in the classroom. Grounded in a qualitative case study with interviews and classroom observations, an experienced English teacher with more than 10 years of teaching speaking in English participated in the study. The results of the study indicated that the teacher paid more attention to fluency and gave practical speaking tips when the students encountered communication breakdowns. Further, the teacher generally practiced her belief in the classroom, even though she encountered some discrepancies. It was due to some students’ factors including students’ language proficiency and their affective factors. Therefore, it is essential for EFL teachers to systematically and regularly monitor the relations between their beliefs and practices through reflective practices in order to improve their everyday practice of teaching speaking in particular. It is further suggested that teachers get engaged in some reflective practices to bridge their beliefs and teaching practices and find out how the reflection can benefit their beliefs and instructional decisions. 
Penerapan Media Tanggaris (Ular Tangga Hubungan antar Garis) dengan TaRL untuk Meningkatkan Hasil Belajar Siswa SD Rukmana, Rani Aryanti; Azzahroh, Fatimah; Ainun, Nabila Hasri
FONDATIA Vol 10 No 1 (2026): MARET
Publisher : Pendidikan Guru Madrasah Ibtidaiyah STIT Palapa Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36088/fondatia.v10i1.6053

Abstract

Teacher-centered learning is often less optimal because it does not sufficiently account for differences in students’ developmental stages and levels of understanding and tends to maintain theoretical, traditional methods. This study aimed to assess the effectiveness of the Tanggaris media (Ular Tangga Hubungan Antar Garis) combined with the Teaching at the Right Level (TaRL) approach in improving students’ understanding of the concept of relationships among lines in Mathematics. The study employed a quantitative pre-experimental one-group pretest–posttest design involving 23 third-grade students at a public school in Bogor City. The research instrument was a 10-item multiple-choice test administered before and after the intervention, while data analysis was conducted using the Shapiro–Wilk normality test, N-Gain calculation, and a paired-samples t-test. The normality test results indicated that the data were normally distributed, with pretest significance of 0.321 > 0.05 and posttest significance of 0.069 > 0.05. The mean student score increased from 57.8 on the pretest to 81.7 on the posttest, with an N-Gain value of 0.5330, indicating moderate effectiveness. The paired-samples t-test showed a significance value (2-tailed) of 0.000 < 0.05; thus, the alternative hypothesis was accepted, indicating that the use of Tanggaris media with the TaRL approach had a significant effect on students’ learning outcomes. Accordingly, the implementation of TaRL-based Tanggaris media was effective in improving students’ understanding of relationships among lines and making the learning process more adaptive and meaningful.
Co-Authors AZZAHROH, FATIMAH Fazri Nur Yusuf Rukmana, Rani Aryanti