Classroom Management and Demonstrating in Giving Feedback in EFL Class Workshop for English Teachers Professional Development
(1) State Islamic University of North Sumatera
(2) State Islamic University of North Sumatera
(*) Corresponding Author
Abstract
This study investigated the impact of workshops on classroom management and feedback strategies in teaching English as a Foreign Language (EFL). The main issue addressed was the challenge of inconsistent classroom management and ineffective feedback methods, which affected student engagement and academic achievement. This study aimed to understand how professional development could enhance teachers instructional practices. Using a narrative inquiry methodology, data were collected through questionnaires and in-depth interviews. The questionnaire employed a Likert scale to measure teachers' perceptions, while interviews provided deeper insights into their experiences. Data were analyzed using narrative analysis to identify key patterns and themes. Triangulation was conducted by cross-checking participants' responses to ensure the validity of findings. The results indicated that the workshop positively transformed teachers feedback methods, making them more targeted, meaningful, and student-centered. In terms of classroom management, the most effective strategies included setting clear expectations, fostering positive relationships, engaging students through interactive activities, and maintaining consistent discipline. This study provided new insights into how workshops addressed common challenges in EFL teaching and highlighted the importance of continuous professional development. The findings offered recommendations for improving workshop design and curriculum development to support the ongoing growth of English teachers in Indonesia.
Keywords
Full Text:
PDFReferences
Ahmad, I. and F. D. (2022). Teachers Perspectives on Strategies for Effective Classroom Management: A Qualitative Inquiry. Research Journal of Social Sciences & Economics Review, 3(4), 7385. https://doi.org/https://doi.org/10.36902/rjsser-vol3-iss4-2022(73-85)
Allahyari, R., Abbasabady, M. M., Akhter, S., & Alibakhshi, G. (2023). EFL teachers cognition of social and psychological consequences of high-stake national language tests: role of teacher training workshops. Language Testing in Asia, 13(1). https://doi.org/10.1186/s40468-023-00262-0
Chang, S. H., Ward, P., & Goodway, J. D. (2020). The effect of a content knowledge teacher professional workshop on enacted pedagogical content knowledge and student learning in a throwing unit. Physical Education and Sport Pedagogy, 25(5), 493508. https://doi.org/10.1080/17408989.2020.1743252
Chen, L. (2021). A Study on the Application of Teacher Feedback Language in Middle School English Class. Journal of Higher Education Research, 2(6), 419422. https://doi.org/10.32629/jher.v2i6.584
Clark, K. N., Blocker, M. S., Gittens, O. S., & Long, A. C. J. (2023). Profiles of teachers classroom management style: Differences in perceived school climate and professional characteristics. Journal of School Psychology, 100(October), 101239. https://doi.org/10.1016/j.jsp.2023.101239
Cripps, T., Imai, T., & Toland, S. (2023). Constructing Effective Teacher-Training Workshops for Japanese Pre-Service English Teachers. Proceedings of The World Conference on Research in Teaching and Education, 2(1), 4555. https://doi.org/10.33422/worldte.v2i1.90
Dauenhauer, B., Krause, J. M., Cox, D. G., Hodgin, K. L., McMullen, J., & Carson, R. L. (2023). A 2-Year Evaluation of Professional Development Workshops Focused on Physical Education and School Physical Activity. Journal of Teaching in Physical Education, 42(2), 206216. https://doi.org/10.1123/jtpe.2021-0201
Delbart, L., Baco, C., Bocquillon, M., & Derobertmasure, A. (2023). Effective Classroom Management Training to Promote Better Education: Changes in Pre-service Teacher Strategies after Triad Debriefing. Journal of Education and Training Studies, 12(1), 64. https://doi.org/10.11114/jets.v12i1.6516
Glvez-Lpez, E. (2023). Formative feedback in a multicultural classroom: a review. Teaching in Higher Education, 120. https://doi.org/10.1080/13562517.2023.2186169
Ghulam Mujtaba Yasir, Nazish Andleeb, & Muhammad Ajmal. (2023). Analyzing the Role of a Supportive Classroom Environment through Effective Feedback at Ghazi University Dera Ghazi Khan. Voyage Journal of Educational Studies, 3(1), 241253. https://doi.org/10.58622/vjes.v3i1.42
Gilmour, A. F., Sandilos, L. E., Pilny, W. V., Schwartz, S., & Wehby, J. H. (2022). Teaching Students With Emotional/Behavioral Disorders: Teachers Burnout Profiles and Classroom Management. Journal of Emotional and Behavioral Disorders, 30(1), 1628. https://doi.org/10.1177/10634266211020258
Heron, M., & Wason, H. (2023). Developing dialogic stance through professional development workshops. Innovations in Education and Teaching International, 00(00), 113. https://doi.org/10.1080/14703297.2023.2271892
Hoo, H. T., Deneen, C., & Boud, D. (2022). Developing student feedback literacy through self and peer assessment interventions. Assessment and Evaluation in Higher Education, 47(3), 444457. https://doi.org/10.1080/02602938.2021.1925871
Karim, R. A., Niazi, S., & Saeed, F. (2023). Need Analysis of Workshops for Effective Teaching among teachers at Secondary School level in Karachi, Pakistan. Voyage Journal of Educational Studies, 3(1), 7184. https://doi.org/10.58622/vjes.v3i1.31
Krasniqi, D., & Ismajli, H. (2022). Teacher Evaluation Feedback and Their Self-Efficacy in Classroom Management Skills. International Electronic Journal of Elementary Education, 15(1), 2331. https://doi.org/10.26822/iejee.2022.275
Li, X. (2023). Developing EFL Teachers Beliefs and Practices in Relation to Learner Autonomy Through Online Teacher Development Workshops. SAGE Open, 13(4), 115. https://doi.org/10.1177/21582440231202883
Mulyana, R., Kurahman, O. T., & Fauzi, R. (2023). Professional Development for Islamic Religious Education and Madrasah Teacher. Jurnal Pendidikan Islam, 9(1), 5566. https://doi.org/10.15575/jpi.v0i0.23511
Obee, A. F., Hart, K. C., & Fabiano, G. A. (2023). Professional Development Targeting Classroom Management and Behavioral Support Skills in Early Childhood Settings: A Systematic Review. In School Mental Health (Vol. 15, Issue 2). Springer US. https://doi.org/10.1007/s12310-022-09562-x
Olney, T., Rienties, B., Chang, D., & Banks, D. (2023). The Learning Design & Course Creation Workshop: Impact of a Professional Development Model for Training Designers and Creators of Online and Distance Learning. Technology, Knowledge and Learning. https://doi.org/10.1007/s10758-022-09639-1
Planas, N., & Alfonso, J. M. (2023). Secondary-school teachers noticing of aspects of mathematics teaching talk in the context of one-day workshops. Journal of Mathematical Behavior, 71(February), 112. https://doi.org/10.1016/j.jmathb.2023.101084
Ramdani, J. M., Yanto, E. S., Sri, M., & Djunaedi, R. (2022). Exploring the Impact of Workshops and a Mini-Project in Student Teachers Becoming Qualitative Researchers. Qualitative Report, 27(7), 13901414. https://doi.org/10.46743/2160-3715/2022.3445
Ruelmann, M., Charalambous, C. Y., & Praetorius, A. K. (2023). The representation of feedback literature in classroom observation frameworks: an exploratory study. In Educational Assessment, Evaluation and Accountability (Vol. 35, Issue 1). Springer Netherlands. https://doi.org/10.1007/s11092-022-09403-0
Sonday, A., Ramugondo, E., & Kathard, H. (2020). Case Study and Narrative Inquiry as Merged Methodologies: A Critical Narrative Perspective. International Journal of Qualitative Methods, 19, 15. https://doi.org/10.1177/1609406920937880
Sotlikova, R. (2023). Students Attitude Towards Teacher Feedback : A Case Study of Uzbekistan EFL Learners. Asian Journal of Assessment in Teaching and Learning, 13(1), 5966. https://doi.org/https://doi.org/10.37134/ajatel.vol13.1.7.2023
Vincent Cho, Katherine Cumings Mansfield, and J. C. (2020). The past and future technology in classroom management and school discipline: A systematic review. Teaching and Teacher Education, 90(1), 111. https://doi.org/10.2753/CED1061-19320502105
DOI: http://dx.doi.org/10.30998/scope.v9i2.23013
Refbacks
- There are currently no refbacks.
Copyright (c) 2025 Anggi Syariah, Utami Dewi
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.
Publisher:
Universitas Indraprasta PGRI
Department:
Institute for Research and Community Services (LPPM) Universitas Indraprasta PGRI
Kampus A Building 3, 2nd Floor | Jl. Nangka No. 58 C (TB. Simatupang), Kel. Tanjung Barat, Kec. Jagakarsa, Jakarta Selatan 12530, Jakarta, Indonesia.
Work Hours: 09.00 AM – 08.00 PM Best hours to visit: From 9 am to 11 am or after 3 pm. The busiest times are between 11 am and 3 pm.
This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License