EFL COLLEGE TEACHERS’ AWARENESS ON CAR

A case study at Universitas Muhammadiyah Jember

  • Tanzil Huda Muhammadiyah University of Jember
  • Indah Rakhmawati Afrida Universitas Muhammadiyah Jember
  • Mariyae Chelong Universitas Muhammadiyah Jember
Keywords: EFL college teachers, perception, awareness, CAR

Abstract

Nobody can claim that all instructions are free from problems. Realizing that all instruction are potential to have problems, college teachers should do reflective practices.  One of the do reflective practices which can be done integratively and sytematically with their instructions is classroom action research (CAR). The present study tried to investigate the lecturers’ perception on CAR. The study focused on the indentifi-cation of  the lecturers’ awareness on CAR and digging up the the factors affected the lecturers perception on CAR. The study employed survey method which posited qualitative   approach. The study  revealed that the leacturers’ awareness on CAR was relatively low. It also indicated that  there were some factors which affected the lecturers’ awareness on CAR i.e., 1) the lecturer’s prior education or pre-service education; 2) their involvement in scientific forums; 3) self-regulated learning by reading books on CAR.

References

Altrichter, H., Posch, P., & Somekh, B. (2000). Teachers investigate their work (2005th ed.). New York: Routledge, Taylor & Francis.
Atay, D. (2006). Teachers ’ Professional Development : Partnerships in. TESl-EJ, 10(2), 1–15.
Borko, H. (2007). Professional Development and Teacher Learning: Mapping the Terrain. Educational Researcher, 33(8), 3–15. https://doi.org/10.3102/0013189x033008003
Buaraphan, K. (2016). The development of qualitative classroom action research workshop for in-service science teachers. Asia-Pacific Forum on Science Learning and Teaching, 17(1).
Denny, H. (2005). Reflective Practice and Action Research as a Source of Pre-service and In-service Professional Development and Classroom Innovation : Burden or Benefit ? Myth or Reality ? by The Two Reflective Practice Programmes and the Action Research Project - Overvie (No. Working Paper No. 14). Auckland.
Hong, C. E., & Lawrence, S. A. (2011). Action Research in Teacher Education: Classroom Inquiry, Reflection, and Data-Driven Decision Making. Journal of Inquiry & Action in Education, 4(2), 1–17. Retrieved from http://digitalcommons.buffalostate.edu/cgi/viewcontent.cgi?article=1038&context=jiae
Impedovo, M. A., & Impedovo, M. A. (2016). Becoming a Reflective In-service Teacher : Role of Research Attitude. 41(1).
Korthagen, F. A. . J. . (2010). TEACHER REFLECTION : WHAT IT IS AND WHAT IT DOES For the special issue on Research on Teacher Reflectivity. 377–401.
Mamlok-naaman, R. (2018). Using the Action Research rationale to enhance the creation of teachers ’ Professional Learning Communities ( PLCs ). ARISE, 1(1), 27–32.
McNiff, J. (2006). Teaching as Learning. In Teaching as Learning. https://doi.org/10.4324/9780203187999
Schmack, J. (2013). Professional development. Learning to Teach Religious Education in the Secondary School: A Companion to School Experience, Second Edition, pp. 242–258. https://doi.org/10.4324/9780203717424
Zuber-Skerritt, O. (2012). Professional Development in Higher Education: A Theoretical Framework for Action Research (Vol. 6). New York: Routledge.
Published
2020-02-20
How to Cite
Huda, T., Afrida, I., & Chelong, M. (2020). EFL COLLEGE TEACHERS’ AWARENESS ON CAR. Journey (Journal of English Language and Pedagogy), 3(1), 1-5. https://doi.org/10.33503/journey.v3i1.712
Abstract viewed = 271 times
PDF downloaded = 175 times