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All Journal Englisia Journal JET (Journal of English Teaching)
Stella Noviani
Sanata Dharma University
Humanities Education Languange, Linguistic, Communication & Media

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Instructional Strategies Toward Real-Time Online Teaching at an Informal English Institution: An Explanatory Study on Instructional Strategies Stella Noviani
JET (Journal of English Teaching) Vol. 7 No. 3 (2021): Journal of English Teaching
Publisher : Prodi. Pendidikan Bahasa Inggris, FKIP, Universitas Kristen Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33541/jet.v7i3.2921

Abstract

Studies on teachers’ self-regulation are abundant and still posit strategic relevance for teacher professional development. Nevertheless, such studies focusing on online learning are yet underrepresented within informal education contexts. Hence, this study aimed to investigate the teachers’ self-regulation in implementing the instructional strategies in real-time online teaching. This study was undertaken in an English course in an informal institution during the COVID-19 pandemic. Using the explanatory sequential method, the data were collected from sixteen teachers with different levels of classes in teaching, nine of whom are full-timers and seven part-timers. A set of questionnaires was adapted from TSRS (Teacher Self-Regulation Scale) by a five-point Likert scale to accommodate two variables, namely: (1) the strategies as self-regulated teachers, (2) the relation between the teacher’s self-regulation and instructional strategies in real-time online teaching. The other two open-ended questions were addressed to support the quantitative data. The findings demonstrate that the role of teacher’s self-regulation in teaching and implementing instructional strategies is essential in real-time online teaching. This concludes that the higher the self-regulation, the better it is for the mastery of instructional strategies and the positive output of real-time online teaching.
Self-efficacy beliefs of English teachers from a non-educational background in the Indonesian context Stella Noviani; Paulus Kuswandono
Englisia: Journal of Language, Education, and Humanities Vol 10, No 1 (2022)
Publisher : Universitas Islam Negeri Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v10i1.12935

Abstract

This research investigates how English teachers with a non-English educational background demonstrate their self-efficacy beliefs on the technological pedagogical content knowledge (TPACK) toward their professional practices. The data was obtained from 18 teachers from a non-English educational background in formal and informal Indonesian education settings. Those teachers undertook strategies to develop the technological pedagogical content knowledge (TPACK) while managing their self-efficacy beliefs. Employing a mixed-method research approach, this study gathered the data using closed-ended and open-ended questionnaires, individual interviews, and in-depth interviews. Responses revealed that 18 participants completed a 5-item Likert-type survey measuring the level of teachers’ TPACK self-efficacy. The survey measures the three major aspects of TPACK mean value for teachers’ technological knowledge (TK) (X ̅=23.55) and pedagogical knowledge (PK) (X ̅=19.55), both of which are relatively higher than the value of the content knowledge (CK) (X ̅=16). The dominant factor affecting the high percentage in those two aspects emanates from the teachers’ persistent accounts that they need to be independent in learning while constantly updating their knowledge. This research also discusses the suggestion for future research studies for developing teachers’ TPACK self-efficacy.
Co-Authors Paulus Kuswandono