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All Journal Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa Journal of English Language Teaching BAHASA DAN SASTRA Primary: Jurnal Pendidikan Guru Sekolah Dasar JURNAL JPSD (Jurnal Pendidikan Sekolah Dasar) AL-ISHLAH: Jurnal Pendidikan Register Journal INOVISH JOURNAL COUNS-EDU: The International Journal of Counseling and Education Jurnal Cendekia : Jurnal Pendidikan Matematika International Journal of Educational Dynamics (IJEDS) Komposisi: Jurnal Pendidikan Bahasa, Sastra, dan Seni Proceedings of ISELT FBS Universitas Negeri Padang International Conference on Languages and Arts Global Conference Index ENGLISH EDUCATION: JOURNAL OF ENGLISH TEACHING AND RESEARCH Yaa Bunayya : Jurnal Pendidikan Anak Usia Dini Journal of English Education and Teaching (JEET) Suluah Bendang: Jurnal Ilmiah Pengabdian Kepada Masyarakat Bahasa dan Seni: Jurnal Bahasa, Sastra, Seni, dan Pengajarannya JELITA: Journal of Education, Language Innovation, and Applied Linguistics INTERNATIONAL JOURNAL OF LANGUAGE PEDAGOGY
Yenni Rozimela
Universitas Negeri Padang
Arts Humanities Economics, Econometrics & Finance Education Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Medicine & Pharmacology Social Sciences Other

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Journal : Proceedings of ISELT FBS Universitas Negeri Padang

 1 
Raising Students’ Awareness on Their Teaching Performance through Reflective Teaching Yenni Rozimela
Proceedings of ISELT FBS Universitas Negeri Padang Vol 2 (2014): Proceedings of 2nd International Seminar on English Language Teaching (ISELT)
Publisher : Universitas Negeri Padang

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Abstract

This article presents a part of the results of a study conducted to explain the application of reflective teaching to improve the students’ pedagogy competence in teaching English. The research was begun last February (2014), and will end by the end of this year (2014).  The result described here is the students’ focus of attention in their reflective teaching.  The study was conducted with 15 students taking Micro Teaching unit course. Prior to the commencement of the study, the students were informed about the concept and the importance of reflective teaching. Example of doing reflective teaching was also given. The students taught English to their peers in a range of selected texts prescribed in the junior and senior high school curricula. Every student taught for times (20- 40 minutes for each). After teaching presentation, the students were required to articulate their opinions about their teaching, and write their reflection in a journal. The reflection may consist of several teaching aspects such as instructional material, teaching techniques or strategies, and language use. The result of this study shows that the most frequent aspects that became the focus of concern of the students were teaching techniques and materials. Sometimes they also reflected upon the use of teaching media and classroom management. Unfortunately, they hardly reflected on their language use. The result of this study is expected to give a useful insight to prepare students for their professional development as teachers.
UNTOLD STORY: CLASSROOM MANAGEMENT PROBLEMS AND THEIR INFLUENCE ON STUDENT-TEACHERS’ TEACHING Yenni Rozimela
Proceedings of ISELT FBS Universitas Negeri Padang Vol 4, No 2 (2016): Proceedings of the 4th International Seminar on English Language & Teaching (ISE
Publisher : Universitas Negeri Padang

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This article proposes strategies to handle classroom management problems commonly faced by English student-teachers. These propositions are inspired by a partial result of an action research involving 12 student-teachers undertaking a teaching practicum subject at five junior high schools in a municipally of West Sumatera, Indonesia. Based on the results of observations and interviews it was found that classroom management problems brought about several constraints for the student-teachers in reaching their teaching objectives. They frequently stopped their activities for a while for the disturbances made by the students and thus they often could not realize their plans well. Sometimes they were not able to organize the students and their activities which in turn caused problems. Thus, it can be concluded that problems are most likely due to the students’ low motivation and very limited English ability and the student-teachers’ lack of classroom management skills. The problems decreased after applying some strategies which were derived from discussions with the supervisors (i.e. the researchers). In fact, the student-teachers were able to focus more on what and how to teach rather than how to handle their students’ behavior problems. In effect, they could teach effectively. The strategies are setting classroom-agreed rules, personal approaches, and application of variety of techniques. Before explaining these strategies, an account of the student-teachers’ classroom management problems and how they handled them will be given briefly.
FOSTERING PROSPECTIVE TEACHERS' COGNITION IN EFL TEACHING PRACTICUM THROUGH REFLECTIVE TEACHING Yenni Rozimela; Yuli Tiarina
Proceedings of ISELT FBS Universitas Negeri Padang Vol 3 (2015): Proceedings of 3nd International Seminar on English Language Teaching (ISELT)
Publisher : Universitas Negeri Padang

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Abstract

This article presents a partial result ola study conducted to look at the implementation of reflective teaching to improve the prospective teachers' teaching skill in teaching EFL. The focus reported here is their selfreflection which unveils their cognition of teaching English. Twelve prospective teachers taking teaching practicum subject at five junior high schools in Padang were involved. They were required to write the results of their reflection after each teaching presentation in their journals. A focus group interview was then conducted to find out the reasons behind their self-evaluation and their view about the interconnectedness between what they had learned about teaching and what they experienced in the field. The results of the analysis of these two sets of data revealed that the prospective teachers' reflection was dominated by their difficulties dealing with classroom management. Thus, they did not really give sufficient attention to othe aspects of teaching of which they had strengths and weaknesses. In ihe interview it was found that they were aware oftheir strengths and weaknesses of other aspects of teaching, but they thought that their instructional plans were profoundly influenced by their classroom management. An essential conclusion to draw is that prospective teachers should be provided with theory, strategies, and tips with regards to classroom management.
Co-Authors A.A. Ketut Agung Cahyawan W Addinna, Ainul Ana Safara Anamaryanti Anamaryanti Ari Ervansyah Aryuliva Adnan Atmazaki Atmazaki Danisa Warni Delvi Wahyuni Desvaini Anwar Desvalini Anwar Dewi Sari Wahyuni Disran Disran Don Narius Doris Sukma Efriyenty Efriyenty Elfira Elfira Febrina Fitri Fitrawati Fitrawati Hamzah Hamzah Harwati Hashim Havid Ardi Hermawati Syarif Ildi Kurniawan Ilham Ferdias Indria Merdeka Wati Intan Husniah Jamaris Jamaris Jufrizal Jufrizal Jufrizal Jufrizal Lafziatul Hilmi M. Zaim M. Zaim Mahyuddin, Nenny Meisya Alfino Rosa Melia Nesti Ayu Muhammad Indra Gunawan Muhammad Zaim Mukhaiyar . Mukhaiyar Mukhaiyar Mukhaiyar Mukhaiyar Nora Fudhla Nurul Afifah Ramadhana Pingky Rahayu Putri Pipit Rahayu Ratmanida - Refnaldi Refnaldi Reni Astanti RIFA'ATUL MAHMUDAH Ririn Ovilia Rita Endriyani Salendra Ahmad Saunir Saun Saunir Saun Sitti Fatimah Sufyarma Marsidin Syafni Gustina Sari Syamsuarni Syamsuarni Syamwil, Syamwil T. Sy. Eiva Fatdha Tesha Fersty Fadhilah Tri Handayani Ulfa Vazariah Utari Novialita Zulkarnaen Yaswinda Yaswinda Yerizon Yerizon Yerizon Yerizon Yeski Putri Utami Yosa Novia Yosa Novia Dewi Yuli Tiarina Yulia Dewi Suryani Yulia Rizki Ramadhani Ziamalina Ziamalina