Yofrina Octika Gultom
National Dong Hwa University (NDHU)

Published : 3 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 3 Documents
Search

PROMOTING SELF-REFLECTION THROUGH POSITIVE TEACHER’S CAMP Yofrina Octika Gultom
International Journal of Teaching and Learning Vol. 2 No. 9 (2025): International Journal of Teaching and Learning (INJOTEL)
Publisher : Adisam Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Promoting self-reflection among teachers is crucial for fostering personal and professional growth. The Positive Teacher’s Camp in Indonesia provides a platform for teachers to engage in reflective teaching practices and establish connections among teachers. This camp was organized by Generasi Cerdas Indonesia (GCI) and Initiatives of Change (IofC) Indonesia. The camp agenda includes self-reflection exercises, plenary sessions, workshops, and guided discussions, all aimed at creating a safe and supportive environment for teachers to evaluate their teaching methods and students' approach. Participants are encouraged to evaluate their performance, identify areas for improvement, and integrate regular self-reflection into their teaching practice. This paper aims to promote the importance of self-reflection in education, empowering teachers for personal and professional development. This study used the qualitative descriptive methodology to present a clear and comprehensive overview of the camp. This approach seeks to directly describe phenomena by observing the camp to gather firsthand data on its conduct and the topics discussed. In conclusion, the Positive Teacher’s Camp plays a crucial role in nurturing the personal and professional growth of teachers, leading to improved educational outcomes for students by fostering a culture of continuous improvement and development, including practice of regular self-reflection in teaching learning process
BEYOND WORDS: EXPLORING LANGUAGE EXCHANGE AND CULTURAL CONNECTION AT SPEAK DATING 2024 IN ZHUTIAN Yofrina Octika Gultom
INJOSEDU: International Journal of Social and Education Vol. 2 No. 9 (2025): International Journal of Social and Education (INJOSEDU)
Publisher : Adisam Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Today, as the world becomes more connected, language exchange plays an important role in helping people from different cultures understand each other and build meaningful relationships. This study looked at Speak Dating 2024, an event held in Zhutian, Taiwan, and organized by Polyglot.tw and the Taimei Foundation. The event encouraged real-life use of multiple languages, supported translanguaging and promoted cultural interaction among more than 30 table leaders from various language backgrounds. A qualitative case study approach was used, with the researcher participating both as an observer and as one of the language table leaders. Data collection involved participant observation, combining field notes, direct interactions, and analysis of event materials while the researcher also served as a table leader. Language learning and cultural connection were supported through the inclusive and relaxed environment. Participants conducted multilingual interaction, overcame linguistic challenges with creativity as well as respect for each other’s language, established cross-cultural relationships through common narration, laughter, as well as non-verbal cues. Multilingual table leaders in attendance, food-themed interactions, as well as unplanned cultural performances contributed towards enhanced experience as well as cultural consciousness. However, limitations such as interaction duration per activity, environmental noise, as well as periodic language anxiety were established as well. The research concludes that non-formal language exchange activities such as Speak Dating can be instrumental in supporting global citizenship based on linguistic curiosity, cultural humility, as well as interpersonal connection. Inferences made have pedagogical applications for language instructors as well as event facilitators designing inclusive, participatory environments for language learning as well as intercultural interaction.
INSTRUCTIONAL STRATEGIES IN BILINGUAL CLASSROOMS: A CLASSROOM OBSERVATION STUDY AT XIKOU BILINGUAL ELEMENTARY SCHOOL TAIWAN Yofrina Octika Gultom
Jurnal Ilmu Pendidikan dan Kearifan Lokal Vol. 3 No. 2 (2025): Jurnal Ilmu Pendidikan dan Kearifan Lokal (JIPKL)
Publisher : CV. ADIBA ASIHA AMIRA

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

A classroom observation study at Xikou Bilingual Elementary School in Taiwan explored the instructional strategies applied in bilingual classes. The research findings highlight three key aspects of effective teaching in a bilingual classroom: the balanced use of Mandarin and English, the incorporation of media and games, and a persuasive student-centered approach. Observing the instructional strategies in bilingual classrooms offers insights into how teachers use certain approaches and media to support the students’ learning process. The primary data collection methods for this study are classroom observations and teacher brief interviews which provide rich, contextualized data about how bilingual education is practiced in the classroom. It was found that the teacher effectively balances both languages, facilitating language acquisition while maintaining clarity in instruction. Multimedia tools such as videos and interactive games are used to engage students, enhance understanding, and promote active participation in lessons. The teacher also adopts a persuasive and supportive teaching style, motivating students and fostering a positive classroom environment. Through the observation, it is recommended to emphasize the importance of end-of-lesson reflection sessions in enhancing student engagement and retention. By allowing students 3-5 minutes at the end of each lesson to reflect on key learnings, challenges, or interesting aspects, the teacher encourages self-awareness and deeper learning. This reflective practice, whether through individual journaling or group discussions, provides valuable insights for both teachers and students, ultimately improving the overall learning experience