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All Journal JEES (Journal of English Educators Society) Pedagogy : Journal of English Language Teaching
Aprilia Arnis Ginting
Sanata Dharma University
Education Environmental Science Languange, Linguistic, Communication & Media Social Sciences Other

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Designing pedagogical narrative stories: Delving deeper into problem-solving skills of pre-service English teachers Aprilia Arnis Ginting; Paulus Kuswandono
JEES (Journal of English Educators Society) Vol 5 No 2 (2020): October
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v5i2.538

Abstract

Educating Pre-Service English Teachers (PSETs) to be ready to face challenges is a response to the fast changing globalized world. Hence, preparing future teachers to apply problem-solving skills in dealing with teachers’ challenges in the classroom is necessary. This study was intended to design a set of pedagogical narrative stories which enquire problem-solving skills of PSETs. The pedagogical narrative stories were designed as a supplementary material in micro teaching class to help PSETs understand the complex issues of teaching and learning process. This study was based on ADDIE model. The designed material product consists of six units of teachers’ real life in adapted stories. Each unit contains critical discussion and reflective activities namely: Story, Individual Reflection, Group Sharing, Class Discussion and Resolution. The final product was validated by subject matter expert who has credibility in writing English learning books. The validated outcome showed that the supplementary materials are appropriate for PSETs in micro teaching class. The finding is projected to construct positive awareness on the importance of problem-solving skills to enhance PSETs’ competence in dealing with classroom problems by answering questions more critically and reflectively. HIGHLIGHTS: · Problem solving skills can support PSETs in dealing with unpredicted occurrences beyond mastering knowledge and teaching materials in class. · Factual problems and guided reflections can provide PSETs with story engagement that is close to the real life of becoming teachers. · Through reflective practices, PSETs have opportunities to evaluate and make meaning of their previous educational experiences to become decision makers.
Challenges Faced by English Teachers: Implementation of Higher Order Thinking Skills (HOTS) in Designing Assignments in East Indonesia Aprilia Arnis Ginting; Paulus Kuswandono
Jurnal Pedagogy Vol 8 No 1 (2020): Pedagogy: Journal of English Language Teaching
Publisher : State Institute for Islamic Studies IAIN of Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (324.877 KB) | DOI: 10.32332/pedagogy.v8i1.1688

Abstract

Higher Order Thinking Skills (HOTS) have been implemented in Indonesia as part of the 21st Century learning to face Industry Revolution 4.0. The implementation of HOTS is also fully supported by the Minister of Education (MoE) considering, that those critical thinking skills are fundamental to facilitate the graduates with problem-solving and decision making. Nevertheless, very limited references discuss English teacher perceptions on the implementation of HOTS in terms of designing assignments for English learning. As HOTS implementation cannot be separated from the teachers’ role, the teachers are supposed to exhibit good skills in designing assignments by integrating HOTS aspects. The research question and objective of this study relate to the following issue: what are the challenges of designing HOTS assignments as perceived by English teachers in East Indonesia? The research participants were twenty Senior High School English teachers in Flores Island, East Nusa Tenggara, Indonesia. The researchers developed our research instruments, namely questionnaire, class observation, Focus Group Discussion (FGD), and interview. The data were subsequently cross-checked with the results from each instrument to triangulate the data consistency. This study indicated that the participants had a positive perception of designing HOTS assignments. However, the participants also faced challenges in its implementation. They were divided into three categories, namely: teachers’ knowledge, teachers’ preparation, and students’ limited ability. These findings also provided the reasons why English teachers need to construct positive awareness on the importance of HOTS in designing assignments to improve the quality of the English learning process.
Co-Authors Paulus Kuswandono