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All Journal PREMISE: Journal of English Education and Applied Linguistics Wiralodra English Journal (WEJ) Gaba-Gaba
Loppies, Hellien Jequelin
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Arts Education Languange, Linguistic, Communication & Media Social Sciences Other

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EFL IN-SERVICE TEACHERS' EFFICACY BELIEFS: FINDINGS FROM AN UNDERDEVELOPED INDONESIAN CONTEXT Loppies, Hellien Jequelin; Patty, Jusak
Premise: Journal of English Education and Applied Linguistics Vol 13, No 3 (2024): Premise Journal: e-ISSN 2442-482x, p-ISSN 2089-3345
Publisher : Universitas Muhammadiyah Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/pj.v13i3.10939

Abstract

Numerous studies have significantly highlighted the importance of exploring English as a foreign language (EFL) teachers' efficacy belief in different contexts. Nevertheless, examining teachers' capability to take action in underdeveloped settings where constrained circumstances may hinder them from undertaking necessary actions for better student achievement is scarce to date. This mixed-methods study then investigated the self-efficacy beliefs of Indonesian EFL in-service teachers in the underdeveloped region of Maluku province. This study explored how teachers perceived self-efficacy influenced their pedagogical content knowledge (PCK) and instructional practices in this resource-constrained context. Data were collected from 39 teachers through the English Language Teachers' Efficacy Beliefs Questionnaire and semi-structured interviews. The findings revealed moderate levels of self-efficacy across domains like teaching knowledge, ethics, classroom management, instructional strategies, student engagement, and evaluation. Teachers faced challenges in providing effective language models, seeking professional development, and catering to diverse learner needs. Their self-efficacy beliefs shaped approaches to curriculum implementation, understanding learners, instructional delivery, and classroom practices. The underdeveloped context likely contributed to moderate self-efficacy due to limited resources and student diversity. Strengthening teacher education programs emphasizing self-efficacy, PCK, and evidence-based practices and establishing supportive professional learning communities could enhance teachers' effectiveness in fostering positive learning environments and improving English education quality in underdeveloped regions. These findings imply that targeted interventions that enhance teacher self-efficacy could be crucial in improving educational outcomes in resource-constrained settings like Maluku.
TEACHER TALK AND STUDENTS TALK IN EFL CLASS ACTIVITY: SECONDARY SCHOOL CONTEXT Tupalessy, Pricilia; Ferdinandus, Marcy S.; Loppies, Hellien Jequelin
Wiralodra English Journal (WEJ) Vol. 8 No. 1 (2024): Wiralodra English Journal (WEJ)
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/wej.v8i1.266

Abstract

The study focuses on the dynamics and types of teacher and student talks in EFL classrooms. It highlights whether teacher or student talk dominates class and impacts students' language acquisition. It was conducted in an Eastern Indonesian secondary school and employed exploratory sequential mixed methods. The data were collected from an English teacher and 32 students through interviews and observations. Thematic analysis and relative frequency distribution table were used for data analysis. The findings showed that teacher talk dominated classroom activities and made student-centred learning lacking, thus affecting students' language acquisition. Various teacher and student talk categories were identified using the Flander Interaction Analysis Category (FIAC) framework. Teacher Talk (TT) involved indirect influences such as accepting feelings, praises or encourages, using students' ideas, and asking questions. The direct influence includes lecture, giving directions, and criticizing students' behaviour. While Student Talk (ST) had students' responses, students-initiated silence and confusion. Implications suggest enhancing teachers' conversation management skills and fostering a more student-centred approach to facilitate students' language practice and participation. Additionally, future researchers who wish to conduct similar research can develop deeper by looking at other aspects that positively impact interaction in the English language classroom.
PENGUATAN KAPASITAS GURU BAHASA INGGRIS DALAM PEMBELAJARAN MEMBACA DAN MENULIS DENGAN PENDEKATAN DIAGNOSTIC TEACHING MODEL (DTM) Patty, Jusak; Loppies, Hellien Jequelin; Ferdinandus, Marcy Saartje
Gaba-Gaba : Jurnal Pengabdian Kepada Masyarakat dalam Bidang Pendidikan Bahasa dan Seni Vol 2 No 2 (2022): Gaba-Gaba: Jurnal Pengabdian Kepada Masyarakat dalam Bidang Pendidikan Bahasa dan
Publisher : Universitas Pattimura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/gabagabavol2iss2pp31-36

Abstract

Kegiatan ini bertujuan untuk melatih guru-guru Bahasa Inggris pada komunitas MGMP SMP di Kabupaten Kepulauan Aru, Provinsi Maluku untuk mengembangkan model pembelajaran membaca dan menulis dengan Model Pembelajaran Diagnostik (Diagnostic Teaching Model). Hal ini merupakan respon terhadap pembelajaran literasi yang menjadi faktor penting dalam kurikulum prototype 2022. Dengan dilakukannya kegiatan ini, diharapkan bahwa para guru dapat mengembangkan rancangan pembelajaran yang bermakna sebagai sarana untuk memberi eksposure terhadap input Bahasa target kepada peserta didik. Selain itu, guru juga dilatih untuk mengajar siswa untuk membuat desain pembelajaran yang aktif, ramah dan responsif secara khusus dalam pengembangan literasi Bahasa Inggris siswa sekolah menengah. Kegiatan ini dilakukan dengan menggunakan metode pelatihan pengembangan rancangan pembelajaran dengan menerapkan Model Pembelajaran Diagnostik pada tanggal 7 April 2022. Peserta terdiri dari 31 orang guru Bahasa Inggris di Kabupaten Kepulauan Aru, Provinsi Maluku.
KOLABORASI PERGURUAN TINGGI DAN SEKOLAH DALAM PROGRAM PENGENALAN LAPANGAN PERSEKOLAHAN: STUDI KASUS DI SMP KARTIKA XIII-I AMBON Que, Stella Rose; Loppies, Hellien Jequelin
Gaba-Gaba : Jurnal Pengabdian Kepada Masyarakat dalam Bidang Pendidikan Bahasa dan Seni Vol 2 No 1 (2022): Gaba-Gaba: Jurnal Pengabdian Kepada Masyarakat dalam Bidang Pendidikan Bahasa dan
Publisher : Universitas Pattimura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/gabagabavol2iss1pp1-6

Abstract

Program Pengenalan Lapangan Persekolahan (PLP) merupakan bagian integral dari pendidikan profesi guru untuk memperkuat kompetensi pedagogik dan sosial mahasiswa. Artikel ini bertujuan untuk menggambarkan kolaborasi antara perguruan tinggi dan sekolah dalam pelaksanaan PLP di SMP Kartika XIII-I Ambon. Kegiatan ini dilaksanakan oleh mahasiswa program studi kependidikan yang didampingi oleh dosen pembimbing dan guru pamong. Metode pelaksanaan menggunakan pendekatan partisipatif melalui observasi, refleksi, dan keterlibatan langsung mahasiswa dalam aktivitas sekolah. Hasil kegiatan menunjukkan bahwa kolaborasi yang erat antara pihak kampus dan sekolah mampu menciptakan lingkungan belajar yang saling mendukung dan berdampak positif terhadap pengembangan profesionalisme calon guru. Artikel ini merekomendasikan perlunya penguatan sinergi antara lembaga pendidikan tinggi dan sekolah dalam pengembangan program PLP yang lebih efektif dan berkelanjutan.
Co-Authors Ferdinandus, Marcy S. Ferdinandus, Marcy Saartje Jusak Patty Stella Rose Que Tupalessy, Pricilia