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All Journal JOURNAL OF APPLIED LINGUISTICS AND LITERATURE Linguists: Journal of Linguistics and Language Teaching
Dwi Bayu Saputra
Universitas Pendidikan Indonesia
Religion Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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The Implementation of Curriculum 2013: English Teachers’ Perceptions on Developing Lesson Plan and Teaching Materials Dwi Bayu Saputra
Linguists : Journal Of Linguistics and Language Teaching Vol 5, No 2 (2019)
Publisher : Islamic State Institute of Bengkulu (IAIN) Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (394.488 KB) | DOI: 10.29300/ling.v5i2.2386

Abstract

Curriculum 2013 has been implemented in both primary and secondary schools in Indonesia. To execute this, teachers are supposed to be the only medium that has a major role in running this curriculum. However, they do not seem to have well preparations to implement the 2013 curriculum. Some fundamental aspects in this curriculum such as planning lesson and teaching materials need to have more attention in order to run the program well. Moreover, teachers should be well informed regarding these aspects, yet the implementation of 2013 curriculum in English teaching learning is not completely perfect. Considering the issue above, this research aims to investigate English teachers’ perceptions towards developing lesson plans and teaching materials. A questionnaire was used to collect the data about their insights on developing lesson plan and teaching materials. To triangulate the data, this research also administered an interview. The finding indicates that the English teachers tended to feel that structuring lesson plan is not an easy task. They sometimes felt burdensome in modifying the lessons and teaching materials. Besides, 80% of the participants stated that their teaching objectives were achieved after concerning those aspects. The results indicate that teachers needed sufficient knowledge and strong motivation to deal with these important aspects.
REFLECTIVE PRACTICE AS TOOLS TO EXPLORE IN-SERVICE TEACHERS’ BELIEFS AND CLASSROOM PRACTICES: INDONESIAN EFL TEACHERS’ VOICES Dwi Bayu Saputra; Didi Suherdi; Rojab Siti Rodliyah
JOALL (Journal of Applied Linguistics and Literature) Vol 5, No 2: August 2020
Publisher : Universitas Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/joall.v5i2.11260

Abstract

Reflective practice is widely acknowledged as the most effective means to create effective teacher who wants to have better understanding of their works. It has been explicitly stated in western academic teacher education curriculum due to its significant impact on constructing life-long learning for teachers. However, this beneficial contribution of teachers’ professional development is not growing within the context of English as a foreign Language (EFL) teaching. Accordingly, this descriptive qualitative research aimed at (1) investigating teachers’ beliefs in teaching and learning English by utilizing reflective tools, and (2) attempting to identify whether or not their beliefs are implemented in their practices in which the reasons will also be explored. The data were gathered through interviews and classroom observations as the main source. Three English teachers were investigated to elicit their beliefs about teaching and learning. The findings showed years of teaching experiences and past experiences as a learner are the most arisen theme in which the initial facet strongly affects the way they perceive teaching, and the latter occurrence theme indirectly shape the teachers’ beliefs. As regards to the relation of their practices and their stated belief, however, not all of their beliefs were implemented in the classroom due to several factors such as the students’ factors, time-constraint, and the school obligations.
Teachers' perceptions of challenges in online learning: Voices from secondary EFL teachers Dwi Bayu Saputra; Honesty Yonanda Ayudhia; Reci Muswari
JOALL (Journal of Applied Linguistics and Literature) Vol 7, No 1: February 2022
Publisher : Universitas Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/joall.v7i1.18855

Abstract

The abrupt change from a traditional classroom to online learning must have produced some issues, and many scholars were drawn in to investigate the reported challenges during online learning. There is, however, a paucity of research on secondary EFL teachers' perceptions of online learning challenges, notably in four major areas: technology use, instruction, assessment, and students. Therefore, the purpose of this descriptive quantitative study is to examine secondary EFL teachers' perspectives of the challenges they encounter in dealing with the aforementioned issues.  The participants included 73 upper and lower secondary English as a foreign language (EFL) teacher. A closed-item questionnaire was deployed, with a total of 38 items addressing issues related to online learning challenges. The findings reveal that secondary EFL teachers in Indonesia reported medium-level challenges in teaching EFL online in terms of technology use, instruction, assessment, and students, whilst challenges in assessing students in online learning were identified as the highest. The results contribute to the advancement of English language education by providing literature on the development of EFL teachers.
Co-Authors Honesty Yonanda Ayudhia Reci Muswari Rojab Siti Rodliyah Suherdi, Didi