Promoting EFL Students’ Academic Character through Instructional Practice in Revolution Industry 4.0

Abstract This study investigates English as a Foreign Language (EFL) teachers' instructional practices in developing students' academic character. Self-evaluation questionnaires were distributed to 37 teachers, and 26 were returned. Seven Focus Group Discussion (FGD) participants were sel...

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Autor principal:	Hadiyanto Hadiyanto
Formato:	article
Lenguaje:	EN ID
Publicado:	Universitas Islam Negeri (UIN) 2021
Materias:	higher education efl students character efl teacher teaching and learning pendidikan tinggi karakter siswa efl guru efl mengajar dan belajar Education L Special aspects of education LC8-6691
Acceso en línea:	https://doaj.org/article/1e02f66534cc4d9d82f3ba73d129a49f
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spelling	oai:doaj.org-article:1e02f66534cc4d9d82f3ba73d129a49f2021-12-01T10:40:48ZPromoting EFL Students’ Academic Character through Instructional Practice in Revolution Industry 4.02356-14162442-984810.15408/tjems.v7i2.18998https://doaj.org/article/1e02f66534cc4d9d82f3ba73d129a49f2021-04-01T00:00:00Zhttp://journal.uinjkt.ac.id/index.php/tarbiya/article/view/18998https://doaj.org/toc/2356-1416https://doaj.org/toc/2442-9848Abstract This study investigates English as a Foreign Language (EFL) teachers' instructional practices in developing students' academic character. Self-evaluation questionnaires were distributed to 37 teachers, and 26 were returned. Seven Focus Group Discussion (FGD) participants were selected based on their availability. The study reveals that EFL teachers averagely facilitated students to enhance their academic character and rated developing students' academic character at a critical level. There are five majors handicap for EFL teachers in developing students' academic character. First, the curriculum does not integrate the academic character with the courses offered. Second, implementing academic character into the curriculum is time-consuming. Besides, teachers assume that their students can automatically apply academic character in their life without it should be integrated into the courses. Lastly, the teaching loads that teachers must do are enormous. Drawing from those problems, several recommendations are proposed: curriculum policy at the university level should be taken, providing a standard syllabus application, providing a simple evaluation system, and freeing EFL teachers from bureaucratic and administrative burdens. Furthermore, the current study has sounded the research result to university academic authority and recommended that the department embed students' academic character in learning and suggested the EFL teachers embed and assess students' academic character development through instructional practices. Abstrak Studi ini menyelidiki praktik instruksional guru English as a Foreign Language (EFL) dalam mengembangkan karakter akademik siswa. Kuesioner evaluasi diri dibagikan kepada 37 guru, dan 26 dikembalikan. Tujuh peserta Focus Group Discussion (FGD) dipilih berdasarkan ketersediaan mereka. Studi ini mengungkapkan bahwa guru EFL rata-rata memfasilitasi siswa untuk meningkatkan karakter akademis mereka dan menilai pengembangan karakter akademis siswa pada tingkat kritis. Ada lima jurusan yang menjadi kendala bagi guru EFL dalam mengembangkan karakter akademik siswa. Pertama, kurikulum tidak mengintegrasikan karakter akademik dengan mata kuliah yang ditawarkan. Kedua, menerapkan karakter akademik ke dalam kurikulum memakan waktu. Selain itu, guru beranggapan bahwa siswanya dapat secara otomatis menerapkan karakter akademik dalam kehidupannya tanpa perlu diintegrasikan ke dalam mata pelajaran. Terakhir, beban mengajar yang harus dilakukan guru sangat besar. Berangkat dari permasalahan tersebut, beberapa rekomendasi diusulkan: kebijakan kurikulum di tingkat universitas harus diambil, penyediaan penerapan silabus yang standar, penyediaan sistem evaluasi yang sederhana, dan membebaskan guru EFL dari beban birokrasi dan administrasi. Selanjutnya, penelitian ini telah menjajaki hasil penelitian kepada otoritas akademik universitas dan merekomendasikan agar departemen tersebut menanamkan karakter akademik siswa dalam pembelajaran dan menyarankan guru EFL untuk menanamkan dan menilai pengembangan karakter akademik siswa melalui praktik pembelajaran. How to Cite: Hadiyanto. (2020). Promoting EFL Students' Academic Character Through Instructional Practice in Revolution Industry 4.0. TARBIYA: Journal of Education in Muslim Society, 7(2), 167-182. doi:10.15408/tjems.v7i2.18998.Hadiyanto HadiyantoUniversitas Islam Negeri (UIN)articlehigher educationefl students characterefl teacherteaching and learningpendidikan tinggikarakter siswa eflguru eflmengajar dan belajarEducationLSpecial aspects of educationLC8-6691ENIDTarbiya : Journal of Education in Muslim Society, Vol 7, Iss 2, Pp 167-182 (2021)
institution	DOAJ
collection	DOAJ
language	EN ID
topic	higher education efl students character efl teacher teaching and learning pendidikan tinggi karakter siswa efl guru efl mengajar dan belajar Education L Special aspects of education LC8-6691
spellingShingle	higher education efl students character efl teacher teaching and learning pendidikan tinggi karakter siswa efl guru efl mengajar dan belajar Education L Special aspects of education LC8-6691 Hadiyanto Hadiyanto Promoting EFL Students’ Academic Character through Instructional Practice in Revolution Industry 4.0
description	Abstract This study investigates English as a Foreign Language (EFL) teachers' instructional practices in developing students' academic character. Self-evaluation questionnaires were distributed to 37 teachers, and 26 were returned. Seven Focus Group Discussion (FGD) participants were selected based on their availability. The study reveals that EFL teachers averagely facilitated students to enhance their academic character and rated developing students' academic character at a critical level. There are five majors handicap for EFL teachers in developing students' academic character. First, the curriculum does not integrate the academic character with the courses offered. Second, implementing academic character into the curriculum is time-consuming. Besides, teachers assume that their students can automatically apply academic character in their life without it should be integrated into the courses. Lastly, the teaching loads that teachers must do are enormous. Drawing from those problems, several recommendations are proposed: curriculum policy at the university level should be taken, providing a standard syllabus application, providing a simple evaluation system, and freeing EFL teachers from bureaucratic and administrative burdens. Furthermore, the current study has sounded the research result to university academic authority and recommended that the department embed students' academic character in learning and suggested the EFL teachers embed and assess students' academic character development through instructional practices. Abstrak Studi ini menyelidiki praktik instruksional guru English as a Foreign Language (EFL) dalam mengembangkan karakter akademik siswa. Kuesioner evaluasi diri dibagikan kepada 37 guru, dan 26 dikembalikan. Tujuh peserta Focus Group Discussion (FGD) dipilih berdasarkan ketersediaan mereka. Studi ini mengungkapkan bahwa guru EFL rata-rata memfasilitasi siswa untuk meningkatkan karakter akademis mereka dan menilai pengembangan karakter akademis siswa pada tingkat kritis. Ada lima jurusan yang menjadi kendala bagi guru EFL dalam mengembangkan karakter akademik siswa. Pertama, kurikulum tidak mengintegrasikan karakter akademik dengan mata kuliah yang ditawarkan. Kedua, menerapkan karakter akademik ke dalam kurikulum memakan waktu. Selain itu, guru beranggapan bahwa siswanya dapat secara otomatis menerapkan karakter akademik dalam kehidupannya tanpa perlu diintegrasikan ke dalam mata pelajaran. Terakhir, beban mengajar yang harus dilakukan guru sangat besar. Berangkat dari permasalahan tersebut, beberapa rekomendasi diusulkan: kebijakan kurikulum di tingkat universitas harus diambil, penyediaan penerapan silabus yang standar, penyediaan sistem evaluasi yang sederhana, dan membebaskan guru EFL dari beban birokrasi dan administrasi. Selanjutnya, penelitian ini telah menjajaki hasil penelitian kepada otoritas akademik universitas dan merekomendasikan agar departemen tersebut menanamkan karakter akademik siswa dalam pembelajaran dan menyarankan guru EFL untuk menanamkan dan menilai pengembangan karakter akademik siswa melalui praktik pembelajaran. How to Cite: Hadiyanto. (2020). Promoting EFL Students' Academic Character Through Instructional Practice in Revolution Industry 4.0. TARBIYA: Journal of Education in Muslim Society, 7(2), 167-182. doi:10.15408/tjems.v7i2.18998.
format	article
author	Hadiyanto Hadiyanto
author_facet	Hadiyanto Hadiyanto
author_sort	Hadiyanto Hadiyanto
title	Promoting EFL Students’ Academic Character through Instructional Practice in Revolution Industry 4.0
title_short	Promoting EFL Students’ Academic Character through Instructional Practice in Revolution Industry 4.0
title_full	Promoting EFL Students’ Academic Character through Instructional Practice in Revolution Industry 4.0
title_fullStr	Promoting EFL Students’ Academic Character through Instructional Practice in Revolution Industry 4.0
title_full_unstemmed	Promoting EFL Students’ Academic Character through Instructional Practice in Revolution Industry 4.0
title_sort	promoting efl students’ academic character through instructional practice in revolution industry 4.0
publisher	Universitas Islam Negeri (UIN)
publishDate	2021
url	https://doaj.org/article/1e02f66534cc4d9d82f3ba73d129a49f
work_keys_str_mv	AT hadiyantohadiyanto promotingeflstudentsacademiccharacterthroughinstructionalpracticeinrevolutionindustry40
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Promoting EFL Students’ Academic Character through Instructional Practice in Revolution Industry 4.0

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