Indonesian English Teachers’ Perceptions on Using Online Teaching Platforms

Due to Covid-19 Pandemic, all teachers in Indonesia are required to teach students remotely using appropriate online teaching platforms. There various teaching platforms to be utilized such as Whatsapp, Edmodo, Google Classroom, Ruang-Guru, Kahoot, Google Meet, Zoom Cloud, etc. These platforms enable the teachers to simply interacting with the students in teaching-learning processes. The objective of this research is to explore the Indonesian English teacher’ perceptions on using online teaching platforms. This research uses a quantitative approach. The subject of this research is 40 English teachers of Senior High Schools in Kampar, Riau. Questionnaires are used as a technique of collecting data. Results prove that most of the English teachers have positive perceptions on the usefulness, ease of use, and accessibility aspects of online teaching platforms.

An Approach for Providing LGBTI+ Education and Bridging the Language Gap

Intercultural education is acquiring great importance in today's education; among its considered elements, it is also starting to address gender/sexual identity as a way to counterattack prejudices and intolerant attitudes towards LGTBI+ people. However, it is still necessary to reconsider how to deal with these concepts from teacher training in an effective way so as to prepare these professionals to develop their work in an inclusive way. Teachers of English as a Foreign Language are ideal for addressing such concepts as the area allows relationships with several dimensions of life (e.g., literature, art, television). These teachers have to face the necessity to include LGTBI+ in their teaching practice, and to fight the language gap caused by social and economic disparities. This chapter revises how including the ESoPC approach in English teacher training helps integrate LGBTI+ issues to educate future generations in respect towards gender/sexual diversity and bridge the language gap.

The Implementation of Self Evaluation Teacher Talk (SETT) in Teaching English: A Case Study

This study analyzed the implementation of SETT (Self Evaluation Teacher Talk) (Walsh, 2011) by an English teacher in a senior high school in Surabaya. A descriptive analysis was conducted towards the talk used by teacher in delivering the material. As the law, the teacher regulated the students to speak the target language anyhow. On the other hand, the teacher applied a classroom interaction in English. There are four modes available based on the SETT criteria; managerial mode, material mode, skill and system mode, classroom context mode. The result shown that the teacher mostly applied two mode, namely managerial mode and skill and system mode, and was followed by classroom context mode, then material mode.

The Influence of English Teachers’ Competency on Students’ Learning Achievement

This correlation study aimed to investigate a correlation between English teacher competency and students’ learning achievement at State Junior High School 1 Tempuling, Indragiri Hilir Regency, Riau. There was 1 English teacher who has certified as a professional teacher. Seventy-five students taught by the English teacher became the sample through random sampling technique; meanwhile, the English Teacher Performance Assessment documentation and evidence of students’ learning achievement in their report card were used to collect the data. The data were analyzed using serial correlation. The finding shows that the correlation (rxy) score = 0.438 compared to rt. Because rxy was higher at 5% and 1% significance levels, it was possible to conclude a significant correlation between English teacher competency and students’ learning achievement.

Quizizz as Distance Learning Tool: Effects and Students' Opinion

The purposes of this study are: (1) To determine the effect of using Quizizz as a distance learning tool, and (2) To determine students' opinions of Quizizz as a distance learning tool. The participants of this study consisted of an English teacher and thirty-one eleventh-grade students. The data used in this study are in the form of interview results, description of students’ final grades, and the result of questionnaire. The method used is a mixed-method – qualitative and quantitative, with three instruments: Likert Scale questionnaire, interview, and students’ final score. The main findings of this study are: (1) Positive effects in increasing students’ learning motivation, competitiveness, and academic achievement in grammar and reading when using Quizizz as a distance learning tool, and (2) Students’ positive opinions towards Quizizz’s interesting appearance, challenging features, and their enjoy feelings while using Quizizz as distance learning tool.

Four C’s Skills Integration in the Lesson Plans of Grade 7 English Teacher

Four C skills’ integration in English curriculum has been investigated in recent years. Unfortunately, those studies focused on the integration of 4Cs in lesson plans carried out in elementary schools. Thus, this research aimed to analyze how the 4C skills were implemented in English lesson plans of 7th grade. The data were collected through content analysis on ten lesson plans of public and private junior high schools in Jakarta and Bekasi. It was found that all analyzed lesson plans have incorporated the 4Cs skills; communication, collaboration, critical thinking, and creativity. However, there were indicators of each skill that more dominantly appeared in a certain topic or were seen not to be incorporated in any examined lesson plans. In addition, teachers mostly incorporated the 4Cs skills in the learning activity and assessment. Although all the analyzed lesson plans have integrated 4Cs, the fulfilment of the indicators of each skill still needed to be improved. These findings are expected to be a recommendation for educators especially English teachers in designing lesson plans which integrated the 4C skills as the keys to a lifetime of learning and creative work as the current world of work is required leads to the need for integration of 4Cs in the classroom.