Bambang Yudi Cahyono

How Do Indonesian Professional English Teachers Develop Their Pedagogical Competence in Teaching Implementation

This article aims to investigate what kinds of Professional Development (PD) activities done by Indonesian professional English teachers in developing their pedagogical competence dealing with teaching implementation as well as to identify how those activities contribute to their competence development. This qualitative study was done in two stages namely subjects selection and investigation on the subjects’ professional development for their pedagogical competence in teaching implementation. The criteria of subjects selection have reflected the four competences that professional teachers need to possess which include personal, social, pedagogical and professional competences. The data collection was done by using questionnaire, interview guide, observation sheet. This study involves four selected professional English as a Foreign Language (EFL) teachers from Malang city, Malang Regency, and Batu town. The results show that PD activities done by the subjects include having discussion with colleagues, joining teacher association forum, attending seminars and workshops, taking courses, doing research, reading relevant sources, surfing the net,and doing team teaching. The ways how the subjects learn cover doing reflection, taking and giving feedback, discussing, broadening knowledge, researching, and problem solving. Referring to the limitation of this study, future researchers are recommended to do further study involving other aspects of pedagogical competence development, particularly the ones dealing with teaching preparation and evaluation on students learning.

Peer Feedback, Self-Correction, and Writing Proficiency of Indonesian EFL Students

This study investigated the effectiveness of peer feedback and self-correction based on guideline sheets on the writing ability of the Indonesian EFL students. It involved 71 Indonesian EFL students taking the Essay Writing course at Universitas Negeri Malang, an Indonesian university. The students were from three intact classes and they were given different types of treatment: The students from Class A were given peer feedback based on a guideline sheet, those from Class B were assigned to do self-correction based on a guideline sheet, and those from Class C were involved in a conventional editing process of writing. The results of the study showed that the students given peer feedback based on a guideline sheet (Class A) have better ability in writing essays than those who were not given peer feedback (Class C); the students conducting selfcorrection based on a guideline sheet (Class B) have better ability in writing essays than those who did not conduct self-correction (Class C); and both peer feedback based on a guideline sheet (given to Class A) and self-correction based on a guideline sheet (given to Class B) significantly improved the ability in writing essays of the students in the two experiemental classes. Given that the two types of treatment were effective in increasing the students’ scores in essay writing, peer feedback and self-correction based on guidelines sheets are recommended for practical use in EFL classrooms as well as for further research studies.