EFL Pre-Service Teachers’ Perception of Their Readiness in Teaching Online during Covid-19 Pandemic

Dewi, Ni Komang Sarini

doi:10.36663/tatefl.v2i2.172

Cited by 12 publications

(8 citation statements)

References 15 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…The results of this study are consistent with the findings of previous study who developed HOTS-based thematic question banks in elementary schools showed good results related to the questions they developed (Fadilah et al, 2021). Likewise with the research findings who found that the development of HOTS questions in thematic material had an influence on students' thinking power (Desyandri et al, 2021;Dewi, 2021;Suarti & Ramadhani, 2022). In this case students are able to think critically and creatively in solving a question.…”

Section: Discussionsupporting

confidence: 91%

Higher Order Thinking Skills in Evaluation of IV Grade Thematic Materials in Elementary Schools

Novita,

Tustiyana Windiyani,

Elly Sukmanasa

et al. 2023

j. ilm. sekol. Dasar

View full text Add to dashboard Cite

Teachers still experience difficulties and are not optimal in compiling HOTS-based questions, so students' critical thinking skills become less than optimal. This study aims to develop higher-order thinking skills or Higher Order Thinking Skills known as HOTS. The type of research used is R&D with qualitative and quantitative approaches. The development model using Martin Tessmer's model consists of the Preliminary, Self-Evaluation, and Prototyping Stage. The method used in collecting data is a questionnaire. The instrument used in collecting data is a questionnaire. Questions and validation tests were carried out on 2 lecturers and 2 teachers. The trial is limited to 10 students, and the test is broad for all fourth-grade students. Data analysis techniques using qualitative and quantitative descriptive analysis. The study results prove that the questions developed are suitable for learning. Therefore, it can be concluded that research on the development of Higher Order Thinking Skills or HOTS on thematic questions is appropriate for use in learning in grade IV of elementary schools. Thinking Skills or HOTS on thematic questions are appropriate for learning in grade IV of elementary school.

show abstract

Section: Discussionsupporting

confidence: 91%

Higher Order Thinking Skills in Evaluation of IV Grade Thematic Materials in Elementary Schools

Novita,

Tustiyana Windiyani,

Elly Sukmanasa

et al. 2023

j. ilm. sekol. Dasar

View full text Add to dashboard Cite

show abstract

“…The students realize that learning process activities like this are carried out for their good, their future and to overcome the spread of the disease that is currently endemic. With this self-awareness, students pay close attention and try to achieve maximum learning outcomes (Cohen et al, 2020;Dewi, 2021). However, this research notes that the learning outcomes obtained by students are still low in several materials, such as mathematics, physics and chemistry.…”

Section: Discussionmentioning

confidence: 96%

The Impact of the Blended Learning Model on Student Learning Independence during the Learning Process

Syarifudin,

Sanulita,

Hajati

et al. 2024

J. Educ. Technol.

View full text Add to dashboard Cite

The low level of direct interaction between teachers and students due to the restrictions and distance that must be observed forces students to learn independently. However, not all students have online skills. Therefore, teachers must develop competence by presenting the right model and by government policy, both online and offline. This learning model is blended learning. Teachers have no other choice but to carry out good blended learning management so that learning activities can continue. This research aims to analyze the effectiveness of blended learning management and online skills on students' learning independence. The method in this research is quantitative with an export facto type of research, namely comparative causal research. The data collection technique is by distributing instruments in the form of questionnaires to each teacher respondent by first creating a Google from link. The population in the study were all teachers in one district with a research sample of 90 people from 4 schools spread across one district. Data analysis techniques are correlation and regression. The research results show that blended learning management and online skills have an impact on student learning independence. The impact of the blended learning model and students' online skills is 52.10%. The conclusion is that to increase student learning independence, teachers must carry out the learning process using the blended learning model optimally. The research implies that teachers have implemented the blended learning model by training students who have difficulty online.

show abstract

“…Primary school English teachers play a crucial role in laying the foundation for a child's linguistic and cognitive development. These educators are instrumental in shaping the language skills of young learners, helping them build a strong command of English from the early stages of their education (Das, 2019;Dewi, 2021). The importance of a primary school English teacher extends beyond mere language acquisition; these professionals foster a love for reading, writing, and effective communication.…”

Section: Introductionmentioning

confidence: 99%

Perception of Primary School English Teacher with Non-English Educational Background towards Pedagogical Content Knowledge

Dewa Ayu Ratna Lily Pastika,

I. G. A. Lokita Purnamika Utami,

G. A. P. Suprianti

2024

JPBI

View full text Add to dashboard Cite

Basic skills and knowledge that must be owned by a teacher is pedagogical content knowledge. Pedagogical content knowledge is all aspects related to teaching and learning activities in class, for example lesson planning, learning design, understanding of the curriculum, assessment, and mastery of knowledge of the subject matter being taught. This study aims to analyze non-educational English teachers perceive of pedagogical content knowledge, and determine the consistency between perception and implementation. This research involved three non-educational English teachers who teach in elementary schools. The method used is embedded mix-method where qualitative data is primary data and qualitative data is secondary data. There are three instruments used in the study, including questionnaires, observation sheets, and interview guides. Based on the results of the questionnaire obtained teachers' perceptions of pedagogical content knowledge is high. Then the results of the observations show very low data. To ensure the data obtained, interviews were conducted with teachers and the results showed that there was no consistency between perception and implementation. The inconsistency between perception and implementation is caused by the teacher's limitations in developing learning designs, the various characteristics and needs of students, and the general use of English by teachers and students because English is a content subject. Therefore, the implication of this research is that teachers can use technology to access learning resources, examples of lesson plans and designs, as well as take advantage of the environment around students.

show abstract

EFL Pre-Service Teachers’ Perception of Their Readiness in Teaching Online during Covid-19 Pandemic

Cited by 12 publications

References 15 publications

Higher Order Thinking Skills in Evaluation of IV Grade Thematic Materials in Elementary Schools

Higher Order Thinking Skills in Evaluation of IV Grade Thematic Materials in Elementary Schools

The Impact of the Blended Learning Model on Student Learning Independence during the Learning Process

Perception of Primary School English Teacher with Non-English Educational Background towards Pedagogical Content Knowledge

Contact Info

Product

Resources

About