EFL TEACHERS' PERCEIVED LANGUAGE PROFICIENCY AND TEACHING EFFECTIVENESS

Novita, Ophelia Elisa (2019) EFL TEACHERS' PERCEIVED LANGUAGE PROFICIENCY AND TEACHING EFFECTIVENESS. S2 thesis, Universitas Pendidikan Indonesia.

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Abstract

Pentingnya seorang guru bahasa memiliki tingkat kemahiran berbahasa yang tinggi telah dipelajari secara luas. Di sisi lain, studi yang berkaitan dengan efektivitas pengajaran (EP) belum dapat mendefinisikan konsep EP secara jelas, dan studi yang menghubungkan kemahiran bahasa guru (MBG) dan EP, terutama di dalam konteks Indonesia masih langka. Masalah ini diperburuk dengan kurangnya pedoman yang jelas tentang cara menilai MBG dan tidak adanya data resmi mengenai MBG di Indonesia saat ini. Dengan demikian, tujuan dari penelitian ini adalah untuk menemukan hubungan antara MBG dan EP dalam konteks sekolah bahasa di Bandung dan persepsi guru guru di sekolah tersebut mengenai peran MBG dalam efektivitas proses pengajaran mereka dengan menggunakan metode riset mixed-methods sequential explanatory. Hasil pengumpulan data kemudian ditabulasi silang dan dianalisis menggunakan Fisher-Freeman- Halton exact test. Ditemukan bahwa ada korelasi positif yang kuat antara MBG dan yang dua aspek EP: mengelola kelas , dan pemahaman dan mengkomunikasikan isi pelajaran, tetapi tidak ada hubungan antara MBG dan aspek EP menilai siswa dan memberikan umpan balik. Hal ini lebih lanjut dikonfirmasi pada tahap kualitatif di mana ditemukan bahwa guru dengan kecakapan bahasa yang lebih rendah juga dapat menyampaikan isi pelajaran, dan menilai siswa meskipun dengan tingkat fleksibilitas yang lebih rendah dibandingkan dengan rekan-rekan mereka yang lebih cakap. Ini berarti bahwa hubungan antara MBG dan EP itu kompleks dan tidak langsung, dan bahwa penguasaan yang satu tidak selalu menjadikan penguasaan yang lain. Kata kunci : efektivitas mengajar, guru bahasa, kemahiran bahasa guru ------- The importance of language teachers possessing high level of language proficiency has been extensively studied. On the other hand, studies related to teaching effectiveness (TE) have yet to define the concept of teaching effectiveness, and studies to relate teacher language proficiency (TLP) and TE, especially in Indonesian context are found to be scarce. Additionally, the lack of both clear guidelines on how to assess TLP and current or official data of TLP in Indonesia only exacerbate this matter. Thus, the objective of this study was to find the relation between TLP and TE in the context of a language school in Bandung and the perception of these teachers on the role of TLP in the effectiveness of their teaching process, using a mixed-methods sequential explanatory research design. The result of the data collection was then cross tabulated and analysed using Fisher-Freeman-Halton exact test. It was found that there was a strong positive relation between TLP and the two aspects of TE: managing the classroom, and understanding and communicating lesson content, but no relation between language proficiency and assessing students and giving feedback. This was further confirmed in the qualitative stage where it was found that teachers with lower language proficiency could also deliver lesson content, and assess students albeit with a lower degree of flexibility compared to their more proficient counterparts. This means that the relation between TLP and TE was complex and not straightforward, and that the mastery of one does not always entail the mastery of the other. Key words: language teachers, teaching effectiveness, teachers’ language proficiency

Item Type: Thesis (S2)
Uncontrolled Keywords: efektivitas mengajar, guru bahasa, kemahiran bahasa guru
Subjects: L Education > L Education (General)
P Language and Literature > P Philology. Linguistics
Divisions: Sekolah Pasca Sarjana > Pendidikan Bahasa Inggris S-2
Depositing User: Ophelia Elisa Novita
Date Deposited: 12 Jul 2020 04:05
Last Modified: 12 Jul 2020 04:05
URI: http://repository.upi.edu/id/eprint/43659

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