Writer / NIM
INTAN MUCHTAR SANUSI / 321413111
Study Program
S1 - PENDIDIKAN BAHASA INGGRIS
Advisor 1 / NIDN
NOVI RUSNARTY USU, S.Pd., MA / 0011018001
Advisor 2 / NIDN
HELENA BADU, S.Pd., M.Pd / 0027048401
Abstract
Abstract
Intan Muchtar Sanusi, 2017. Teacher Cognition in Teaching English Literature. English Department, Letters and Culture Faculty, Universitas Negeri Gorontalo. Advisor (1) Novi Rusnarty Usu, S.Pd., M.A (2) Helena Badu, S.Pd, M.Pd
Teacher cognition has become one of the important issues in the field of English Language Teaching for few decades. "Teacher cognition focuses on what language teachers think, know, belief and do" (Borg, 2003, p. 88). It is believed that every teacher definitely has different ability from their cognitions and has different ways to apply them in teaching-learning process. Nevertheless, it should be noticed, as teachers, cognition is the most crucial aspect because teachers' way of thinking can influence the process and purpose of learning. Consequently, this study aimed to discover teacher cognition in teaching English literature and to explore the factors that influence teacher cognition itself. The results indicate that from six participants, there are four participants who show all indicators about teacher cognition. Which means, they have high level of cognition or it also called their cognitions are appeared in teaching learning practices. The results also show the factors that influence teacher cognition, consist of lecturer professional experience, lecturer professional development, lecturer background of education and lecturer inner eagerness. Regarding these results, it suggests for lecturers to not only preserve their acquaintance of teaching literature, but also to enrich, to deepen and to update their competence in order to have an effective, communicative and creative teaching-learning practice.
Keywords: Teacher Cognition, Teaching English Literature
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