JETL (Journal Of Education, Teaching and Learning)
Journal of Education, Teaching and Learning is a peer-reviewed scientific open access, with e-ISSN : 2477-8478 and p-ISSN 2477-5924 published by Institute for Managing and Publishing Scientific Journals at STKIP Singkawang, Indonesia in 2015. In Last 2016 Journal of Education, Teaching and Learning has built Organization and Editorial team to publish scientific paper
Articles
559 Documents
<![CDATA[Middle Management and Instructional Leadership: The Case of Natural Sciences’ Heads of Departments in South Africa ]]>
<![CDATA[Cynthia B Malinga]]>;
<![CDATA[Loyiso C Jita]]>;
<![CDATA[Abiodun A Bada]]>
<![CDATA[ JETL (Journal of Education, Teaching and Learning) Vol 6, No 2 (2021): Volume 6 Number 2 September 2021 ]]>
Publisher : <![CDATA[STKIP Singkawang ]]>
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DOI: 10.26737/jetl.v6i2.2425
<![CDATA[Natural sciences heads of departments often find themselves in the middle, shuttling between one role as part of the school management team, and another as an ordinary classroom teacher whose role as subject and instructional leaders is made even more complex because of the several duties incorporated in the subject which brings together other science disciplines, with each having its own disciplinary culture and expectations. The crucial role played by this group of teachers in the area of management and instructional leadership can go a long way in determining effective output in teaching and learning. This study reports on a mixed methods approach to explore the practices of natural sciences heads of department, as they provide instructional leadership to the teachers in a multidisciplinary context of their subject. This research involved 30 participants who responded to the questionnaire and 6 purposively selected subject heads of department interviewed and observed from four districts in the Gauteng Province of South Africa. The data collected through questionnaire, semi-structured interview and observations were analysed using descriptive statistics and content analysis. The results from this investigation revealed that natural science heads of departments devise creative ways to mitigate the challenge of differently qualified natural science teachers. These study concludes that the effectiveness of heads of departments as instructional leaders is influenced by the immense pressure from the dual roles of managing from the middle, which also appear to affect the optimal implementation of the natural science curriculum.]]>
<![CDATA[Multicultural Aspects of 21st Century Learning Using Digital Posters ]]>
<![CDATA[Tiara Saputri Darlis]]>;
<![CDATA[Fairuz Fairuz]]>;
<![CDATA[Ninuk Lustiyantie]]>;
<![CDATA[Uwes Anis Chaeruman]]>
<![CDATA[ JETL (Journal of Education, Teaching and Learning) Vol 6, No 2 (2021): Volume 6 Number 2 September 2021 ]]>
Publisher : <![CDATA[STKIP Singkawang ]]>
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DOI: 10.26737/jetl.v6i2.2548
<![CDATA[21st century learning is learning that has the characteristics of being accessible, digital oriented, big data science and this learning is not limited to the distance of space and time. Poster presentation is a general form of educational information that is easily accessible, can be spread quickly with the presence of television, gadgets and the internet. This research method is descriptive qualitative method. While the research data in the form of educational posters. The results of this study are in the form of poster media requirements that are used as educational media, namely; 1) The content shall not contents that may offend the community/learning participants. The presented content shall be accepted by audience even with language and cultural differences. 2) The information shall be clear thus the message of the poster is well conveyed to audience with different cultural aspect. 3) The contents should be attractive, contains illustration images, and explanatory writings that make audience interested in the poster. 4) The development of digital poster with various version of local language may increase acceptabability among local language speaker.]]>
<![CDATA[Investigating Terminologies in Teaching Literature: A Corpus Study ]]>
<![CDATA[Agista Nidya Wardani]]>;
<![CDATA[Adityo Adityo]]>
<![CDATA[ JETL (Journal of Education, Teaching and Learning) Vol 6, No 2 (2021): Volume 6 Number 2 September 2021 ]]>
Publisher : <![CDATA[STKIP Singkawang ]]>
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DOI: 10.26737/jetl.v6i2.2380
<![CDATA[Regarding the literature subjects provided by the English Language Education Department, University of Muhammadiyah Malang, some students conduct researches on literature in their thesis. They find difficulties in doing the research as lacking of experience in discussing the thing and lacking vocabulary in describing terminologies. This research was designed to help the students whose major is English Education to maintain their study, especially on teaching English literature by finding out the terminologies in teaching literature books in terms of their frequency, example of their use, and meaning (in context). The objects of this research are Teaching and Learning English Literature by Ellie Chambers and Marshall Gregory, and Teaching Holocaust Literature and Film by Robert Eaglestone and Barry Langfor (Ed.) talking about teaching literature. The research method is document analysis. In number, there is no significant difference between them. No literary terminology that is more than 250 words. Beside, since they talk the same scope, the meanings of the terminologies are the same. Further, both present different use of terminologies. In some sentences, the terminologies are used to explain something closer to literature, yet in some other sentences, the terminologies are used to describe or explain the things related to teaching literature.]]>
<![CDATA[Strategies of Supporting Progressed Learners for Quality Teaching and Learning in Vhembe District, Limpopo, South Africa ]]>
<![CDATA[Fhulufhelo Patrick Muedi]]>;
<![CDATA[Azwidohwi Philip Kutame]]>;
<![CDATA[Thelma Ngidi]]>;
<![CDATA[Chinaza Uleanya]]>
<![CDATA[ JETL (Journal of Education, Teaching and Learning) Vol 6, No 2 (2021): Volume 6 Number 2 September 2021 ]]>
Publisher : <![CDATA[STKIP Singkawang ]]>
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DOI: 10.26737/jetl.v6i2.2430
<![CDATA[Progressed learners differ from their counterparts. The difference is reflected in their assimilation, retention and abilities to reproduce what they are taught. Meanwhile, progressing learners due to policy is insufficient, certain support strategies are to be in place. Hence, the study investigated the strategies of supporting “qualified to be progressed” (QP) learners for quality learning and teaching. Mixed methods was employed for data collection. Random and purposive sampling techniques were used to select teachers and School Management Team (SMT) members respectively who formed the study sample. The study was conducted in 10 purposively selected secondary schools in the Vhembe education, Limpopo, South Africa. Questionnaires were used to collect data from 165 selected teachers who were the respondents for the quantitative part of the study. Meanwhile interviews were conducted for the 10 SMTs who formed the participants for the qualitative part of the study. Percentage was used to analyse the quantitative data, while the qualitative data were used for triangulation. The finding of the study showed amongst others that there are no specific support strategies put in place to assist progressed learners to catch up with their counterparts. The study recommends that schools and relevant education stakeholders put in place support strategies to assist progressed learners.]]>
<![CDATA[The Analysis of Learning Plan conditions for General Courses (MKU) at Tidar University Based on E-Learning ]]>
<![CDATA[Hari Wahyono]]>;
<![CDATA[Dzikrina Dian Cahyani]]>;
<![CDATA[Delfiyan Widiyanto]]>
<![CDATA[ JETL (Journal of Education, Teaching and Learning) Vol 6, No 2 (2021): Volume 6 Number 2 September 2021 ]]>
Publisher : <![CDATA[STKIP Singkawang ]]>
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DOI: 10.26737/jetl.v6i2.2647
<![CDATA[This study aimed to review the condition of e-learning-based general course (MKU) learning planning at Tidar University and its conformity with the vision and mission of Tidar University. Learning planning is an important aspect as a reference for implementation and reflection of learning. The type of this research is evaluation. Evaluation research is a research with systematic analysis using a five-step discrepancy model. A qualitative research approach was applied to analyze the data. Data were collected through interviews, observation, and documentation. The research subject is a lecturer at MKU at Tidar University, while the object of research is RPS MKU. The research took place at Tidar University from January 2021-December 2021. The results showed that the e-learning-based general course learning planning at Tidar University had been prepared by the majority of course lecturers where the percentage of lecturers who compiled RPS was 97%, and the rest by 3% no. In general, the preparation of learning plans has been categorized as good, namely the preparation of lecture materials, preparation of final skills, study materials for each meeting, learning methods, time allocation, student learning experiences, and the use of case study learning methods and team problem base learning. Weaknesses in learning planning were found at the stage of compiling graduate learning outcomes and subject learning outcomes that did not refer to the higher education curriculum in the era of the industrial revolution 4.0 and the standard of the Tidar University learning process. In addition, another drawback is that the preparation of the final capabilities of each meeting has not been formulated in accordance with the provisions. The preparation of assessment criteria and assessment indicators has not been systematically arranged where case study learning and team problem base learning have not been fully measured]]>
<![CDATA[Modular Distance Learning: Its Effect in the Academic Performance of Learners in the New Normal ]]>
<![CDATA[Janina Molina Dargo]]>;
<![CDATA[Michelle Dimas]]>
<![CDATA[ JETL (Journal of Education, Teaching and Learning) Vol 6, No 2 (2021): Volume 6 Number 2 September 2021 ]]>
Publisher : <![CDATA[STKIP Singkawang ]]>
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DOI: 10.26737/jetl.v6i2.2672
<![CDATA[Due to Covid-19 pandemic, schools, particularly in the rural areas employed Modular Distance Learning (MDL) to ensure education continuity. This study seeks to investigate the effects of MDL in the academic performance of learners whether there is a significant difference in their performance before and after the implementation of MDL. Mixed method was applied in this study; Quantitative using T-Test to compare the GWA of learners and Qualitative through the use of semi-structured interview to find out the perceived effect of MDL to 15 parents, 10 learners, and 7 teachers and their recommendations. The study revealed that the 2.25% decrease in the GWA of learners after the implementation of MDL denotes a significant difference in their academic performance. MDL strengthens family bonding, independent learning, and is cost-effective. However, it is an additional workload to working parents, there is limited teacher-learner interaction, learners lack socialization with other children and have no exposure to significant school activities but are rather exposed to many distractions at home. To bridge the gaps, simplifying of modules accompanied by video lessons and audio recordings, conduct of online mediations, neighborhood instruction and home visitations are recommended. The results of this study will help teachers reflect on their current teaching strategies and improve learning outcomes. Future researchers who will conduct research related to Modular Distance Learning may also consider the findings of this study in drafting their related concepts.]]>
<![CDATA[Desiderius Erasmus and Christian Education ]]>
<![CDATA[Wingga Witsi Lumangkun]]>;
<![CDATA[Valentino Reykliv Mokalu]]>
<![CDATA[ JETL (Journal of Education, Teaching and Learning) Vol 7, No 1 (2022): Volume 7 Number 1 March 2022 ]]>
Publisher : <![CDATA[STKIP Singkawang ]]>
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DOI: 10.26737/jetl.v7i1.2909
<![CDATA[The aims of this article is to discuss the problem of challenges from the perspective of humanism in its correlation with christian religious education. Desiderius Erasmus gave a big contribution to the development of humanism itself, because humans need to self expolarate themselves freely, so that the essence of his view of humanism makes a clear contribution to humans who can actualize themselves to humanize humans. The research method used in this article is library re-search with an interpretive approach where the meaning of the text is raised as the text speaks. In conclusion, Humanism basically teaches humans that all humans are the same there are no differences, which is part of the world and god's creation. The application of the humanism viewpoint in christian religious education can not only help to deal with conflicts based on differences but also can help unite humanity based on human values itself.]]>
<![CDATA[“Managing Staff WFH in Crisis Times” - How Are Teacher Education Managers Supporting Staff Working Remotely at an Odel College? ]]>
<![CDATA[Fulufhelo Mukhathi]]>;
<![CDATA[Samson L Tshabalala]]>;
<![CDATA[Christy J Kotze]]>;
<![CDATA[Micheal M Van Wyk]]>
<![CDATA[ JETL (Journal of Education, Teaching and Learning) Vol 7, No 1 (2022): Volume 7 Number 1 March 2022 ]]>
Publisher : <![CDATA[STKIP Singkawang ]]>
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DOI: 10.26737/jetl.v7i1.2739
<![CDATA[The sudden onslaught of the Covid-19 pandemic changed how university managers operate. Staff working from home (WFH) needed support and teacher education managers (TEM) played an important role in giving such support. This study is underpinned by the crisis leadership theory and ubuntu-oriented management style. The aim of this exploratory study is to ascertain the support strategies provided by TEM to staff WFH during the Covid-19 pandemic. To achieve the aim, this study investigates motivational support TEM provided to staff WFH during the pandemic. The aim included establishing which stress management techniques TEM used to support staff WFH and explore communicative tools used to support staff WFH. The constructivist-interpretivist lens is foregrounding the qualitative single case research, exploring the kind of support that six distance managers provided to staff WFH at an open distance e-learning university. Results revealed that staff WFH were acknowledged and rewarded for hard work and excellence. Several web-based video-conferencing sessions were offered through online Teams webinars, seminars, workshops and stress management techniques. Further research needs to be undertaken to determine, through a mixed-method design, how TEM employed stress management techniques for staff WFH, which may yield different results.]]>
<![CDATA[Pre-Service Teachers Experiences during Teaching Practice in South Africa: Challenges and Solutions ]]>
<![CDATA[Oyinlola Omolara Adebola]]>
<![CDATA[ JETL (Journal of Education, Teaching and Learning) Vol 7, No 1 (2022): Volume 7 Number 1 March 2022 ]]>
Publisher : <![CDATA[STKIP Singkawang ]]>
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DOI: 10.26737/jetl.v7i1.3146
<![CDATA[Pre-service teachers who want to become professional teachers are mandated to go for teaching practice at schools to implement the skills learnt in the classroom. Therefore, it is crucial for proper and adequate preparation at various schools where they will be teaching. Unfortunately, experiences from pre-service teachers, literature, and observations have testified that schools do not prepare enough, especially in resources. To address this issue, the study identified challenges pre-service teachers encountered during teaching practice and explored the possible solutions pre-service teachers faced. The study adopted Transformative Leadership Theory (TLT) as a theoretical framework, Participatory Research (PR) as research design, while Transformative Paradigm TP was adopted to lens the study. The selection of participants was done using a random sampling technique in order to be fair and unbiased. So, 10 out of 40 reflective assessments submitted by final year students were selected. Student reflection was used as a data collection method, while Thematic Analysis (TA) was adopted to analyse the data generated. The findings show that schools do not adequately prepare to receive pre-service teachers for teaching practice. It thereby recommended that schools with the intervention of the government, should try as much as possible to render support, especially in the area of educational resources, since there cannot be effective teaching in its absence. Again, the study recommends that schools orient learners about their perspectives towards pre-service teachers. .]]>
<![CDATA[Public Speaking Anxiety of University Students in EFL Context ]]>
<![CDATA[Novelia Fathikasari]]>;
<![CDATA[Agus Gozali]]>;
<![CDATA[Devinta Puspita Ratri]]>
<![CDATA[ JETL (Journal of Education, Teaching and Learning) Vol 7, No 1 (2022): Volume 7 Number 1 March 2022 ]]>
Publisher : <![CDATA[STKIP Singkawang ]]>
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DOI: 10.26737/jetl.v7i1.2741
<![CDATA[Public speaking anxiety poses great challenges to developing these skills. It is estimated that approximately 15% to 30% of the general population suffer from public speaking anxiety, which is the most common type of social phobia. Excessive public speaking anxiety can lead to enormous stress and frustration, impaired speech performance, and further avoidance of social situations that require making public presentations, especially for students. This study aims to investigate the level and the factors that mostly occurred among university students in public speaking. The researchers used a questionnaire of Public Speaking Anxiety (PSA) by Noorrachima (2020) and made the senior students of the English Department as the respondents for this research. The result of the study showed that the PSA level of the seniors of ELEP UB is high and the general sense factor is the highest chosen factor that triggers their public speaking anxiety.]]>
