Tesis

English language teacher\'s metacognition in lesson planning for distance learning / Zhenita Deliany

Abstrak
Teacher metacognition is defined as a teacher s awareness of their cognition involved in any teaching activities ranging from the teaching preparation stage the teaching itself and the teaching evaluation stage. It can also be used to understand the complex cognitive process of lesson planning especially in distance learning in Indonesia context. The implementation of distance learning was new in senior high school due to the pandemic of Covid-19. This study aimed to explore how English language teachers metacognitively engage in lesson planning for distance learning in Indonesia. The result of this study is expected to give insights into what role metacognition played in constructing lesson plans for distance learning and how teachers are metacognitively aware of lesson planning change in distance learning. Utilizing a case study methodology data were obtained from several sources including individual in-depth interviews using think-aloud and semi-structured one with four English language teachers and analysis of lesson plan documents. All data were analyzed based on teacher metacognition theory in order to identify the teacher metacognition in each dimension. The data analysis was done interactively following Miles Huberman and Saldana (2014). The data analysis process included three main stages namely (1) data condensation (2) data display and (3) conclusion drawing and verification. An examination of data across all four cases reveals that the English language teachers metacognitively engaged in their lesson planning for distance learning in several ways. They were (1) Adapting to the situation changes in education (2) Constructing self-regulation strategies toward the curriculum change and teaching conduct in distance learning (3) Ensuring the lesson plan conformity and efficacy and (4) Engaging in lesson planning and teaching in distance learning. Based on the findings the study recommends that to conduct direct observation concurrently when the teacher constructed the lesson plan and articulate their thought. Moreover future research is suggested to conduct a study that aimed at establishing an effective instrument for measuring teacher metacognition specifically in lesson planning. It can be in the form of a self-reported scale that can help them to measure their awareness of cognition while performing lesson planning tasks. Therefore it will provide more comprehensive insights into how the teachers engaged in lesson planning.

Informasi Detail

DDC

Rt 420.76 DEL e

Prodi

Universitas Negeri Malang. Program Studi Pendidikan Bahasa Inggris, 2022.

Deskripsi Fisik

xv, 127 lembar : ilus. ; 30 cm

Bahasa

No Reg

09000/KI/22

Edisi

Tesis (Pascasarjana)--Universitas Negeri Malang. 2022

Subjek

1. BAHASA INGGRIS - MODEL PEMBELAJARAN
2. BAHASA INGGRIS - PEMBEBELAJARAN JARAK JAUH
3. ENGLISH - LEARNING MODEL

Pembimbing

1. Prof. Dr. Sri Rachmajanti, Dip.tesl, M.pd;2. Anik Nunuk Wulyani, S.pd, M.pd, Ph.d

Lampiran Berkas