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All Journal Lensa: Kajian Kebahasaan, Kesusastraan, dan Budaya WIDYA LAKSANA VELES Voices of English Language Education Society
Leonardus Par
Universitas Katolik Indonesia Santu Paulus Ruteng
Humanities Education Languange, Linguistic, Communication & Media Other

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PENDAMPINGAN PENYUSUNAN SOAL BERORIENTASI HOTS BAGI PARA GURU SMA Sebastianus Menggo; Leonardus Par; Tobias Gunas; Stanislaus Guna
JURNAL WIDYA LAKSANA Vol 10 No 1 (2021)
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (394.157 KB) | DOI: 10.23887/jwl.v10i1.25010

Abstract

One of the focuses of education today is assessment oriented to the higher-order thinking skills. This skill encourages students could be able to think critically, analytically, systematically, particularly in the context of problem-solving, communicating, and collaborating with peers. However, not all educators have been able to construct the items test based on the skill needed. The purpose of this community service is to provide the knowledge related to the construction of item tests that oriented to the higher-order thinking skills of 45 Senior High School teachers. The methods used to achieve this objective were lecture, question answer, discussion, and presentation. The result showed the trainees understood the nature of the construction of the test-oriented to the higher-order thinking skill in the learning process. From the four meetings done, the trainees could be able to classify and construct the tests oriented to the lower-order thinking skill, medium-order thinking skill, and higher-order thinking skill.
Gender Representation in EFL Textbooks in Indonesia Fatmawati Fatmawati; Leonardus Par; Yosefina Rosdiana Su; Ely Heldydiana Selamat; Indawati Nur Mahir
Lensa: Kajian Kebahasaan, Kesusastraan, dan Budaya Vol 12, No 1 (2022)
Publisher : Fakultas Bahasa dan Budaya Asing (FBBA), Universitas Muhammadiyah Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26714/lensa.12.1.2022.19-32

Abstract

Analysing gender issues in the teaching materials in the textbook is crucial as students' way of perceiving gender in their daily lives might be shaped by what they have learned at school. This research concerns analysing how gender representation in two EFL textbooks utilized in Indonesian secondary schools, Pathway to English for SMA/MA grade, later called textbook 1 in this study and Forward an English Course for Vocational School Students Grade VII, which was later called textbook 2. Both were published by Erlangga. The theory of personal characters proposed by (Brugeilles and Sylvie, 2009) was used as the basis theory in this study. Employing mixed-method research approaches, the researchers analysed how visuals in both textbooks portrayed gender representation by focusing on the frequency of pictures of male and female characters, occupations and activities. The study reveals that the two books show an imbalance of gender representation in all three aspects. Gender bias, especially for female occupations and activities, is apparent in the two textbooks. This study suggests that EFL teachers evaluate their textbooks to advocate for gender equality in the classroom.
Inhibitory Factors of Reflective Teaching Practices: English Teachers' Perspectives Fransiskus Jemadi; Fatmawati Fatmawati; Leonardus Par; Yulian Juita Ekalia; Adrianus Nabung
VELES Voices of English Language Education Society Vol 7, No 1 (2023): VELES VOICES OF ENGLISH LANGUAGE EDUCATION SOCIETY
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v7i1.6631

Abstract

The role of reflection in enhancing teacher professional development and its impact on the quality of education is widely recognized. By reflecting on their teaching practices, teachers can make more informed decisions when planning, implementing, and evaluating their teaching activities. This study aims to identify the inhibitory factors that prevent EFL teachers from engaging in reflective teaching practices. The study utilized the Inhibitors to EFL Teachers' Reflective Teaching Questionnaire (IETRTQ) to gather data from 97 English teachers in junior high schools in East Manggarai regency, East Nusa Tenggara province, Indonesia. The data were analyzed using SPSS software to assess the level of agreement among participants regarding the inhibiting elements of reflective teaching practices in their teaching activities. The findings suggest that the teachers had a moderate awareness of the inhibitory factors that hinder their reflective teaching practices, with 69 teachers (71.13%) acknowledging these barriers. The implications of these findings are discussed, highlighting the need for targeted interventions and support to help teachers overcome these inhibitory factors and enhance their professional development.Bagian Atas Formulir
Co-Authors Ely Heldydiana Selamat Fatmawati Fatmawati Fransiskus Jemadi Indawati Nur Mahir Nabung, Adrianus Sebastianus Menggo Stanislaus Guna Tobias Gunas Yosefina Rosdiana Su Yulian Juita Ekalia