Indonesian EFL Teacher Educators’ Beliefs and Classroom Practices on The Teaching of Pronunciation: Evidence from A Pilot Study
Oral communication among global speakers needs good pronunciation to be successful. Regardless of its important function and role, EFL teachers often ignore pronunciation in their language teaching and oftentimes they are very lenient towards mispronunciation, which potentially hampers actual oral c...
Ausführliche Beschreibung
Gespeichert in:
| Autor*in: |
Made Frida Yulia [verfasserIn] Ali Saukah [verfasserIn] |
|---|
| Format: |
E-Artikel |
|---|---|
| Sprache: |
Indonesisch |
| Erschienen: |
2021 |
|---|
| Schlagwörter: |
|---|
| Übergeordnetes Werk: |
In: Jurnal Ilmu Pendidikan - Universitas Negeri Malang, 2016, 27(2021), 2, Seite 73-80 |
|---|---|
| Übergeordnetes Werk: |
volume:27 ; year:2021 ; number:2 ; pages:73-80 |
| Links: |
Link aufrufen |
|---|
| DOI / URN: |
10.17977/um048v27i2p73-80 |
|---|
| Katalog-ID: |
DOAJ078702615 |
|---|
| LEADER | 01000naa a22002652 4500 | ||
|---|---|---|---|
| 001 | DOAJ078702615 | ||
| 003 | DE-627 | ||
| 005 | 20230307010929.0 | ||
| 007 | cr uuu---uuuuu | ||
| 008 | 230307s2021 xx |||||o 00| ||ind c | ||
| 024 | 7 | |a 10.17977/um048v27i2p73-80 |2 doi | |
| 035 | |a (DE-627)DOAJ078702615 | ||
| 035 | |a (DE-599)DOAJed11b13a95a14bb384e498d585a7970f | ||
| 040 | |a DE-627 |b ger |c DE-627 |e rakwb | ||
| 041 | |a ind | ||
| 050 | 0 | |a L7-991 | |
| 100 | 0 | |a Made Frida Yulia |e verfasserin |4 aut | |
| 245 | 1 | 0 | |a Indonesian EFL Teacher Educators’ Beliefs and Classroom Practices on The Teaching of Pronunciation: Evidence from A Pilot Study |
| 264 | 1 | |c 2021 | |
| 336 | |a Text |b txt |2 rdacontent | ||
| 337 | |a Computermedien |b c |2 rdamedia | ||
| 338 | |a Online-Ressource |b cr |2 rdacarrier | ||
| 520 | |a Oral communication among global speakers needs good pronunciation to be successful. Regardless of its important function and role, EFL teachers often ignore pronunciation in their language teaching and oftentimes they are very lenient towards mispronunciation, which potentially hampers actual oral communication beyond language classrooms. An exploration into EFL teachers’ teaching beliefs is thus necessitated since such beliefs are mutually capable of influencing their classroom behaviors. In the effort to fill the gap of the previous research, the current study attempted to unveil teacher educators’ beliefs on teaching English pronunciation in Indonesian EFL context as well as to describe in what ways their classroom practices matched their beliefs. A qualitative research design using a semi-structured interview was employed to collect data from three Indonesian teacher educators who were experienced in teaching EFL. Similar findings to prior studies were discovered about their teaching beliefs, with one inconclusive issue remaining about teaching prioritization. Their classroom practices also generally went hand in hand with their underlying beliefs. One noteworthy finding that surfaced was the idea to have a dedicated English class for pronunciation, especially in the context of training prospective EFL teachers. | ||
| 650 | 4 | |a beliefs | |
| 650 | 4 | |a pronunciation | |
| 650 | 4 | |a efl teacher educators | |
| 650 | 4 | |a classroom practices | |
| 653 | 0 | |a Education | |
| 653 | 0 | |a L | |
| 653 | 0 | |a Education (General) | |
| 700 | 0 | |a Ali Saukah |e verfasserin |4 aut | |
| 773 | 0 | 8 | |i In |t Jurnal Ilmu Pendidikan |d Universitas Negeri Malang, 2016 |g 27(2021), 2, Seite 73-80 |w (DE-627)1760593850 |x 24428655 |7 nnns |
| 773 | 1 | 8 | |g volume:27 |g year:2021 |g number:2 |g pages:73-80 |
| 856 | 4 | 0 | |u https://doi.org/10.17977/um048v27i2p73-80 |z kostenfrei |
| 856 | 4 | 0 | |u https://doaj.org/article/ed11b13a95a14bb384e498d585a7970f |z kostenfrei |
| 856 | 4 | 0 | |u http://journal2.um.ac.id/index.php/jip/article/view/21997 |z kostenfrei |
| 856 | 4 | 2 | |u https://doaj.org/toc/0215-9643 |y Journal toc |z kostenfrei |
| 856 | 4 | 2 | |u https://doaj.org/toc/2442-8655 |y Journal toc |z kostenfrei |
| 912 | |a GBV_USEFLAG_A | ||
| 912 | |a SYSFLAG_A | ||
| 912 | |a GBV_DOAJ | ||
| 951 | |a AR | ||
| 952 | |d 27 |j 2021 |e 2 |h 73-80 | ||
| author_variant |
m f y mfy a s as |
|---|---|
| matchkey_str |
article:24428655:2021----::noeinftahrdctrblesncasomrcieoteecigfrnni |
| hierarchy_sort_str |
2021 |
| callnumber-subject-code |
L |
| publishDate |
2021 |
| allfields |
10.17977/um048v27i2p73-80 doi (DE-627)DOAJ078702615 (DE-599)DOAJed11b13a95a14bb384e498d585a7970f DE-627 ger DE-627 rakwb ind L7-991 Made Frida Yulia verfasserin aut Indonesian EFL Teacher Educators’ Beliefs and Classroom Practices on The Teaching of Pronunciation: Evidence from A Pilot Study 2021 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Oral communication among global speakers needs good pronunciation to be successful. Regardless of its important function and role, EFL teachers often ignore pronunciation in their language teaching and oftentimes they are very lenient towards mispronunciation, which potentially hampers actual oral communication beyond language classrooms. An exploration into EFL teachers’ teaching beliefs is thus necessitated since such beliefs are mutually capable of influencing their classroom behaviors. In the effort to fill the gap of the previous research, the current study attempted to unveil teacher educators’ beliefs on teaching English pronunciation in Indonesian EFL context as well as to describe in what ways their classroom practices matched their beliefs. A qualitative research design using a semi-structured interview was employed to collect data from three Indonesian teacher educators who were experienced in teaching EFL. Similar findings to prior studies were discovered about their teaching beliefs, with one inconclusive issue remaining about teaching prioritization. Their classroom practices also generally went hand in hand with their underlying beliefs. One noteworthy finding that surfaced was the idea to have a dedicated English class for pronunciation, especially in the context of training prospective EFL teachers. beliefs pronunciation efl teacher educators classroom practices Education L Education (General) Ali Saukah verfasserin aut In Jurnal Ilmu Pendidikan Universitas Negeri Malang, 2016 27(2021), 2, Seite 73-80 (DE-627)1760593850 24428655 nnns volume:27 year:2021 number:2 pages:73-80 https://doi.org/10.17977/um048v27i2p73-80 kostenfrei https://doaj.org/article/ed11b13a95a14bb384e498d585a7970f kostenfrei http://journal2.um.ac.id/index.php/jip/article/view/21997 kostenfrei https://doaj.org/toc/0215-9643 Journal toc kostenfrei https://doaj.org/toc/2442-8655 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ AR 27 2021 2 73-80 |
| spelling |
10.17977/um048v27i2p73-80 doi (DE-627)DOAJ078702615 (DE-599)DOAJed11b13a95a14bb384e498d585a7970f DE-627 ger DE-627 rakwb ind L7-991 Made Frida Yulia verfasserin aut Indonesian EFL Teacher Educators’ Beliefs and Classroom Practices on The Teaching of Pronunciation: Evidence from A Pilot Study 2021 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Oral communication among global speakers needs good pronunciation to be successful. Regardless of its important function and role, EFL teachers often ignore pronunciation in their language teaching and oftentimes they are very lenient towards mispronunciation, which potentially hampers actual oral communication beyond language classrooms. An exploration into EFL teachers’ teaching beliefs is thus necessitated since such beliefs are mutually capable of influencing their classroom behaviors. In the effort to fill the gap of the previous research, the current study attempted to unveil teacher educators’ beliefs on teaching English pronunciation in Indonesian EFL context as well as to describe in what ways their classroom practices matched their beliefs. A qualitative research design using a semi-structured interview was employed to collect data from three Indonesian teacher educators who were experienced in teaching EFL. Similar findings to prior studies were discovered about their teaching beliefs, with one inconclusive issue remaining about teaching prioritization. Their classroom practices also generally went hand in hand with their underlying beliefs. One noteworthy finding that surfaced was the idea to have a dedicated English class for pronunciation, especially in the context of training prospective EFL teachers. beliefs pronunciation efl teacher educators classroom practices Education L Education (General) Ali Saukah verfasserin aut In Jurnal Ilmu Pendidikan Universitas Negeri Malang, 2016 27(2021), 2, Seite 73-80 (DE-627)1760593850 24428655 nnns volume:27 year:2021 number:2 pages:73-80 https://doi.org/10.17977/um048v27i2p73-80 kostenfrei https://doaj.org/article/ed11b13a95a14bb384e498d585a7970f kostenfrei http://journal2.um.ac.id/index.php/jip/article/view/21997 kostenfrei https://doaj.org/toc/0215-9643 Journal toc kostenfrei https://doaj.org/toc/2442-8655 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ AR 27 2021 2 73-80 |
| allfields_unstemmed |
10.17977/um048v27i2p73-80 doi (DE-627)DOAJ078702615 (DE-599)DOAJed11b13a95a14bb384e498d585a7970f DE-627 ger DE-627 rakwb ind L7-991 Made Frida Yulia verfasserin aut Indonesian EFL Teacher Educators’ Beliefs and Classroom Practices on The Teaching of Pronunciation: Evidence from A Pilot Study 2021 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Oral communication among global speakers needs good pronunciation to be successful. Regardless of its important function and role, EFL teachers often ignore pronunciation in their language teaching and oftentimes they are very lenient towards mispronunciation, which potentially hampers actual oral communication beyond language classrooms. An exploration into EFL teachers’ teaching beliefs is thus necessitated since such beliefs are mutually capable of influencing their classroom behaviors. In the effort to fill the gap of the previous research, the current study attempted to unveil teacher educators’ beliefs on teaching English pronunciation in Indonesian EFL context as well as to describe in what ways their classroom practices matched their beliefs. A qualitative research design using a semi-structured interview was employed to collect data from three Indonesian teacher educators who were experienced in teaching EFL. Similar findings to prior studies were discovered about their teaching beliefs, with one inconclusive issue remaining about teaching prioritization. Their classroom practices also generally went hand in hand with their underlying beliefs. One noteworthy finding that surfaced was the idea to have a dedicated English class for pronunciation, especially in the context of training prospective EFL teachers. beliefs pronunciation efl teacher educators classroom practices Education L Education (General) Ali Saukah verfasserin aut In Jurnal Ilmu Pendidikan Universitas Negeri Malang, 2016 27(2021), 2, Seite 73-80 (DE-627)1760593850 24428655 nnns volume:27 year:2021 number:2 pages:73-80 https://doi.org/10.17977/um048v27i2p73-80 kostenfrei https://doaj.org/article/ed11b13a95a14bb384e498d585a7970f kostenfrei http://journal2.um.ac.id/index.php/jip/article/view/21997 kostenfrei https://doaj.org/toc/0215-9643 Journal toc kostenfrei https://doaj.org/toc/2442-8655 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ AR 27 2021 2 73-80 |
| allfieldsGer |
10.17977/um048v27i2p73-80 doi (DE-627)DOAJ078702615 (DE-599)DOAJed11b13a95a14bb384e498d585a7970f DE-627 ger DE-627 rakwb ind L7-991 Made Frida Yulia verfasserin aut Indonesian EFL Teacher Educators’ Beliefs and Classroom Practices on The Teaching of Pronunciation: Evidence from A Pilot Study 2021 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Oral communication among global speakers needs good pronunciation to be successful. Regardless of its important function and role, EFL teachers often ignore pronunciation in their language teaching and oftentimes they are very lenient towards mispronunciation, which potentially hampers actual oral communication beyond language classrooms. An exploration into EFL teachers’ teaching beliefs is thus necessitated since such beliefs are mutually capable of influencing their classroom behaviors. In the effort to fill the gap of the previous research, the current study attempted to unveil teacher educators’ beliefs on teaching English pronunciation in Indonesian EFL context as well as to describe in what ways their classroom practices matched their beliefs. A qualitative research design using a semi-structured interview was employed to collect data from three Indonesian teacher educators who were experienced in teaching EFL. Similar findings to prior studies were discovered about their teaching beliefs, with one inconclusive issue remaining about teaching prioritization. Their classroom practices also generally went hand in hand with their underlying beliefs. One noteworthy finding that surfaced was the idea to have a dedicated English class for pronunciation, especially in the context of training prospective EFL teachers. beliefs pronunciation efl teacher educators classroom practices Education L Education (General) Ali Saukah verfasserin aut In Jurnal Ilmu Pendidikan Universitas Negeri Malang, 2016 27(2021), 2, Seite 73-80 (DE-627)1760593850 24428655 nnns volume:27 year:2021 number:2 pages:73-80 https://doi.org/10.17977/um048v27i2p73-80 kostenfrei https://doaj.org/article/ed11b13a95a14bb384e498d585a7970f kostenfrei http://journal2.um.ac.id/index.php/jip/article/view/21997 kostenfrei https://doaj.org/toc/0215-9643 Journal toc kostenfrei https://doaj.org/toc/2442-8655 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ AR 27 2021 2 73-80 |
| allfieldsSound |
10.17977/um048v27i2p73-80 doi (DE-627)DOAJ078702615 (DE-599)DOAJed11b13a95a14bb384e498d585a7970f DE-627 ger DE-627 rakwb ind L7-991 Made Frida Yulia verfasserin aut Indonesian EFL Teacher Educators’ Beliefs and Classroom Practices on The Teaching of Pronunciation: Evidence from A Pilot Study 2021 Text txt rdacontent Computermedien c rdamedia Online-Ressource cr rdacarrier Oral communication among global speakers needs good pronunciation to be successful. Regardless of its important function and role, EFL teachers often ignore pronunciation in their language teaching and oftentimes they are very lenient towards mispronunciation, which potentially hampers actual oral communication beyond language classrooms. An exploration into EFL teachers’ teaching beliefs is thus necessitated since such beliefs are mutually capable of influencing their classroom behaviors. In the effort to fill the gap of the previous research, the current study attempted to unveil teacher educators’ beliefs on teaching English pronunciation in Indonesian EFL context as well as to describe in what ways their classroom practices matched their beliefs. A qualitative research design using a semi-structured interview was employed to collect data from three Indonesian teacher educators who were experienced in teaching EFL. Similar findings to prior studies were discovered about their teaching beliefs, with one inconclusive issue remaining about teaching prioritization. Their classroom practices also generally went hand in hand with their underlying beliefs. One noteworthy finding that surfaced was the idea to have a dedicated English class for pronunciation, especially in the context of training prospective EFL teachers. beliefs pronunciation efl teacher educators classroom practices Education L Education (General) Ali Saukah verfasserin aut In Jurnal Ilmu Pendidikan Universitas Negeri Malang, 2016 27(2021), 2, Seite 73-80 (DE-627)1760593850 24428655 nnns volume:27 year:2021 number:2 pages:73-80 https://doi.org/10.17977/um048v27i2p73-80 kostenfrei https://doaj.org/article/ed11b13a95a14bb384e498d585a7970f kostenfrei http://journal2.um.ac.id/index.php/jip/article/view/21997 kostenfrei https://doaj.org/toc/0215-9643 Journal toc kostenfrei https://doaj.org/toc/2442-8655 Journal toc kostenfrei GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ AR 27 2021 2 73-80 |
| language |
Indonesian |
| source |
In Jurnal Ilmu Pendidikan 27(2021), 2, Seite 73-80 volume:27 year:2021 number:2 pages:73-80 |
| sourceStr |
In Jurnal Ilmu Pendidikan 27(2021), 2, Seite 73-80 volume:27 year:2021 number:2 pages:73-80 |
| format_phy_str_mv |
Article |
| institution |
findex.gbv.de |
| topic_facet |
beliefs pronunciation efl teacher educators classroom practices Education L Education (General) |
| isfreeaccess_bool |
true |
| container_title |
Jurnal Ilmu Pendidikan |
| authorswithroles_txt_mv |
Made Frida Yulia @@aut@@ Ali Saukah @@aut@@ |
| publishDateDaySort_date |
2021-01-01T00:00:00Z |
| hierarchy_top_id |
1760593850 |
| id |
DOAJ078702615 |
| language_de |
Sangiang |
| fullrecord |
<?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>01000naa a22002652 4500</leader><controlfield tag="001">DOAJ078702615</controlfield><controlfield tag="003">DE-627</controlfield><controlfield tag="005">20230307010929.0</controlfield><controlfield tag="007">cr uuu---uuuuu</controlfield><controlfield tag="008">230307s2021 xx |||||o 00| ||ind c</controlfield><datafield tag="024" ind1="7" ind2=" "><subfield code="a">10.17977/um048v27i2p73-80</subfield><subfield code="2">doi</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-627)DOAJ078702615</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-599)DOAJed11b13a95a14bb384e498d585a7970f</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">DE-627</subfield><subfield code="b">ger</subfield><subfield code="c">DE-627</subfield><subfield code="e">rakwb</subfield></datafield><datafield tag="041" ind1=" " ind2=" "><subfield code="a">ind</subfield></datafield><datafield tag="050" ind1=" " ind2="0"><subfield code="a">L7-991</subfield></datafield><datafield tag="100" ind1="0" ind2=" "><subfield code="a">Made Frida Yulia</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="245" ind1="1" ind2="0"><subfield code="a">Indonesian EFL Teacher Educators’ Beliefs and Classroom Practices on The Teaching of Pronunciation: Evidence from A Pilot Study</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="c">2021</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="a">Text</subfield><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="a">Computermedien</subfield><subfield code="b">c</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="a">Online-Ressource</subfield><subfield code="b">cr</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">Oral communication among global speakers needs good pronunciation to be successful. Regardless of its important function and role, EFL teachers often ignore pronunciation in their language teaching and oftentimes they are very lenient towards mispronunciation, which potentially hampers actual oral communication beyond language classrooms. An exploration into EFL teachers’ teaching beliefs is thus necessitated since such beliefs are mutually capable of influencing their classroom behaviors. In the effort to fill the gap of the previous research, the current study attempted to unveil teacher educators’ beliefs on teaching English pronunciation in Indonesian EFL context as well as to describe in what ways their classroom practices matched their beliefs. A qualitative research design using a semi-structured interview was employed to collect data from three Indonesian teacher educators who were experienced in teaching EFL. Similar findings to prior studies were discovered about their teaching beliefs, with one inconclusive issue remaining about teaching prioritization. Their classroom practices also generally went hand in hand with their underlying beliefs. One noteworthy finding that surfaced was the idea to have a dedicated English class for pronunciation, especially in the context of training prospective EFL teachers.</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">beliefs</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">pronunciation</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">efl teacher educators</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">classroom practices</subfield></datafield><datafield tag="653" ind1=" " ind2="0"><subfield code="a">Education</subfield></datafield><datafield tag="653" ind1=" " ind2="0"><subfield code="a">L</subfield></datafield><datafield tag="653" ind1=" " ind2="0"><subfield code="a">Education (General)</subfield></datafield><datafield tag="700" ind1="0" ind2=" "><subfield code="a">Ali Saukah</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="773" ind1="0" ind2="8"><subfield code="i">In</subfield><subfield code="t">Jurnal Ilmu Pendidikan</subfield><subfield code="d">Universitas Negeri Malang, 2016</subfield><subfield code="g">27(2021), 2, Seite 73-80</subfield><subfield code="w">(DE-627)1760593850</subfield><subfield code="x">24428655</subfield><subfield code="7">nnns</subfield></datafield><datafield tag="773" ind1="1" ind2="8"><subfield code="g">volume:27</subfield><subfield code="g">year:2021</subfield><subfield code="g">number:2</subfield><subfield code="g">pages:73-80</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="u">https://doi.org/10.17977/um048v27i2p73-80</subfield><subfield code="z">kostenfrei</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="u">https://doaj.org/article/ed11b13a95a14bb384e498d585a7970f</subfield><subfield code="z">kostenfrei</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="u">http://journal2.um.ac.id/index.php/jip/article/view/21997</subfield><subfield code="z">kostenfrei</subfield></datafield><datafield tag="856" ind1="4" ind2="2"><subfield code="u">https://doaj.org/toc/0215-9643</subfield><subfield code="y">Journal toc</subfield><subfield code="z">kostenfrei</subfield></datafield><datafield tag="856" ind1="4" ind2="2"><subfield code="u">https://doaj.org/toc/2442-8655</subfield><subfield code="y">Journal toc</subfield><subfield code="z">kostenfrei</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_USEFLAG_A</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">SYSFLAG_A</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_DOAJ</subfield></datafield><datafield tag="951" ind1=" " ind2=" "><subfield code="a">AR</subfield></datafield><datafield tag="952" ind1=" " ind2=" "><subfield code="d">27</subfield><subfield code="j">2021</subfield><subfield code="e">2</subfield><subfield code="h">73-80</subfield></datafield></record></collection>
|
| callnumber-first |
L - Education |
| author |
Made Frida Yulia |
| spellingShingle |
Made Frida Yulia misc L7-991 misc beliefs misc pronunciation misc efl teacher educators misc classroom practices misc Education misc L misc Education (General) Indonesian EFL Teacher Educators’ Beliefs and Classroom Practices on The Teaching of Pronunciation: Evidence from A Pilot Study |
| authorStr |
Made Frida Yulia |
| ppnlink_with_tag_str_mv |
@@773@@(DE-627)1760593850 |
| format |
electronic Article |
| delete_txt_mv |
keep |
| author_role |
aut aut |
| collection |
DOAJ |
| remote_str |
true |
| callnumber-label |
L7-991 |
| illustrated |
Not Illustrated |
| issn |
24428655 |
| topic_title |
L7-991 Indonesian EFL Teacher Educators’ Beliefs and Classroom Practices on The Teaching of Pronunciation: Evidence from A Pilot Study beliefs pronunciation efl teacher educators classroom practices |
| topic |
misc L7-991 misc beliefs misc pronunciation misc efl teacher educators misc classroom practices misc Education misc L misc Education (General) |
| topic_unstemmed |
misc L7-991 misc beliefs misc pronunciation misc efl teacher educators misc classroom practices misc Education misc L misc Education (General) |
| topic_browse |
misc L7-991 misc beliefs misc pronunciation misc efl teacher educators misc classroom practices misc Education misc L misc Education (General) |
| format_facet |
Elektronische Aufsätze Aufsätze Elektronische Ressource |
| format_main_str_mv |
Text Zeitschrift/Artikel |
| carriertype_str_mv |
cr |
| hierarchy_parent_title |
Jurnal Ilmu Pendidikan |
| hierarchy_parent_id |
1760593850 |
| hierarchy_top_title |
Jurnal Ilmu Pendidikan |
| isfreeaccess_txt |
true |
| familylinks_str_mv |
(DE-627)1760593850 |
| title |
Indonesian EFL Teacher Educators’ Beliefs and Classroom Practices on The Teaching of Pronunciation: Evidence from A Pilot Study |
| ctrlnum |
(DE-627)DOAJ078702615 (DE-599)DOAJed11b13a95a14bb384e498d585a7970f |
| title_full |
Indonesian EFL Teacher Educators’ Beliefs and Classroom Practices on The Teaching of Pronunciation: Evidence from A Pilot Study |
| author_sort |
Made Frida Yulia |
| journal |
Jurnal Ilmu Pendidikan |
| journalStr |
Jurnal Ilmu Pendidikan |
| callnumber-first-code |
L |
| lang_code |
ind |
| isOA_bool |
true |
| recordtype |
marc |
| publishDateSort |
2021 |
| contenttype_str_mv |
txt |
| container_start_page |
73 |
| author_browse |
Made Frida Yulia Ali Saukah |
| container_volume |
27 |
| class |
L7-991 |
| format_se |
Elektronische Aufsätze |
| author-letter |
Made Frida Yulia |
| doi_str_mv |
10.17977/um048v27i2p73-80 |
| author2-role |
verfasserin |
| title_sort |
indonesian efl teacher educators’ beliefs and classroom practices on the teaching of pronunciation: evidence from a pilot study |
| callnumber |
L7-991 |
| title_auth |
Indonesian EFL Teacher Educators’ Beliefs and Classroom Practices on The Teaching of Pronunciation: Evidence from A Pilot Study |
| abstract |
Oral communication among global speakers needs good pronunciation to be successful. Regardless of its important function and role, EFL teachers often ignore pronunciation in their language teaching and oftentimes they are very lenient towards mispronunciation, which potentially hampers actual oral communication beyond language classrooms. An exploration into EFL teachers’ teaching beliefs is thus necessitated since such beliefs are mutually capable of influencing their classroom behaviors. In the effort to fill the gap of the previous research, the current study attempted to unveil teacher educators’ beliefs on teaching English pronunciation in Indonesian EFL context as well as to describe in what ways their classroom practices matched their beliefs. A qualitative research design using a semi-structured interview was employed to collect data from three Indonesian teacher educators who were experienced in teaching EFL. Similar findings to prior studies were discovered about their teaching beliefs, with one inconclusive issue remaining about teaching prioritization. Their classroom practices also generally went hand in hand with their underlying beliefs. One noteworthy finding that surfaced was the idea to have a dedicated English class for pronunciation, especially in the context of training prospective EFL teachers. |
| abstractGer |
Oral communication among global speakers needs good pronunciation to be successful. Regardless of its important function and role, EFL teachers often ignore pronunciation in their language teaching and oftentimes they are very lenient towards mispronunciation, which potentially hampers actual oral communication beyond language classrooms. An exploration into EFL teachers’ teaching beliefs is thus necessitated since such beliefs are mutually capable of influencing their classroom behaviors. In the effort to fill the gap of the previous research, the current study attempted to unveil teacher educators’ beliefs on teaching English pronunciation in Indonesian EFL context as well as to describe in what ways their classroom practices matched their beliefs. A qualitative research design using a semi-structured interview was employed to collect data from three Indonesian teacher educators who were experienced in teaching EFL. Similar findings to prior studies were discovered about their teaching beliefs, with one inconclusive issue remaining about teaching prioritization. Their classroom practices also generally went hand in hand with their underlying beliefs. One noteworthy finding that surfaced was the idea to have a dedicated English class for pronunciation, especially in the context of training prospective EFL teachers. |
| abstract_unstemmed |
Oral communication among global speakers needs good pronunciation to be successful. Regardless of its important function and role, EFL teachers often ignore pronunciation in their language teaching and oftentimes they are very lenient towards mispronunciation, which potentially hampers actual oral communication beyond language classrooms. An exploration into EFL teachers’ teaching beliefs is thus necessitated since such beliefs are mutually capable of influencing their classroom behaviors. In the effort to fill the gap of the previous research, the current study attempted to unveil teacher educators’ beliefs on teaching English pronunciation in Indonesian EFL context as well as to describe in what ways their classroom practices matched their beliefs. A qualitative research design using a semi-structured interview was employed to collect data from three Indonesian teacher educators who were experienced in teaching EFL. Similar findings to prior studies were discovered about their teaching beliefs, with one inconclusive issue remaining about teaching prioritization. Their classroom practices also generally went hand in hand with their underlying beliefs. One noteworthy finding that surfaced was the idea to have a dedicated English class for pronunciation, especially in the context of training prospective EFL teachers. |
| collection_details |
GBV_USEFLAG_A SYSFLAG_A GBV_DOAJ |
| container_issue |
2 |
| title_short |
Indonesian EFL Teacher Educators’ Beliefs and Classroom Practices on The Teaching of Pronunciation: Evidence from A Pilot Study |
| url |
https://doi.org/10.17977/um048v27i2p73-80 https://doaj.org/article/ed11b13a95a14bb384e498d585a7970f http://journal2.um.ac.id/index.php/jip/article/view/21997 https://doaj.org/toc/0215-9643 https://doaj.org/toc/2442-8655 |
| remote_bool |
true |
| author2 |
Ali Saukah |
| author2Str |
Ali Saukah |
| ppnlink |
1760593850 |
| callnumber-subject |
L - General Education |
| mediatype_str_mv |
c |
| isOA_txt |
true |
| hochschulschrift_bool |
false |
| doi_str |
10.17977/um048v27i2p73-80 |
| callnumber-a |
L7-991 |
| up_date |
2024-07-03T19:19:57.141Z |
| _version_ |
1803586788020715520 |
| fullrecord_marcxml |
<?xml version="1.0" encoding="UTF-8"?><collection xmlns="http://www.loc.gov/MARC21/slim"><record><leader>01000naa a22002652 4500</leader><controlfield tag="001">DOAJ078702615</controlfield><controlfield tag="003">DE-627</controlfield><controlfield tag="005">20230307010929.0</controlfield><controlfield tag="007">cr uuu---uuuuu</controlfield><controlfield tag="008">230307s2021 xx |||||o 00| ||ind c</controlfield><datafield tag="024" ind1="7" ind2=" "><subfield code="a">10.17977/um048v27i2p73-80</subfield><subfield code="2">doi</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-627)DOAJ078702615</subfield></datafield><datafield tag="035" ind1=" " ind2=" "><subfield code="a">(DE-599)DOAJed11b13a95a14bb384e498d585a7970f</subfield></datafield><datafield tag="040" ind1=" " ind2=" "><subfield code="a">DE-627</subfield><subfield code="b">ger</subfield><subfield code="c">DE-627</subfield><subfield code="e">rakwb</subfield></datafield><datafield tag="041" ind1=" " ind2=" "><subfield code="a">ind</subfield></datafield><datafield tag="050" ind1=" " ind2="0"><subfield code="a">L7-991</subfield></datafield><datafield tag="100" ind1="0" ind2=" "><subfield code="a">Made Frida Yulia</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="245" ind1="1" ind2="0"><subfield code="a">Indonesian EFL Teacher Educators’ Beliefs and Classroom Practices on The Teaching of Pronunciation: Evidence from A Pilot Study</subfield></datafield><datafield tag="264" ind1=" " ind2="1"><subfield code="c">2021</subfield></datafield><datafield tag="336" ind1=" " ind2=" "><subfield code="a">Text</subfield><subfield code="b">txt</subfield><subfield code="2">rdacontent</subfield></datafield><datafield tag="337" ind1=" " ind2=" "><subfield code="a">Computermedien</subfield><subfield code="b">c</subfield><subfield code="2">rdamedia</subfield></datafield><datafield tag="338" ind1=" " ind2=" "><subfield code="a">Online-Ressource</subfield><subfield code="b">cr</subfield><subfield code="2">rdacarrier</subfield></datafield><datafield tag="520" ind1=" " ind2=" "><subfield code="a">Oral communication among global speakers needs good pronunciation to be successful. Regardless of its important function and role, EFL teachers often ignore pronunciation in their language teaching and oftentimes they are very lenient towards mispronunciation, which potentially hampers actual oral communication beyond language classrooms. An exploration into EFL teachers’ teaching beliefs is thus necessitated since such beliefs are mutually capable of influencing their classroom behaviors. In the effort to fill the gap of the previous research, the current study attempted to unveil teacher educators’ beliefs on teaching English pronunciation in Indonesian EFL context as well as to describe in what ways their classroom practices matched their beliefs. A qualitative research design using a semi-structured interview was employed to collect data from three Indonesian teacher educators who were experienced in teaching EFL. Similar findings to prior studies were discovered about their teaching beliefs, with one inconclusive issue remaining about teaching prioritization. Their classroom practices also generally went hand in hand with their underlying beliefs. One noteworthy finding that surfaced was the idea to have a dedicated English class for pronunciation, especially in the context of training prospective EFL teachers.</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">beliefs</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">pronunciation</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">efl teacher educators</subfield></datafield><datafield tag="650" ind1=" " ind2="4"><subfield code="a">classroom practices</subfield></datafield><datafield tag="653" ind1=" " ind2="0"><subfield code="a">Education</subfield></datafield><datafield tag="653" ind1=" " ind2="0"><subfield code="a">L</subfield></datafield><datafield tag="653" ind1=" " ind2="0"><subfield code="a">Education (General)</subfield></datafield><datafield tag="700" ind1="0" ind2=" "><subfield code="a">Ali Saukah</subfield><subfield code="e">verfasserin</subfield><subfield code="4">aut</subfield></datafield><datafield tag="773" ind1="0" ind2="8"><subfield code="i">In</subfield><subfield code="t">Jurnal Ilmu Pendidikan</subfield><subfield code="d">Universitas Negeri Malang, 2016</subfield><subfield code="g">27(2021), 2, Seite 73-80</subfield><subfield code="w">(DE-627)1760593850</subfield><subfield code="x">24428655</subfield><subfield code="7">nnns</subfield></datafield><datafield tag="773" ind1="1" ind2="8"><subfield code="g">volume:27</subfield><subfield code="g">year:2021</subfield><subfield code="g">number:2</subfield><subfield code="g">pages:73-80</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="u">https://doi.org/10.17977/um048v27i2p73-80</subfield><subfield code="z">kostenfrei</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="u">https://doaj.org/article/ed11b13a95a14bb384e498d585a7970f</subfield><subfield code="z">kostenfrei</subfield></datafield><datafield tag="856" ind1="4" ind2="0"><subfield code="u">http://journal2.um.ac.id/index.php/jip/article/view/21997</subfield><subfield code="z">kostenfrei</subfield></datafield><datafield tag="856" ind1="4" ind2="2"><subfield code="u">https://doaj.org/toc/0215-9643</subfield><subfield code="y">Journal toc</subfield><subfield code="z">kostenfrei</subfield></datafield><datafield tag="856" ind1="4" ind2="2"><subfield code="u">https://doaj.org/toc/2442-8655</subfield><subfield code="y">Journal toc</subfield><subfield code="z">kostenfrei</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_USEFLAG_A</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">SYSFLAG_A</subfield></datafield><datafield tag="912" ind1=" " ind2=" "><subfield code="a">GBV_DOAJ</subfield></datafield><datafield tag="951" ind1=" " ind2=" "><subfield code="a">AR</subfield></datafield><datafield tag="952" ind1=" " ind2=" "><subfield code="d">27</subfield><subfield code="j">2021</subfield><subfield code="e">2</subfield><subfield code="h">73-80</subfield></datafield></record></collection>
|
| score |
7.3983088 |