Teachers' Cognitive Coaching on Students' Reading Comprehension  

Oleh:

Heryatun, Yayu

Jenis: Article from Proceeding
Dalam koleksi: The 61st TEFLIN International Conference : English Language Curriculum Development: Implications for Innovations in Language Policy and Planning, Pedagogical Practices, and Teacher Professional Development, Solo, 7 - 9 October 2014, page 1368-1370 .
Topik: cognitive coaching; teachers’ belief; reading comprehension; reading instruction; reading strategy
Fulltext: TEACHERS’ COGNITIVE COACHING.pdf (8.1MB)

Isi artikel

This paper was mainly to explore the process of teachers’ cognitive coaching on students’ reading comprehension, starting from pre observation conference, classroom observation to post observation conference. It was a case study involving 2 less-experienced EFL teachers who were facilitating reading classes at one state Islamic university. In-depth observation, portfolio and interview play as instrument for collecting data. The result of this research indicated that both EFL teachers showed the significant chancing related to their belief in facilitating reading classroom before and after cognitive coaching. Before teachers’ cognitive coaching, both EFL teachers tend to teach based on their own learning experience. After teacher’s cognitive coaching, both EFL teachers are aware to provide the direct and explicit reading instruction in order to students be easy to acquire reading strategies. In turn, EFL students achieve their reading comprehension. In addition, both EFL teachers claim that they have obtained progress in teaching, starting from attractive designing material, enjoying time in class to give explanation more systematically.

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