Sri Wuli Fitriati, BHS INGGRIS UNNES (2020) Teachers‟ Cognition and Their Teaching Practices in an EFL Classroom: A Correlational Study. International Conference on Science and Education and Technology (ISET 2019), 443. ISSN 2352-5398

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Abstract

English teachers play a pivotal role in language teaching to maintain a positive and effective learning environment through well-prepared and varied lessons, which cater to the range of student abilities and interests. To understand teacher quality, this study investigates the interplay between EFL teachers’ cognition and their teaching practices. This study employed quantitative research in which a correlational design was adopted. Situated in one of the Indonesian secondary schools, four English teachers participated in the study. The analyses of coefficient correlation Pearson Product Moment Formula has shown that the result of the correlation between EFL teachers’ cognitions and their teaching practices was 0,657; this correlation value was medium category. The result showed that there was a positive correlation between teachers’ cognition and their teaching practices. There was a relationship between teachers’ experience with their cognitions about their language learner. This means that teachers' experience affect teachers' cognition, and these cognitions affect what teachers' do in the classrooms. Having a low cognition resulted in undemocratic classroom atmospheres, uncreative students, and one-way classroom interactions that will be the main problems in teaching English. Furthermore, this study implies that teachers’ cognition influences their goals, procedures, materials, classroom interaction patterns, their roles, their students, and the schools they work in in order to create effective teaching and learning environments.

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