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All Journal Indonesian Journal of Applied Linguistics (IJAL) International Journal of Education
Iyen Nurlaelawati
Indonesia University of Education
Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences

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PEDAGOGICAL COMPETENCE DEVELOPMENT OF UNIVERSITY TEACHERS WITH NON-EDUCATION BACKGROUND: THE CASE OF A LARGE UNIVERSITY OF EDUCATION IN INDONESIA Novianti, Nita; Nurlaelawati, Iyen
International Journal of Education Vol 11, No 2 (2019): February 2019
Publisher : UPI Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ije.v11i2.15711

Abstract

Pedagogical competence of university teachers or lecturers has lately gained much attention from researchers; however, no research has specifically examined the pedagogical competence of lecturers with a non-education background. Herein, drawing upon Olsson et al. (2010) pedagogical competence development and under the Indonesian legislation of lecturer pedagogical competence, we investigated the efforts made by lecturers with a non-education background in a large Indonesian university of education to develop their pedagogical competence. As many as 40 lecturers took part in our preliminary survey of lecturer pedagogical development, and 20 of them joined our interviews and focus group discussions. Based on the results of the survey and focus group discussions, we gained a description of the efforts made by the lecturers in developing their pedagogical competence, their perceptions of the extent to which their university has facilitated their pedagogical development, and the perceived challenges. Recommendations are drawn based on the results of the research to create a model of pedagogical competence development that is suitable for the lecturers and lecturers with a non-education background in general.
THE PRACTICE OF GENRE-BASED PEDAGOGY IN INDONESIAN SCHOOLS: A CASE OF PRESERVICE TEACHERS IN BANDUNG, WEST JAVA PROVINCE Nurlaelawati, Iyen; Novianti, Nita
Indonesian Journal of Applied Linguistics Vol 7, No 1 (2017): Vol. 7 No. 1, May 2017
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v7i1.6869

Abstract

This paper reports preservice teachers’ knowledge and understanding about genre-based pedagogy in the curriculum and its implementation in their EFL classrooms. Six participants who were taking their teaching practicum program in two different state schools took part in the study. Employing a case study design, the data were collected through questionnaire, observations, interviews, and document analysis (lesson plans). The findings show that the preservice teachers had varying degrees of knowledge and understanding of what genre-based pedagogy is and how to apply it in the teaching and learning. All of them, though, believe that genre-based pedagogy is very useful and applicable in EFL teaching and learning. Out of the six participants, four employed the pedagogy in their classroom teaching and learning. There is, however, a gap between what the preservice teachers know and understand about genre-based pedagogy and how they apply it in the classroom. Most of the preservice teachers skip the most important part in genre-based pedagogy, namely building knowledge of the field. They also do not give feedback to their students’ writing. These findings have some implications for the English teacher education in Indonesia. Teacher education institutes should pay more attention on preservice teachers’ practices in the classroom. Cooperation between the teacher supervisor, lecturer, and preservice teachers is really needed.
READING ALOUD STRATEGIES IN READING ENGLISH TEXTS Nurlaelawati, Iyen; Dzulqodah, Shofa
Indonesian Journal of Applied Linguistics Vol 3, No 2 (2014): Volume 3 No. 2 January 2014
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v3i2.663

Abstract

Abstract: Reading aloud by a young language learner shows unique patterns as the evidence of his/her language data processing. This study, thus, explored the strategies applied by an Indonesian young language learner to read English written texts aloud to identify errors that actually bring certain benefits in her language learning process such as making intelligent guesses when she encountered unfamiliar words. It adopted qualitative case study design involving a seven-year old girl as the subject, who had been exposed to English four yearearlier.The data were gained through observing her reading and interviewing her after reading. The data from both techniques confirmed each other and provided in-depth data analysis.Next, the data were analyzed under the the framework synthesized from Littlewood (1984). The findings indicated that to read aloud the subject made use of three strategies among others: overgeneralization, transfer and simplification. This means that the subject employed her L2 oral proficiency and L1 reading ability to process the L2 data from reading. The study implies that educators need to pay moreattention on how children process the language data they gain and to povide appropriate learning environments in order to prepare them to be better readers, beside improving awareness in similarities and differences of L1 and L2.Keywords:young learner, reading strategies, read aloud
Recontextualising Genre-Based Pedagogy in Indonesian Context: A Case of Preservice Teachers Nurlaelawati, Iyen; Lengkanawati, Nenden Sri; Gunawan, Wawan
International Journal of Education Vol 12, No 2 (2020): Volume 12, Issue 2
Publisher : UPI Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ije.v12i2.23394

Abstract

This study focused on how two preservice teachers applied genre-based pedagogy in their teaching practices during teaching practicum in order to help their students produce descriptive report texts.  Using a case study design, the data were collected mainly from classroom observation and students’ texts. The findings showed that the preservice teachers had considerably good knowledge of genre-based pedagogy and of its application of the first two stages of the pedagogy. In the last two stages, they needed more attention to provide opportunities for the students to practice producing the focus text. In terms of the results of students’ learning, the preservice teachers needed improvement to support and observe the students’ development more closely in writing. This study suggests some evaluative results of how teaching practicum should support and help preservice teachers develop their professionalism in the field of EFL teaching.
Co-Authors Nenden Sri Lengkanawati Nita Novianti, Nita Shofa Dzulqodah Wawan Gunawan