scholarly journals Evaluation of learning process: Knowledge of ICT integration among pre-service English language teachers

2021 ◽  
Vol 7 (1) ◽  
Author(s):  
Dyah Ciptaningrum ◽  
Nur Hidayanto Pancoro Setyo Putro ◽  
Nila Kurnia Sari ◽  
Nurqadriyanti Hasanuddin
Keyword(s):  
Content Knowledge ◽  
English Language ◽  
Descriptive Analysis ◽  
Learning Experiences ◽  
Language Education ◽  
Technological Knowledge ◽  
Pedagogical Knowledge ◽  
Ict Integration ◽  
Study Program ◽  
Ex Post

This research aims at investigating the knowledge of ICT integration among the students of English Language Education Study Program at a particular university in Yogyakarta. By employing the quantitative method, this ex-post facto research involved 70 English Department students who had taken microteaching as respondents in a survey to gather the data using a questionnaire. The questionnaire was taken from the model developed by one of the researchers based on the TPACK framework. There are five domains in the questionnaire. Four domains measure TPACK perceptions: Technological Knowledge (TK), Technological Content Knowledge (TCK), Technological Pedagogical Knowledge (TPK), and Technological Pedagogical Content Knowledge (TPACK). One domain measures the pre-service teachers’ perceptions on their ICT-related learning experiences. Demographic questions are included to identify the characteristics of the respondents in order to understand gender differences or relationships between teachers who have access to technologies at home and those who do not. The closed-ended questions applied a five-point Likert-type scale ranging from 1=strongly disagree to 5=strongly agree. Correspondingly, it contains 1 open-ended questions in the TPACK domain. Descriptive analysis and MANOVA were conducted for the quantitative data analysis. The result of this study showed that the pre-service students possess a high self-confidence in the application of TK (Technological Knowledge), TPK (Technological Pedagogical Knowledge), and TCK (Technological Content Knowledge). However, their TPACK appears to need further development. The results from MANOVA showed that the pre-service teachers’ related learning experiences significantly differed by the students’ gender, with male students reporting more experiences than female students.

scholarly journals Students’ Perception at the Use of Padlet in Linguistics Class

2019 ◽  
Vol 1 (1) ◽  
pp. 35
Author(s):  
Choiril Anwar ◽  
Kurniawan Yudhi Nugroho ◽  
Idha Nurhamidah
Keyword(s):  
English Language ◽  
Descriptive Analysis ◽  
Language Education ◽  
English Language Education ◽  
Study Program ◽  
Learning And Teaching ◽  
Functional Linguistics ◽  
Education Study ◽  
Qualitative Descriptive

This study aims at investigating students’ perceptions of the use of Padlet in the class of Introduction to Functional Linguistics. The population of this study was a class of 2014 batch student of English Language Education program at Sultan Agung Islamic University (UNISSULA) Semarang with a sample of 28 people. This research is in the form of qualitative descriptive design. The data collection method uses observations and questionnaire. The data is then analyzed using interpretive descriptive analysis. The specific target to be achieved in this study is that by knowing students' perceptions of the use of Padlet, then this result can be used as a reference for the Faculty of Language and Communication Science and other faculties in the UNISSULA environment to improve the performance and quality of service to students especially in the learning and teaching process. In addition, the results of this study can also be a reference for both the Study Program and the Faculty to review the curriculum that has been implemented so far. From the data obtained through questionnaires distributed to 28 students of the English Language Education Study Program at the Faculty of Languages and Communication Science of Sultan Agung Islamic University Semarang in the class of 2014/2015, researchers can conclude that these students have very diverse perceptions in the use of Padlet media in learning Introduction to Functional Linguistics. To be sure, most students really positively appreciate the use of this media in linguistic learning in general.

scholarly journals DESIGNING ICT COMPETENCES-INTEGRATED SYLLABUSES OF GRAMMAR COURSES FOR ENGLISH LANGUAGE EDUCATION STUDY PROGRAM

2019 ◽  
Vol 5 (2) ◽  
pp. 104-115
Author(s):  
Purnawati ◽  
Ifan Iskandar
Keyword(s):  
English Language ◽  
Language Education ◽  
Technology Literacy ◽  
Ict Integration ◽  
English Language Education ◽  
Study Program ◽  
Advanced Level ◽  
Ict Competence ◽  
Education Study ◽  
Information And Communication

Taking further action to the ubiquitous previous researches about the importance and advantages of Information and Communication Technology (ICT) employment in education, the researchers were motivated to conduct a research about designing ICT competences-integrated syllabuses of Grammar courses for English Language Education Study Program (ELESP). This research employed Design and Development Research (DDR) adapting Cunningham’s concept (Gall, Gall, & Borg, 2003), and produced a set of ICT competences-integrated syllabuses of grammar courses for ELESP which consisted of basic, intermediate and advanced level. To design the syllabuses, the researchers initially analyzed 15 grammar syllabuses from eight different universities for their accommodation of ICT competences. The analysis revealed that the ICT employment in the existing syllabuses were scarce yet dominated with merely use for Technology Literacy that dominantly presented in the components of Assessments, Learning Media, and/or Learning methods. These findings showed that the existing syllabuses did not sufficiently employ ICT, neither purposely and systematically improve students’ ICT competences. To fill these gaps, the proposed syllabuses were systematically used ICT to enhance students’ ICT competences. Furthermore, the ICT integration in the designed syllabuses spread over most of the syllabus’ components which not only meant for Technology Literacy but also for Knowledge Deepening and Knowledge Creation. Keywords: ICT Competence, Grammar, Syllabus Design, ELESP, ICT UNESCO Frameworks

scholarly journals ANALISIS MINAT BACA MAHASISWA PENDIDIKAN BAHASA INGGRIS TERHADAP ARTIKEL ILMIAH

2019 ◽  
Vol 17 (2) ◽  
pp. 198
Author(s):  
Eka Fajar Rahmani
Keyword(s):  
English Language ◽  
English Education ◽  
Descriptive Analysis ◽  
Language Education ◽  
Scientific Journals ◽  
Data Collection Tool ◽  
Research Subjects ◽  
Education Students ◽  
English Language Education ◽  
Study Program

<p align="center"><strong>Abstrak</strong></p><p>Penelitian bertujuan untuk mengetahui dan mengidentifikasi minat baca mahasiswa Pendidikan Bahasa Inggris FKIP Universitas Tanjungpura terhadap artikel ilmiah, khususnya jurnal. Penelitian menggunakan metode deskriptif. Subjek penelitian yaitu mahasiswa semester 3 Program Studi Pendidikan Bahasa Inggris FKIP Universitas Tanjungpura yang berjumlah 109 orang. Kuesioner digunakan sebagai alat pengumpul data penelitian. Teknik analisis data menggunakan analisis deskriptif. Berdasarkan hasil analisis, diperoleh enam dari tujuh indikator minat membaca artikel pada jurnal ilmiah menunjukkan bahwa mahasiswa Pendidikan Bahasa Inggris tidak memiliki minat terhadap jurnal dengan persentase 86%. Indikator yang paling menunjukkan ketidakminatan mahasiswa terhadap jurnal adalah tingkat membaca artikel pada jurnal ilmiah menunjukkan 88% dari total responden tidak pernah membaca artikel pada jurnal ilmiah dalam satu semester.</p><p><strong><em><br /></em></strong></p><p align="center"><strong>Abstract </strong></p><p><strong><em></em></strong><em>The research aims to determine and identify the interest in reading English Education students of FKIP Tanjungpura University towards scientific articles, especially journals. Research using descriptive methods. The research subjects were 109 semesters 3 students of the English Language Education Study Program at Tanjungpura University. The questionnaire was used as a research data collection tool. Data analysis techniques using descriptive analysis. Based on the results of the analysis, obtained from six of the seven indicators of interest in reading articles in scientific journals show that English Education students have no interest in journals with a percentage of 86%. The indicator that most shows students' lack of interest in journals is the level of reading articles in scientific journals showing 88% of the total respondents never read articles in scientific journals in one semester.</em></p>

Rancang Bangun E-Learning Pronounciation Bahasa Inggris STKIP Setiabudhi Rangkasbitung Berbasis Web

2020 ◽  
Vol 9 (2) ◽  
Author(s):  
Dentik Karyaningsih ◽  
Puji Siswanto
Keyword(s):  
Teaching And Learning ◽  
English Language ◽  
English Education ◽  
System Development ◽  
Language Education ◽  
Prototype System ◽  
Study Program ◽  
Education Study ◽  
English Pronunciation ◽  
E Learning

Lecture courses in the English Language Education Study Program of STKIP Setiabudhi Rangkasbitung are still conducted in face-to-face class, so the students who do not attend lectures cannot know the pronunciation material at that time, because the Pronunciation course is a practical course in the English pronunciation system. The E-Learning Pronunciation is built so that lectures can be carried out anywhere and anytime without reducing the quality of the teaching and learning process. Therefore, the students who are left behind can continue to follow the Pronunciation course material, as well as habituating students in utilizing communication and information technology. E-Learning Pronunciation is important to be built to improve the ability of students’ pronunciation when doing distance learning, so that students are clearer and more firm in understanding Pronunciation so that there are no errors in English pronunciation. Participants in this study were first semester students of English education study programs. This study uses an experimental research design with the Prototype System development method and system of testing uses Black box testing.

Primary Science Teachers’ Perceptions of Technological Pedagogical and Content Knowledge (TPACK) In Malaysia

2016 ◽  
Vol 6 (2) ◽  
pp. 167 ◽  
Author(s):  
Mohammed Yousef Mai ◽  
Mahizer Hamzah
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Science Teachers ◽  
Technological Knowledge ◽  
Pedagogical Knowledge ◽  
Information And Communications Technology ◽  
Primary Science ◽  
Pedagogical Content ◽  
Technology Application ◽  
Teachers Perceptions

The integration of Information and Communications Technology (ICT) in classrooms has been a challenge for the educational systems that aim to cope with the needs and the demands of the 21st century. The TPACK framework represents the knowledge needed by teachers bringing together content knowledge, technological knowledge and pedagogical knowledge with the aim of integrating ICTs into teaching-learning processes. The aim of this study is to determine the primary science teachers’ perceptions of technological pedagogical content knowledge (TPACK) addressing teachers’ perceptions of the affordances of technology application in instruction. A total of 133 prımary science teachers in Malaysia were surveyed (Female= 67, Male= 66). Data were collected through “Technological Pedagogical and Content Knowledge” (TPACK) scale. The questionnaire consisted of 47 questions about TPACK and is based on the survey instrument developed by Schmidt et al. (2009). TPACK involving the seven factors of technological knowledge (TK), pedagogical knowledge (PK), content knowledge (CK), technological content knowledge (TCK), technological pedagogical knowledge (TPK), pedagogical content knowledge (PCK), as well as synthesized knowledge of technology, pedagogy, and content (TPC). The findings indicate that primary science teachers perceive higher self-confidence in pedagogical knowledge in general. Further, no differences between science teachers’ perceptions according to thier gender, while there are diferences between the teachers perceptions of PK, CK, and PCK accordıng to their age

scholarly journals Kompetensi Teknologi, Pedagogi, dan Konten Guru SD Negeri dan Swasta di Kota Cimahi, Jawa Barat

2021 ◽  
Vol 6 (1) ◽  
pp. 1
Author(s):  
Endi Rochaendi ◽  
Andi Wahyudi ◽  
Riki Perdana
Keyword(s):  
Pedagogical Content Knowledge ◽  
Content Knowledge ◽  
Technological Knowledge ◽  
Pedagogical Knowledge ◽  
Partial Least Square ◽  
Least Square ◽  
Pedagogical Content ◽  
Knowledge Content

<p class="abstrak"><em>Guru SD dituntut untuk memiliki pengetahuan konten (content) mata pelajaran, pengetahuan pedagogi (pedagogy), dan pengetahuan teknologi (technology) dalam bentuk pengetahuan yang integratif dalam pengelolaan pembelajaran. Penelitian ini bertujuan melihat dan menganalisis faktor-faktor apa saja yang paling dominan dalam membentuk kompetensi guru tersebut dalam aspek pengetahuan konten, pengetahuan pedagogi dan pengetahuan teknologi yang pada gilirannya dapat mengembangkan model pengembangan Technological Pedagogical and Content Knowledge (TPACK) yang sesuai untuk guru SD. Penelitian ini dirancang menggunakan pendekatan kuantitatif, dengan metode deskriptif dan verifikasi. Data dianalisis menggunakan statistik deskriptif dan analisis faktor konfirmatori (CFA) berdasarkan Partial Least Square (PLS). Hasil penelitian menunjukan bahwa </em><em>faktor-faktor yang pengaruhnya paling dominan adalah pedagogical knowledge (0,944), technological content knowledge (0,942), dan technological pedagogical knowledge (0,935). Sedangkan,  pedagogical content knowledge, content knowledge, dan technological knowledge  tidak sepenuhnya membentuk TPACK guru SD tersebut.</em></p>

scholarly journals Intrinsic and Extrinsic Motivation Found in Students’ Written Reflection in Play Performance Course

2018 ◽  
Vol 3 (2) ◽  
pp. 171
Author(s):  
Veronica Esti Nugrahani
Keyword(s):  
Extrinsic Motivation ◽  
English Language ◽  
Research Question ◽  
Language Education ◽  
English Language Education ◽  
Study Program ◽  
Intrinsic And Extrinsic Motivation ◽  
Education Study ◽  
Identified Regulation ◽  
Written Reflection

As other courses, motivation plays important role in Play Performance course. That motivation can be from the students themselves or other factors outside themselves. This study aimed to examine intrinsic and extrinsic motivation of students’ learning in Play Performance course in English Language Education Study Program of Sanata Dharma University by analyzing their written reflection. There was one formulated research question: “To what extent is intrinsic and extrinsic motivation found in students’ written reflection in Play Performance course?” In this study, document or content analysis was employed. The researcher analyzed 41 students’ written reflection in Play Performance course to find the intrinsic and extrinsic motivation. The findings showed some types of both intrinsic and extrinsic motivation. For intrinsic motivation, there were 15 statements which expressed motivation of knowledge; 19 statements expressing motivation of accomplishment; and 38 statements expressed motivation of stimulation. Meanwhile, for extrinsic motivation, it was found 9 statements expressed motivation of external regulation; 1 statement expressed motivation of introjected regulation; and 2 statements of identified regulation.

scholarly journals ERROR ANALYSIS OF CONDITIONAL SENTENCES

2020 ◽  
Vol 1 (1) ◽  
pp. 35-42
Author(s):  
Wilna Kristina ◽  
Albert Rufinus ◽  
Masfa Maiza
Keyword(s):  
Language Learners ◽  
Research Method ◽  
English Language ◽  
Language Education ◽  
Analysis Data ◽  
Target Language ◽  
English Language Education ◽  
Study Program ◽  
West Kalimantan ◽  
Foreign Language Learners

Making mistakes when using conditional sentences is common for foreign language learners. Errors in this study are in accordance with the error classification surface strategy taxonomy, namely omission, addition, misform ation and misordering. The purposes of this study are to identify and to classify the types of error and to find the factors causing errors in the use of conditional sentences. The research method used is descriptive qualitative research method that is a case study with taxonomic analysis. Data collection techniques were carried out using test and interview. The research subject was third semester students of the English Language Education Study Program 2018/2019 of Pamane Talino College of Education in Landak Regency, West Kalimantan. The results show that 30.27% of students make omission errors, 21.11% addition errors, 34.86% misformation errors and 13.76% misordering errors. The factors that cause errors are found from the system's own target language (intralingual). The main error factors classified as intralingual errors in this study are: incomplete knowledge in verb forms, incomplete application of rules and false concept hypothesis.

Why EFL Students Understand the Language Assessment?

2020 ◽  
Vol 03 (12) ◽  
Author(s):  
Arjulayana . ◽  
Keyword(s):  
Language Learners ◽  
English Learners ◽  
English Language ◽  
English Education ◽  
Language Education ◽  
Language Assessment ◽  
Total Sample ◽  
Study Program ◽  
Training And Education ◽  
Teachers Training

English language assessment is a subject lesson in some university in Indonesia, and it is one of the requirement to be able to master by the students in advocating language learners’ quality and competency. Assessing the language skills is a critical process to improve language capacity and competency in mastering language skill correctly. In the other hand, assessment as the most important thing to be understood by all language learners in making their process of teaching and learning are understandable and gaining good outcomes as the expectation. The objective of this paper is to outline the importance of language assessment subject for student who major in teachers training and education faculty. This paper used qualitative descriptive approach, with observation, interview and study documents to collect the data. The triangulation validation is used to validate the instruments. The sample of this research is 5 semester students of teachers training and education from University of Muhammadiyah Tangerang with the total sample is 33 students, majoring of English education study program. The result of this research can be simulated as; firstly, giving understanding language assessment to English learners can motivate and help them in doing their final assignment/mini research easily. Secondly, understanding English language assessment made students’critical thinking increase, because they start thinking about many kinds of language research and the solution in improving English language problems. Thirdly, learning English assessment gave a clear outline for English learners to support their research as a final requirement in getting bachelor degree and foster their competency as the language education learners.

scholarly journals PROJECTS BASED LEARNING ACTIVITIES IN A CALL CLASSROOM: LET’S SEE AND TRY!

2016 ◽  
Vol 1 (3) ◽  
pp. 233
Author(s):  
Yustinus Calvin Gai Mali
Keyword(s):  
Foreign Language ◽  
Language Learning ◽  
Teaching And Learning ◽  
English Language ◽  
Language Education ◽  
Computer Assisted ◽  
Computer Assisted Language Learning ◽  
English Language Education ◽  
Study Program ◽  
Efl Teachers

This paper discusses three main projects and their related activities that students do in a Computer Assisted Language Learning (CALL) classroom at English Language Education Study Program, Dunia University Indonesia. The practical discussions in this paper will be an interest of English as a Foreign Language (EFL) teachers in Indonesia who look for practical ideas to teach the use of CALL in EFL classrooms, feel interested in integrating CALL into their classroom practices, and wish to explore ideas about how their students can benefit from technology. At the end of the paper, I address voices to support the use of CALL in teaching and learning in Indonesia.  

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