Instructional Strategies Toward Real-Time Online Teaching at an Informal English Institution: An Explanatory Study on Instructional Strategies

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.  Studi tentang regulasi diri guru sangat melimpah dan masih memiliki relevansi tinggi dalam pengembangan profesional guru. Namun demikian, studi yang berfokus pada pembelajaran online masih kurang terwakili dalam konteks pendidikan informal. Oleh karena itu, penelitian ini bertujuan untuk meneliti regulasi diri guru dalam menerapkan strategi pembelajaran dalam pengajaran online waktu nyata. Studi ini dilakukan dalam kursus bahasa Inggris di lembaga informal selama pandemi COVID-19. Dengan menggunakan metode sekuensial penjelasan, data dikumpulkan dari enam belas guru dengan tingkat kelas yang berbeda dalam pengajaran, sembilan di antaranya adalah pekerja penuh dan tujuh pekerja paruh waktu. Seperangkat kuesioner diadaptasi dari TSRS (Teacher Self-Regulation Scale) dengan skala likert lima poin dengan melibatkan dua variabel, yaitu: (1) strategi sebagai guru mandiri, (2) hubungan antara  regulasi diri guru dan strategi instruksional dalam pengajaran online waktu nyata. Dua pertanyaan terbuka lainnya ditujukan untuk mendukung data kuantitatif. Temuan menunjukkan bahwa peran pengaturan diri guru dalam mengajar dan menerapkan strategi instruksional sangat penting dalam pengajaran online waktu nyata. Maka dari itu, dapat disimpulkan bahwa semakin tinggi regulasi diri, semakin baik penguasaan strategi pembelajaran dan output positif dari pengajaran online real-time.&nbsp

THE FIGURATIVE LANGUAGE IN LANA DEL REY’S SONGS BASED ON TROPICO VIDEO

Figurative language is a form of communication that creates a memorable impact on the listener through a certain context. To create meaningful impacts in communication, people use figurative language in songs. This paper aimed to explore the figurative language used in the ‘Tropico’ video, which consists of three songs, namely “Body Electric,” “Gods and Monsters,” and “Bel Air” and to examine the contextual meanings of the three songs. The data were collected from the lyrics of the three songs. The data were analyzed through a qualitative descriptive method. The results showed that the types of figurative language that were used in the three songs  were metaphors, similes, personifications, hyperboles, alliterations, metonymies, oxymorons, allusions, repetitions, symbols, imageries, and apostrophes. The use of figurative language in the songs is relatable to the theme of the whole short music video

PENGARUH MANAJEMEN LABA SEBELUM IPO TERHADAP RETURN SAHAM DENGAN KECERDASAN INVESTOR SEBAGAI VARIABEL MODERASI

This study aims to determine whether the investor sophistication may affect the relationship between earnings management prior to the IPO and stock returns. The population of this study are all companies listed on the Indonesia Stock Exchange hold an IPO in 2008-2013. Samples determined by using purposive sampling method. The samples obtained were as much 23 companies. Testing the hypothesis using regression analysis method of moderation with the help of SPSS Ver. 21. The test results showed that the first hypothesis (H1) the earnings management before IPO is negatively correlated with stock returns, rejected. The second hypothesis (H2) the earnings management before IPO is negatively correlated with stock returns by investors sophistication on moderating variable, rejected. Keywords: IPO, earnings management, stock return, and investor sophistication

Implementing Stylistics in IELTS Writing Preparation Focusing on Noun Phrases

In the IELTS writing preparation class, the teacher can facilitate the students by integrating the stylistic approach in building writing students’ style. Not only achieving the primary goals in English proficiency by focusing on the writing style, but students can also comfortably share their ideas in their style. The paper examined the stylistics integrated material in IELTS writing through noun phrase construction. This study employed a qualitative method and a descriptive design. The data were collected using structured observation sheets as the instrument and were analyzed stylistically. Writing materials and the writing results of 12 students at an English course were collected. Results showed that stylistics was used in phrase complexity and ambiguity as a part of writing strategies. It was supported by the three dominant types of noun phrases produced by the students in their writing: determiner + head, determiner + pre-modifier + head, and pre-modifier + head, as the evidence of the implementation of integrated material in IELTS writing. For the noun phrase uses, the students could vary the noun phrases in their complexity, function, and type in their tests, though the variations in each of those aspects were still low. Implications of the results are stylistics could be implemented in language learning-teaching activities in general. It could encourage students to develop their writing style for self-expression and more explicit writing products

Instructional Strategies Toward Real-Time Online Teaching at an Informal English Institution: an Explanatory Study on Instructional Strategies

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. &nbsp

Self-efficacy beliefs of English teachers from a non-educational background in the Indonesian context

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

Implementing Stylistics in IELTS Writing Preparation Focusing on Noun Phrases

In the IELTS writing preparation class, the teacher can facilitate the students by integrating the stylistic approach in building writing students’ style. Not only achieving the primary goals in English proficiency by focusing on the writing style, but students can also comfortably share their ideas in their style. The paper examined the stylistics integrated material in IELTS writing through noun phrase construction. This study employed a qualitative method and a descriptive design. The data were collected using structured observation sheets as the instrument and were analyzed stylistically. Writing materials and the writing results of 12 students at an English course were collected. Results showed that stylistics was used in phrase complexity and ambiguity as a part of writing strategies. It was supported by the three dominant types of noun phrases produced by the students in their writing: determiner + head, determiner + pre-modifier + head, and pre-modifier + head, as the evidence of the implementation of integrated material in IELTS writing. For the noun phrase uses, the students could vary the noun phrases in their complexity, function, and type in their tests, though the variations in each of those aspects were still low. Implications of the results are stylistics could be implemented in language learning-teaching activities in general. It could encourage students to develop their writing style for self-expression and more explicit writing products.</jats:p