Designing Literacy E-Coaching Model for English Language Teachers of Junior High Schools in Indonesia (original) (raw)
Nobel: Journal of Literature and Language Teaching, 2022
Literacy coaching is an in-depth style of literacy enrichment and professional development activity that links observation, feedback, and reflection to the practice. This study adopted a case study to investigate the implementation, process, and benefits of an online literacy coaching program for 32 junior high school English teachers across Indonesia. Observation protocol recorded sessions, and participants were the data sources of this study. As observed thus analyzed through content analysis, it was found that the implementation of online literacy coaching has fulfilled the core activities of literacy coaching cycles as it adopts a collaborative, reflective, and project-based approach. In further, the process of literacy coaching has improved the participants' literacy teaching as their performance in Cycle 2 was getting better than in Cycle 1. Moreover, the interview and questionnaire results showed that the implementation of Online Literacy Coaching improved the participants' literacy skills and pedagogy. Based on the findings, this study proposed recommendations to properly emphasize the time duration of each session, intensively establish digital literacy even further, and intentionally involve students' feedback as valuable and beneficial input for teachers' professional development and the process of online literacy coaching.
Literacy Teaching Strategies: Do Indonesian Secondary EFL Teachers Practice What They Know
LEARN Journal: Language Education and Acquisition Research Network, 2023
Developing students' literacy skills remains a challenge for many EFL teachers. The current study explores data about which literacy teaching strategies secondary EFL teachers in Indonesia report they know and practice and what roles they think they can play in developing students' literacy skills to support school literacy initiative programs. Quantitative data about literacy-teaching knowledge and practice as well as qualitative data about teacher roles were collected through a questionnaire distributed to as many accessible teachers as possible using a convenience sampling technique with Google Forms. Responses were obtained from 157 voluntary secondary EFL teachers, mostly from East Java Province, Indonesia. The quantitative data were analyzed descriptively to result in percentages demonstrating knowledge, practice, and differences between knowledge and practice, whereas the qualitative data were analyzed using a deductive thematic method. The results show the use of various literacy teaching activities, but do not yet reflect pervasive influence of technology among teachers. Gaps are identified between EFL teachers' knowledge of literacy teaching strategies and their corresponding actual teaching practices, implying that knowing a certain literacy-teaching strategy does not necessarily mean taking actions. The qualitative findings show that EFL teachers played roles as providers of literacy access and facilities, motivators for students' love for reading and reading habits, creators of conducive environments, and role models to optimize literacy programs in school.
Exploring The Use of Literacy Strategies in Junior High School Level
—The 2013 Indonesian curriculum requires that literacy be incorporated into teaching learning process. This paper aims to (1) identify literacy strategies that have and not have been planned in learning steps; (2) identify literacy strategies that were used in teaching practice sessions. The data were taken from lesson plans developed by teachers of fifteen subjects in Junior High School level. Observations of teachers' teaching practices were carried out to examine what literacy strategies were used during the teaching learning process. Interviews with several teachers were also conducted to gain further explanation why certain literacy strategies were absent in the teaching practice. The results of the study demonstrate that teachers of fifteen subjects have used various literacy strategies in their lesson plans and teaching practice. However, most teachers have not explicitly mentioned the following strategies: making and confirming prediction, identifying new and difficult vocabularies, using other sources, making a connection with other texts, transforming mode, producing multimodal texts, and using graphic organizers. The findings imply that more intensive teacher professional development programmes provide modelling and explicit instruction of how to implement literacy strategies in the classroom.
EAST AFRICAN JOURNAL OF EDUCATION AND SOCIAL SCIENCES
Purpose of the study: This research sought to investigate the extent to which the Alternative Pathways to Secondary Education (APSE) program implemented in Jamaica to address deficits in literacy has worked in addressing the apparent achievement gap which is so evident among students in Non- traditional High schools. The research also sought to determine what kind of support is needed for Literacy coaches and literacy teachers to maximize these students’ learning opportunities. This qualitative phenomenological study employed the thematic text analysis approach. This study selected pathway /literacy coaches based on the Secondary school/ Non- traditional high schools selected for the study. The research attempted to investigate the challenges that these seven coaches experienced in integrating technology in their guiding of the Apse program in improving students learning challenges in Literacy. The research found that students in the Apse program were mainly at-risk children who cam...
2013
This study was a research and development (RD investigating what materials need to be developed to help students progress with their literacy skills in English; investigating the quality of the developed material; and finding the effect of material developed upon students’ English literacy skills. The instruments used to collect the data in this study were checklist, scoring rubric, observation sheet, questionnaire and test. The material develop in this study was based on criteria of good material proposed by Tomlinson. The result of the study shown that the limited time in studying English at school resulted in limited chance to experience with literacy activities. There are three topics need to be inserted in this study, those are: transportation, occupation and parts of house. The new materials were created by using Multiple Literacy Experiences proposed by Winch (2006) and the criteria of good material proposed by Tomlinson. The RLLE material had high validity and practically wh...
Considerations for Literacy Coaches in Classrooms with English Language Learners
This brief by the Literacy Coaching Clearinghouse addresses issues related to literacy coaching in classrooms where there are English Language Learners (ELLs). Briefly defined, an English Language Learner is a child whose native language is other than English and who is learning English as a second language. Moreover, ELLs are defined as students whose knowledge of English is so limited that they are likely to find their classroom experiences incomprehensible (Crawford,
Indonesian Efl Teachers Teaching Reading to English Young Learners in Indonesia and Thailand
LLT Journal: A Journal on Language and Language Teaching
Among myriad research on teaching reading on English Young Learners, little has been discussed the practice within two different socio-culture settings. Indeed, the success stories of teaching reading to young learners with different social and cultural circumstances will be able to offer insight and new perspectives of teaching reading to EYL for researchers, mainly English teachers. This study aimed at narrating and exploring the process of teaching reading within two different countries, Indonesia and Thailand. This study invited two Indonesians EFL teachers who teach English to young learners in Indonesia and Thailand. Underpinning the narrative research design, this study narrated the experience of the participants from interview process triangulated by their narrative framework and teaching reading materials. From the obtained data, the findings were presented using four major themes: teaching experience, the students, teaching reading, and teaching reading materials. The resu...