Certified Teacher Beliefs on The Use of Teacher Talk

Teachers' belief is becoming important to research as it reveals the decision made by the teachers in teaching learning process. It will also explain the way the teacher behave and talk with it. This research will explore 1) whether or not the certified English language teacher beliefs on the use of Teacher Talk (TT) show parallelism with their actual practices, and 2) the contribution of English language teachers' experiences to the construction of their beliefs regarding the use of Teacher Talk. Mixed research method was implemented to explore the quantitative and qualitative inside of the topic. This way was considered to be effective to meet with the expected answer for this research. Taking place at a suburb area, group of certified teachers became the subject for the research. The researcher utilized questionnaire, observation checklist, audio-video recording, interview guide and, document as the instruments. The result shows that the more the teachers beliefs on the TT, the more practices of TT in the teaching learning process. Another finding reveals that particular teachers experiences contribute a positive impacts on the the construction of teacher beliefs dealing with the management of TT in the class

The Level of Teacher's Feedback in English Teaching: An EFL Classroom Discourse Analysis

The objectives of this research are to know the level of feedback applied by the EFL teacher at a junior high school in speaking class and to know the most frequent level of feedback employed by the EFL teacher. Moreover, this research conducts a qualitative research where the data of this research are the English teacher’s utterances when the teacher taught speaking for VII grade students at one of state junior high school at Sentani, Papua. Meanwhile, the data was gathered through observing and transcribing the video of English teaching and learning process. The analysis of the transcript revealed that: (1) there arethree levels of feedbacks employed by the teacher: feedback of task (6.25%), feedback of process (37.5%), and feedback of self as a person (56.25%) and (2) the most frequent level of feedback employed by the teacher is the feedback of self as a person since it gathered 56.25% during the teaching and learning activity. Based on the result of this study, it can be concluded that teacher’s feedback is an important tool to facilitate the learning process become more active. Therefore, It is suggested the teacher may use more collaboration of feedback toward students’ response or performance in the learning process

Pre-Service Teachers' Belief on Professional Development: A study on ESP Teacher

Guskey (2002) asserted that professional development is seen as a beneficial practice to disclosed the change required in teachers profession. Indeed, teacher's belief is becoming one of the driving forces which led to the practice in regards. In fact, Some of the ESP instructors seem to find it difficult to deal with the practice of professional development. This is the situation happened in Language Center, the center of ESP program, at my institution. Although some research have been investigating the case of teacher belief within professional development, but little research conducted in ESP course at Indonesian Universities context. Thus, this present study is designed at finding 1) the pre-service teachers' beliefs in being professional language teachers in teaching ESP, and 2) the professional activities undertaken by the pre-service teachers to develop their professionalism in teaching ESP. Through the explanatory research, a chosen ESP pre-service teachers participated in this study. The data from it were generated from survey, observation and interview to have a saturated information. These methods were on purpose to validate the data. The finding showed that being professional language teachers has fallen on eight indicators which are different from some other related research. The finding also gave information on four types of famous activities undertaken by the pre-service teacher

Kohesivitas Tim Pendukung Sepakbola Persija

Sepak bola adalah permainan yang sangat lekat dengan masyarakat Indonesia dan digemari oleh berbagai kalangan. Banyaknya tim sepak bola yang ada di setiap wilayah Indonesia menimbulkan antusias penduduk setiap wilayah untuk mendukung tim sepak bola dari wilayahnya sendiri. Hal ini pula yang melatar belakangi adanya tim pendukung sepak bola Persija, atau yang lebih dikenal dengan The Jakmania. Persija adalah tim sepak bola dari DKI Jakarta. Mengacu pada antusiasme pendukung sepak bola The Jakmania, penelitian ini bertujuan untuk mempelajari kohesivitas dan mengetahui faktor-faktor yang menyebabkan kohesivitas pada The Jakmania. Hasil penelitian menunjukkan adanya kohesivitas individu dalam kelompok kecil The Jakmania. Kohesivitas terlihat dari aktifitas kelompok dalam komunitas, aktifitas kelompok kecil, proses pengambilan keputusan, identitas kelompok, kohesivitas kelompok di luar lapangan dan di lapangan

Translating Discriminatory Expressions in Pramoedya Ananta Toer's Outstanding Novel

Although studies on the expression of social class discrimination in the novel have much been documented, there is a paucity of research addressing how the expression of social class discrimination is translated into English. In response to this void, the present study aims at examining translation techniques in the expressions of social class discrimination in the novels written by Pramoedya Ananta Tour. This research employed a translation case study research design. The data were collected through observations and Focus Group Discussion. The data originated from Pramoedya Ananta Toer's novel, containing clauses containing social class discrimination. In this study, two questions are posed. First, what expressions of social class discrimination were found in the novel? Second, how was the expression containing social class discrimination translated into English? The findings showcase that the expressions of social class discrimination encompass subordination, stereotypical perspective, marginalization, and violence. In the same way, the most dominant translation technique is established equivalence, followed by modulation, explicitation, implicitation, paraphrase, transposition, pure borrowing, addition, reduction, generalization, discursive creation, particularization, description, variant borrowing, and deletion. The use of those translation techniques indicates that the quality of the translation is considered good. Discussion of implications empirically and practically is presented in the last part of this article

KOHESIVITAS TIM PENDUKUNG SEPAKBOLA PERSIJA

Sepak bola adalah permainan yang sangat lekat dengan masyarakat Indonesia dan digemari oleh berbagai kalangan. Banyaknya tim sepak bola yang ada di setiap wilayah Indonesia menimbulkan antusias penduduk setiap wilayah untuk mendukung tim sepak bola dari wilayahnya sendiri. Hal ini pula yang melatar belakangi adanya tim pendukung sepak bola Persija, atau yang lebih dikenal dengan The Jakmania. Persija adalah tim sepak bola dari DKI Jakarta. Mengacu pada antusiasme pendukung sepak bola The Jakmania, penelitian ini bertujuan untuk mempelajari kohesivitas dan mengetahui faktor-faktor yang menyebabkan kohesivitas pada The Jakmania. Hasil penelitian menunjukkan adanya kohesivitas individu dalam kelompok kecil The Jakmania. Kohesivitas terlihat dari aktifitas kelompok dalam komunitas, aktifitas kelompok kecil, proses pengambilan keputusan, identitas kelompok, kohesivitas kelompok di luar lapangan dan di lapangan

Evaluation of teacher professional development program: A review of pre-service English teacher professionalism

The growing need for proficient educators has driven the government to establish extensive Pre-service Teacher Professional Development Programs. This research examined the implementation of the English Language Pre-service Teacher Professional Development Program at Universitas Muhammadiyah Malang. Employing a field research approach, this qualitative study utilized the CIPP (Context, Input, Process, and Product) model to analyze the program's effectiveness. The study yielded descriptive data, shedding light on the program's impact on participants' professionalism. The findings revealed a significant enhancement in the participants' professional competencies. This improvement is evident in their expanded knowledge of pedagogical content, as well as their heightened skills in preparing all facets related to the English language teaching (ELT) process. This encompasses the creation of ELT materials, instructional media, the utilization of diverse teaching, and school administrative management. The significance of this research lies in its contribution to the ongoing discourse on teacher professional development in the context of English language education. The study's insights could inform educational policymakers, curriculum designers, and teacher training institutions about the strengths and areas of improvement within the program. This research aimed to enrich the quality of English language education and foster the growth of proficient and dedicated educators

Technological Monopoly of English for Informatics (Technopoly Etics) to Improve Student Motivation in Learning English

Student motivation comes out as a pivotal element in learning English. The presence of an interesting and joyful class environment is indispensably necessary to keep the student motivation up in following the whole learning activities. One out of the ways to increase student motivation in learning English is by employing supportive instructional media. Here, the researchers applied Technopoly Etics, an accustomed board combined from monopoly and technology (QR code). The data were gathered through observation (teaching activities) and interview. The findings show that student motivation and participation in following the class gradually rose once being taught with the aforementioned media

Students' Needs for Autonomous Learning through Self-Access Center Resources and Activities: A Survey on the Target and Learning Needs of SAC Users

The Self-Access Center (SAC) is one of the infrastructures for realizing the self-access approach as one of the modes of learning beyond the classroom (LBC) that is essent ial to the manifestation of the student -centered approach in language education. This study looked at the target needs of English department students for independent learning using SAC resources and their learning needs for independent learning using SAC activit ies. There were 51 universit y students participated in the study using a mix of questionnaire and interview data collect ion techniques. The study revealed that the student's primary necessit y for autonomous learning resources of SAC was materials for specific English skills out of the classroom supported with the use of sufficient internet resources and a nat ive speaker as a resource. It is to fulfill their short and long terms goals to attend in SAC. It was also discovered that the students preferred individual reading, free writ ing, nat ive American speaker advisors, and listening act ivit ies. Vocabulary, pronunciat ion, and grammar need to be progressively integrated into t hese programs since many of them wish to be overseen by Nat ive American speakers, notably for the American English pronunciat ion model, and non-nat ive speakers for English grammar

Students' Needs for Autonomous Learning through Self-Access Center Resources and Activities: A Survey on the Target and Learning Needs of SAC Users

The Self-Access Center (SAC) is one of the infrastructures for realizing the self-access approach as one of the modes of learning beyond the classroom (LBC) that is essential to the manifestation of the student-centered approach in language education. This study looked at the target needs of English department students for independent learning using SAC resources and their learning needs for independent learning using SAC activities. There were 51 university students participated in the study using a mix of questionnaire and interview data collection techniques. The study revealed that the student's primary necessity for autonomous learning resources of SAC was materials for specific English skills out of the classroom supported with the use of sufficient internet resources and a native speaker as a resource. It is to fulfill their short and long terms goals to attend in SAC. It was also discovered that the students preferred individual reading, free writing, native American speaker advisors, and listening activities. Vocabulary, pronunciation, and grammar need to be progressively integrated into these programs since many of them wish to be overseen by Native American speakers, notably for the American English pronunciation model, and non-native speakers for English grammar