Writing accelerates students' use of the target language, making it an essential part of classroom preparation. Writing skills can be improved through the use of mind mapping. The following are the research's goals:1) to determine whether teaching writing to eighth-graders using mind mapping or peer review is more effective, 2) to determine whether eighth-graders with higher levels of creativity have better writing skills than those with lower levels of creativity, and 3) to determine whether teaching methods and students' creativity interact when teaching writing to eighth-graders. An experimental study with a 2x2 factorial design is this one. This study uses 48 students as samples. In this study, writing and creativity tests are used to collect data. ANOVA and the Tukey test are used to analyze the data. The data analysis revealed that the mind mapping method is more effective than the peer review method for teaching eighth-grade writing. In the eighth grade, students with high creativity have better writing skills than students with low creativity. There is an interaction between teaching techniques and students' creativity in teaching writing in the eighth grade.
{"title":"THE USE OF MIND MAPPING TECHNIQUES IN TEACHING WRITING TO EIGHT GRADE STUDENTS USING GOOGLE MEET PLATFORM VIEWED FROM THEIR CREATIVITY","authors":"C. A. Putri, N. Ngadiso, Lidwina Sri Ardiasih","doi":"10.33508/mgs.v51i1.4362","DOIUrl":"https://doi.org/10.33508/mgs.v51i1.4362","url":null,"abstract":"Writing accelerates students' use of the target language, making it an essential part of classroom preparation. Writing skills can be improved through the use of mind mapping. The following are the research's goals:1) to determine whether teaching writing to eighth-graders using mind mapping or peer review is more effective, 2) to determine whether eighth-graders with higher levels of creativity have better writing skills than those with lower levels of creativity, and 3) to determine whether teaching methods and students' creativity interact when teaching writing to eighth-graders. An experimental study with a 2x2 factorial design is this one. This study uses 48 students as samples. In this study, writing and creativity tests are used to collect data. ANOVA and the Tukey test are used to analyze the data. The data analysis revealed that the mind mapping method is more effective than the peer review method for teaching eighth-grade writing. In the eighth grade, students with high creativity have better writing skills than students with low creativity. There is an interaction between teaching techniques and students' creativity in teaching writing in the eighth grade.","PeriodicalId":429096,"journal":{"name":"Magister Scientiae","volume":"140 6 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126125541","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Reading strategies are crucial in education. This research focused on Timorese language students’ levels of reading strategies. It attempted to answer two research questions; (1) What are the levels of Timorese language students’ metacognitive awareness of reading strategies? and (2) How do Timorese language students apply the reading strategies in their reading experiences? A mixed-method design was adopted. Mokhtari & Sheorey’s (2002) Survey of Reading Strategies (SoRS) was used to collect quantitative data. The findings revealed two high levels; global reading strategies, with a mean value M=3.86, SD=1.1837, and support reading strategies, with a mean value of M=3.79 SD=1.2120. Problem-solving strategies were medium-level, with a mean value M=3.61, SD=1.1718. Highlighting keynotes, using google, discussing, controlling speed were revealed in the qualitative data as adopted reading strategies. Language teachers could use this research to improve language students’ reading strategies, and future researchers should do extensive research to provide more findings.
阅读策略在教育中是至关重要的。本研究的重点是东帝汶语学生的阅读策略水平。它试图回答两个研究问题;(1)东帝汶语学生对阅读策略的元认知意识水平如何?(2)东帝汶语学生如何在阅读体验中运用阅读策略?采用混合法设计。采用Mokhtari & Sheorey(2002)的《阅读策略调查》(Survey of Reading Strategies, sor)收集定量数据。研究结果显示了两个高水平;全局阅读策略，均值M=3.86, SD=1.1837;支持阅读策略，均值M=3.79, SD=1.2120。问题解决策略为中等水平，均值M=3.61, SD=1.1718。在定性数据中，重点突出主题、使用谷歌、讨论、控制阅读速度是常用的阅读策略。语言教师可以利用这项研究来提高语言学生的阅读策略，未来的研究者应该进行广泛的研究，以提供更多的发现。
{"title":"TIMORESE LANGUAGE STUDENTS’ LEVELS OF METACOGNITIVE AWARENESS OF READING STRATEGIES","authors":"Manuel Mendonca Araujo, C. Mbato","doi":"10.33508/mgs.v51i1.4539","DOIUrl":"https://doi.org/10.33508/mgs.v51i1.4539","url":null,"abstract":"Reading strategies are crucial in education. This research focused on Timorese language students’ levels of reading strategies. It attempted to answer two research questions; (1) What are the levels of Timorese language students’ metacognitive awareness of reading strategies? and (2) How do Timorese language students apply the reading strategies in their reading experiences? A mixed-method design was adopted. Mokhtari & Sheorey’s (2002) Survey of Reading Strategies (SoRS) was used to collect quantitative data. The findings revealed two high levels; global reading strategies, with a mean value M=3.86, SD=1.1837, and support reading strategies, with a mean value of M=3.79 SD=1.2120. Problem-solving strategies were medium-level, with a mean value M=3.61, SD=1.1718. Highlighting keynotes, using google, discussing, controlling speed were revealed in the qualitative data as adopted reading strategies. Language teachers could use this research to improve language students’ reading strategies, and future researchers should do extensive research to provide more findings.","PeriodicalId":429096,"journal":{"name":"Magister Scientiae","volume":"51 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131964505","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This research aims to analyze the science process skills of junior high school students after 2 years of distance learning or post-COVID-19. The research method used is a descriptive quantitative method using multiple choice questions with 30 items and 4 answer options with 5 SPS indicators: operationalizing definitions, designing experiments, identifying and controlling variables, formulating hypotheses, and describing and interpreting data. The SPS instrument was given to 28 private junior high school students in Surabaya, 9th grade. The results obtained were that the indicator of operationalizing definitions was 33.40% with a low category, designing experiments was 38.89% with a low category, identifying and controlling variables was 40.00% with a low category, formulating hypotheses was 33.00% with a low category, and describing and interpreting data was 44.00% with a low category. The questions 2 and 4 with the indicators of recognizing and controlling variables and articulating hypotheses yielded the fewest correct answers from the students. On question 25, students with the indicator of detecting and controlling variables received the majority of the right responses.
{"title":"AN ANALYSIS OF JUNIOR HIGH STUDENT’S SCIENCE PROCESS SKILLS AFTER COVID-19","authors":"Tri Lestari","doi":"10.33508/mgs.v51i1.4501","DOIUrl":"https://doi.org/10.33508/mgs.v51i1.4501","url":null,"abstract":"This research aims to analyze the science process skills of junior high school students after 2 years of distance learning or post-COVID-19. The research method used is a descriptive quantitative method using multiple choice questions with 30 items and 4 answer options with 5 SPS indicators: operationalizing definitions, designing experiments, identifying and controlling variables, formulating hypotheses, and describing and interpreting data. The SPS instrument was given to 28 private junior high school students in Surabaya, 9th grade. The results obtained were that the indicator of operationalizing definitions was 33.40% with a low category, designing experiments was 38.89% with a low category, identifying and controlling variables was 40.00% with a low category, formulating hypotheses was 33.00% with a low category, and describing and interpreting data was 44.00% with a low category. The questions 2 and 4 with the indicators of recognizing and controlling variables and articulating hypotheses yielded the fewest correct answers from the students. On question 25, students with the indicator of detecting and controlling variables received the majority of the right responses.","PeriodicalId":429096,"journal":{"name":"Magister Scientiae","volume":"36 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125059574","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Writing, one of the language skills, seems to be the most difficult skill for students to master. There are five aspects used to evaluate students’ writing abilities: content, organization, vocabulary, language use, and mechanics. This current narrative inquiry research aims to find out students’ difficulties in writing expository essays, the factors that cause them to have difficulties, and the strategies they use to overcome them. The data of this research were taken from the students taking Writing Expository and Argumentative Essays course in the English Department of Widya Mandala Surabaya Catholic University. The data of this study were collected from interviews, observations, and documents. Three participants with middle-achievement levels were interviewed in three interview sessions, and observations in the writing class were conducted two times. Besides, two essays of each participant were analyzed.
{"title":"“I GOT STUCK NOT ONLY IN THE FIRST ESSAY”: A NARRATIVE INQUIRY ON STUDENTS’ WRITING DIFFICULTIES","authors":"Rachel Gisela Purba, Susana Teopilus","doi":"10.33508/mgs.v51i1.4522","DOIUrl":"https://doi.org/10.33508/mgs.v51i1.4522","url":null,"abstract":"Writing, one of the language skills, seems to be the most difficult skill for students to master. There are five aspects used to evaluate students’ writing abilities: content, organization, vocabulary, language use, and mechanics. This current narrative inquiry research aims to find out students’ difficulties in writing expository essays, the factors that cause them to have difficulties, and the strategies they use to overcome them. The data of this research were taken from the students taking Writing Expository and Argumentative Essays course in the English Department of Widya Mandala Surabaya Catholic University. The data of this study were collected from interviews, observations, and documents. Three participants with middle-achievement levels were interviewed in three interview sessions, and observations in the writing class were conducted two times. Besides, two essays of each participant were analyzed.","PeriodicalId":429096,"journal":{"name":"Magister Scientiae","volume":"40 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121043903","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This paper reports on a study which aims at describing the levels of teaching proficiency among the ECCE (Early Childhood Center Education) teachers based on their essential teaching skills in preparing lesson plans, carrying out teaching and learning activities, and assessing learning. This study involved ECCE teachers having a linear educational background (i.e., a bachelor’s degree in early childhood education) and those having a non-linear educational background (i.e., a non a bachelor’s degree in early childhood education). This study is descriptive quantitative in nature employing a survey design. There were 170 ECCE teachers in Sawahan, Nganjuk, East Java participated in this study. Of these participants, 120 had a linear educational background and 50 had a non-linear educational background. The research data were collected using a questionnaire with 30 questions. The results of the study showed that among the teachers involved in the study, 85.88% could be said to be very proficient, 2.94% could be said to be proficient, 8.82% teachers could be said to be less proficient and 2.36% of the teachers could be said to be not proficient. There is no difference in the levels of teaching proficiency between teachers who have linear and non-linear educational background because teachers who do not have linear educational background have got competency enrichment opportunities through teacher trainings, seminars, sharing knowledges with colleagues, and practices in ECCE teacher organizations
{"title":"TEACHERS’ ACADEMIC QUALIFICATIONS AND THEIR LEVELS OF PROFICIENCY ON THE ESSENTIAL TEACHING SKILLS: A SURVEY STUDY AMONG TEACHERS OF EARLY CHILDHOOD EDUCATION PROGRAMS","authors":"Sindy Anugerah Wati","doi":"10.33508/mgs.v51i1.4234","DOIUrl":"https://doi.org/10.33508/mgs.v51i1.4234","url":null,"abstract":"This paper reports on a study which aims at describing the levels of teaching proficiency among the ECCE (Early Childhood Center Education) teachers based on their essential teaching skills in preparing lesson plans, carrying out teaching and learning activities, and assessing learning. This study involved ECCE teachers having a linear educational background (i.e., a bachelor’s degree in early childhood education) and those having a non-linear educational background (i.e., a non a bachelor’s degree in early childhood education). This study is descriptive quantitative in nature employing a survey design. There were 170 ECCE teachers in Sawahan, Nganjuk, East Java participated in this study. Of these participants, 120 had a linear educational background and 50 had a non-linear educational background. The research data were collected using a questionnaire with 30 questions. The results of the study showed that among the teachers involved in the study, 85.88% could be said to be very proficient, 2.94% could be said to be proficient, 8.82% teachers could be said to be less proficient and 2.36% of the teachers could be said to be not proficient. There is no difference in the levels of teaching proficiency between teachers who have linear and non-linear educational background because teachers who do not have linear educational background have got competency enrichment opportunities through teacher trainings, seminars, sharing knowledges with colleagues, and practices in ECCE teacher organizations","PeriodicalId":429096,"journal":{"name":"Magister Scientiae","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129315774","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
With the accompaniment of positive self-esteem, EFL learners are capable of improving their speaking learning skills to the fullest development and becoming more appreciative of their existing communicative competencies. This present small-scale library study set out to profoundly explore the impacts of cultivating Indonesian EFL learners’ self-esteem in speaking activities. To comply with this study's objectivity, the researcher thematically analyzed the previously-generated research results generated by 30 self-esteem and speaking studies. The in-depth thematic analysis revealed that positive self-esteem can transfigure Indonesian EFL learners into more confident L2 speakers and lead them to obtain more satisfying speaking learning achievements. Thus, this qualitative study affirmed that in the light of positive self-esteem, Indonesian EFL learners can become more proficient L2 speakers as they have been more comfortable with themselves and the specific communicative abilities they are currently possessing.
{"title":"THE IMPACTS OF CULTIVATING INDONESIAN EFL LEARNERS’ POSITIVE SELF-ESTEEM IN SPEAKING ACTIVITIES","authors":"K. Wijaya","doi":"10.33508/mgs.v51i1.4452","DOIUrl":"https://doi.org/10.33508/mgs.v51i1.4452","url":null,"abstract":"With the accompaniment of positive self-esteem, EFL learners are capable of improving their speaking learning skills to the fullest development and becoming more appreciative of their existing communicative competencies. This present small-scale library study set out to profoundly explore the impacts of cultivating Indonesian EFL learners’ self-esteem in speaking activities. To comply with this study's objectivity, the researcher thematically analyzed the previously-generated research results generated by 30 self-esteem and speaking studies. The in-depth thematic analysis revealed that positive self-esteem can transfigure Indonesian EFL learners into more confident L2 speakers and lead them to obtain more satisfying speaking learning achievements. Thus, this qualitative study affirmed that in the light of positive self-esteem, Indonesian EFL learners can become more proficient L2 speakers as they have been more comfortable with themselves and the specific communicative abilities they are currently possessing.","PeriodicalId":429096,"journal":{"name":"Magister Scientiae","volume":"53 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-05-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127442090","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
In improving young learners speaking skill, role-play is one of the techniques that can stimulate students to communicate with fun. The activity will stimulate students to speak English and make learning alive. Role-Play also increases motivations and develops fluency in speaking. This study aims at finding out young learners’s improvement in speaking skill through role-play. The research method was quasi-experimental using non-randomized pre-test and post-test group as her design. The writer gave two types of techniques in two different groups—Role Play in the experimental group and Presentation in the controlled one.The pretest and post-test was analyzed using t-test. The data shows a significant difference between pre-test and post-test scores among two groups.
{"title":"IMPROVING YOUNG LEARNERS SPEAKING SKILL THROUGH ROLE-PLAY","authors":"Cendana Kriswidyanovita","doi":"10.33508/mgs.v50i2.3954","DOIUrl":"https://doi.org/10.33508/mgs.v50i2.3954","url":null,"abstract":"In improving young learners speaking skill, role-play is one of the techniques that can stimulate students to communicate with fun. The activity will stimulate students to speak English and make learning alive. Role-Play also increases motivations and develops fluency in speaking. This study aims at finding out young learners’s improvement in speaking skill through role-play. The research method was quasi-experimental using non-randomized pre-test and post-test group as her design. The writer gave two types of techniques in two different groups—Role Play in the experimental group and Presentation in the controlled one.The pretest and post-test was analyzed using t-test. The data shows a significant difference between pre-test and post-test scores among two groups.","PeriodicalId":429096,"journal":{"name":"Magister Scientiae","volume":"69 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131122384","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Nowadays, it is undeniable that English has become an international language that many people around the world use for communication. In learning English, speaking skill has become the most important skill to be mastered. One of the most common and important instructional media to master English is textbook. This research was conducted in order to find out to what extend the textbook used by English Department students in Speaking I Course of English Department in the academic year of 2017/2018 meet the criteria of content feasibility of a textbook. Accordingly, both qualitative and content analyses were used to evaluate the data collected from Role Plays for Today as the subject of this research. Based on the analysis of the research findings, 81.25 % of the units taken as sample from Role Plays for Today meet the criteria of textbook content feasibility. It indicates that the textbook is a suitable textbook used as the learning media for Speaking I course.
{"title":"AN ANALYSIS OF THE CONTENT FEASIBILITY OF ROLE PLAYS FOR TODAY IN TEACHING SPEAKING","authors":"Elga Harista Anggreni, R. Mindari","doi":"10.33508/mgs.v50i2.4156","DOIUrl":"https://doi.org/10.33508/mgs.v50i2.4156","url":null,"abstract":"Nowadays, it is undeniable that English has become an international language that many people around the world use for communication. In learning English, speaking skill has become the most important skill to be mastered. One of the most common and important instructional media to master English is textbook. This research was conducted in order to find out to what extend the textbook used by English Department students in Speaking I Course of English Department in the academic year of 2017/2018 meet the criteria of content feasibility of a textbook. Accordingly, both qualitative and content analyses were used to evaluate the data collected from Role Plays for Today as the subject of this research. Based on the analysis of the research findings, 81.25 % of the units taken as sample from Role Plays for Today meet the criteria of textbook content feasibility. It indicates that the textbook is a suitable textbook used as the learning media for Speaking I course.","PeriodicalId":429096,"journal":{"name":"Magister Scientiae","volume":"19 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129968100","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Since pandemic novel outbreak, almost all educational institutes have transitioned to online learning in order to keep the teaching and learning process going. In Indonesia, the practice of online learning is still relatively, unclearly understood due to the minimum awareness of the ICT (Information and Communication Technology). Some studies revealed that online learning gave positive as well as negative impacts to the students’ learning motivation. Especially, the negative impacts may cause difficulties, stress, and anxiety in learning. Therefore, this present study was intended to reveal the factors affecting motivation and demotivation for students in learning English online, more specifically, during COVID-19 pandemic and to find out which factors were the most motivating and the most demotivating. A survey design was employed in this study. Thirty-six students of an English education study program at a private university were involved. The data were collected using questionnaire and analysed using statistic descriptive technique. The findings revealed that students’ motivation and demotivation could have been influenced by intrinsic and extrinsic factors. In particular, there were 5 motivating factors affecting students’ motivation, namely: students’ intrinsic learning motivation, self-efficacy, teachers’ performances & attitudes, contents & materials, and classmates’ attitudes. Among 5 motivating factors, teachers’ performances & attitudes turned out to be the most motivating factors, followed by contents & materials, and students’ intrinsic learning motivation. Concerning the demotivating factors, only one factor, i.e., technical factor was found to be the only one and most demotivating factor. This study contributes to the learning of English during online as well as offline schools
{"title":"ONLINE ENGLISH LEARNING DURING COVID-19 PANDEMIC: MOTIVATING AND DEMOTIVATING FACTORS AMONG EFL STUDENTS","authors":"Priscilla Tabitha, Y. G. H. Pramono","doi":"10.33508/mgs.v50i2.4175","DOIUrl":"https://doi.org/10.33508/mgs.v50i2.4175","url":null,"abstract":"Since pandemic novel outbreak, almost all educational institutes have transitioned to online learning in order to keep the teaching and learning process going. In Indonesia, the practice of online learning is still relatively, unclearly understood due to the minimum awareness of the ICT (Information and Communication Technology). Some studies revealed that online learning gave positive as well as negative impacts to the students’ learning motivation. Especially, the negative impacts may cause difficulties, stress, and anxiety in learning. Therefore, this present study was intended to reveal the factors affecting motivation and demotivation for students in learning English online, more specifically, during COVID-19 pandemic and to find out which factors were the most motivating and the most demotivating. A survey design was employed in this study. Thirty-six students of an English education study program at a private university were involved. The data were collected using questionnaire and analysed using statistic descriptive technique. The findings revealed that students’ motivation and demotivation could have been influenced by intrinsic and extrinsic factors. In particular, there were 5 motivating factors affecting students’ motivation, namely: students’ intrinsic learning motivation, self-efficacy, teachers’ performances & attitudes, contents & materials, and classmates’ attitudes. Among 5 motivating factors, teachers’ performances & attitudes turned out to be the most motivating factors, followed by contents & materials, and students’ intrinsic learning motivation. Concerning the demotivating factors, only one factor, i.e., technical factor was found to be the only one and most demotivating factor. This study contributes to the learning of English during online as well as offline schools","PeriodicalId":429096,"journal":{"name":"Magister Scientiae","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126359497","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
During the pandemic, everyone is required to do activities at home, including the teaching-learning process, which is done online. Students’ needs should be taken seriously by teachers. High self-efficacy is essential, and teachers must regulate their emotions in teaching students online learning. This research aimed to determine teachers’ self-efficacy in understanding students’ needs and strategies for regulating their emotions during online teaching-learning. During the teaching-learning process, teachers may face various students’ characteristics, and sudden situations that happen during the process may stress the teachers. Therefore, teachers need self-efficacy that will help them regulate themselves to execute their actions and solve problems. This qualitative research employed an open-ended questionnaire distributed to five private senior high school teachers, and an in-depth interview was conducted with three private senior high school teachers. The findings revealed that self-efficacy and emotion-regulation strategies were the main factors for teachers to understand their students’ needs during the teaching-learning process. It is recommended that future researchers interested in expanding this topic do extensive research to check its trustworthiness and provide further information about it.
{"title":"PRIVATE SENIOR HIGH SCHOOL TEACHERS’ SELF-EFFICACY IN UNDERSTANDING STUDENTS’ NEEDS DURING THE ONLINE LEARNING","authors":"Agustine Mahardika, C. Mbato","doi":"10.33508/mgs.v50i2.4170","DOIUrl":"https://doi.org/10.33508/mgs.v50i2.4170","url":null,"abstract":"During the pandemic, everyone is required to do activities at home, including the teaching-learning process, which is done online. Students’ needs should be taken seriously by teachers. High self-efficacy is essential, and teachers must regulate their emotions in teaching students online learning. This research aimed to determine teachers’ self-efficacy in understanding students’ needs and strategies for regulating their emotions during online teaching-learning. During the teaching-learning process, teachers may face various students’ characteristics, and sudden situations that happen during the process may stress the teachers. Therefore, teachers need self-efficacy that will help them regulate themselves to execute their actions and solve problems. This qualitative research employed an open-ended questionnaire distributed to five private senior high school teachers, and an in-depth interview was conducted with three private senior high school teachers. The findings revealed that self-efficacy and emotion-regulation strategies were the main factors for teachers to understand their students’ needs during the teaching-learning process. It is recommended that future researchers interested in expanding this topic do extensive research to check its trustworthiness and provide further information about it.","PeriodicalId":429096,"journal":{"name":"Magister Scientiae","volume":"56 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-10-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114828559","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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