Rina ’s use of English Rina ’s uses of instructional strategy
5.2.3.3.1 Rina ’s use of English
From both observations, the researcher gained the impression that Rina was highly confident in speaking English in front of her students. She spoke English most of the time in both building interpersonal relationships with the students and in conducting the instruction, particularly in explaining and giving examples. She spoke Indonesian on some occasions when complication emerged while she was trying to develop concepts or illustration with the students. Sometimes she also used some translation in helping students with their understanding. In general, however, English seemed to be identified with her classes.5.2.3.3.2 Rina ’s uses of instructional strategy
Rina gave the researcher the impression that she was supportive in the implementation of the newly introduced genre-based approach. This could be seen from the preparations she made before coming to the class and through to the implementation of the teaching approach she used in her classrooms. In terms of the instructional planning, she was well equipped with the syllabus and the lesson plans she had written up. Those preparations were so detailed that she theoretically anticipated most occurrences could possibly happen in her classroom. 171 With respect to her effectiveness Rina appeared to have made consistent efforts in helping students with problems or difficulties. She tried to cover the whole class by exercising high level of mobility in the classroom. She worked with groups and helped them solve their problems or questions. On the other hand, Rina used a great number of q uestions either to prompt the students‘ responses or to facilitate students‘ understanding. However, there was no strong indication that such questions were deliberately planned. They appeared to be spontaneous without systematic planning. Rina did not seem to use variety of measurement to gauge students‘ comprehension. She used questions and answers, pair work and group discussion, but they did not seem to function as means of assessing students‘ achievement. She did not seem to make notes to contribute to the rapport of the students ‘ achievement. In responding to the differences in individual levels or individual needs of the students, Rina seemed to relay on her intuition. She did not seem to systematically anticipate such individual differences. However, there was also indication that she was emotionally available for those students having difficulties. In responses to these students, she often provided additional or alternative explanations. In general, however, it appeared that there was only one single design of instruction regardless of individual differences among the students. 1725.2.3.3.3 Classroom Management
Parts
» Monash Univ. Master of Education Thesis (Final version 250209)
» Why do teachers’ self efficacy beliefs matter?
» Teaching profession in the Indonesian context
» Recruitment, retention and engagement of teachers in Indonesia
» Increase of perceived roles of teachers in Indonesia context
» Teacher Professional Development Programs in Indonesian Context
» Changing perspectives and philosophies of English teaching in Indonesia
» The implementation of the Competency-based Curriculum
» Overview Key research questions
» Significance of the research Conceptual framework
» Definition of terms Introduction
» The Rand Researchers Teachers’ efficacy beliefs: First theoretical strand
» Responsibility for student achievement
» Social cognitive theory and self-efficacy
» Ashton’s vignette The Gibson and Dembo’s teacher efficacy scale
» The Ohio State teacher efficacy scale OSTES
» New perspective on teacher efficacy research
» Sources of teachers’ efficacy beliefs
» Collective efficacy Review of the Literature
» Changes in self-efficacy beliefs
» Teacher efficacy beliefs and students’ Teacher Professional Development
» Introduction Research design Research Methodology
» Research site Research Methodology
» Gaining Access Participants Research Methodology
» Selection criteria and procedure to recruit the sample for the survey
» Selection criteria and procedure to recruit the second sample group
» Teachers’ self-efficacy scale Instrument to collect quantitative data
» Classroom Observation Schedule Semi-guided Interview Protocol
» The survey data Processes of Data Collection
» Classroom observations The Interviews
» Issues of confidentiality and anonymity
» Statistical analysis on quantitative data Issues with missing data Descriptive Statistics
» General Linear Model MANOVA and Repeated Measures MANOVA Spearman’s Rho Correlations
» Instrument Validity and Reliability in the Indonesian Context Factor Analyses
» Teachers’ self efficacy beliefs Means and standard deviations of the teachers’ self- efficacy data
» The effects of English teaching background on teachers’ self-efficacy beliefs
» The effects of teaching experiences on teachers’ self- efficacy beliefs
» Interaction effects of gender and age on teachers’ efficacy beliefs
» Interaction effects of teaching experience and school on teachers’ efficacy beliefs
» Interaction effects of age groups and teacher status on teachers’ efficacy beliefs
» Introduction Data on teachers’ work engagement
» Results of the exploratory factor analyses on the teachers’ efficacy data
» Results of Exploratory Factor Analyses on Work Engagement Data
» Overview Findings from Qualitative Case Studies
» Visions for teaching The Interviews with Dewi
» Self-efficacy beliefs The Interviews with Dewi
» The contribution of CBIT School and collegial support
» Teacher’s uses of English Teachers’ uses of Instructional Strategies
» Classroom management Student Engagement Curriculum implementation
» Dewi ’s self-assessment about her efficacy beliefs: Self- Case summary
» Visions for teaching Self-efficacy beliefs
» Teacher’s use of English Teacher’s uses of instructional strategies
» Classroom management Student engagement
» Curriculum implementation Tina ’s classroom practices
» Tina ’s self-assessment about her efficacy beliefs: Self- Case Summary
» Rina ’s use of English Rina ’s uses of instructional strategy
» Rina ’s self-assessment about her efficacy beliefs: Self- Case summary
» Teacher’s use of English Teacher’s use of instructional strategies
» Putri ’s self-assessment about her efficacy beliefs: Self- Case summary
» Conclusion Findings from Qualitative Case Studies
» Overview Teaching profession and the teaching of English in Indonesia
» Teachers’ efficacy for English
» Teachers’ efficacy for instructional strategy Teachers’ efficacy for classroom management
» Teachers’ efficacy for student engagement
» Teachers’ efficacy for curriculum implementation
» The effects of demographic factors on the teachers’ self-efficacy beliefs
» The effects of task settings on the teachers’ self-efficacy beliefs
» The interaction effects Discussion and Interpretation
» The effects of training as professional program on the teachers’ self-efficacy beliefs
» Correlation between teachers’ self-efficacy and teachers’ work engagement
» Teachers’ efficacy beliefs Major Findings
» Introduction Contributions of the present research
» Implications Conclusions and Implications
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