Abstract:The integration of technology in education and the need to meet the requirements of the 21 st century learning lead educators to use online learning platforms. Edmodo is offered as one of learning platforms that could be used in EFL classroom. This research aims to investigate perception of undergraduate students on the use of Edmodo as an educational social network which has been implemented in the classroom. This study employed mix method design by involving 50 undergraduate students from a university in Bandung, Indonesia. The data were collected through closed-ended and open-ended questionnaires. As results, it was found that undergraduate students showed positive response and attitudes towards the use of Edmodo in their learning process. Besides, some obstacles of using Edmodo were also revealed, such as lack of experiences in using technology and how to manage the time allocation. Finally, it is suggested that Edmodo should be implemented in undergraduate EFL classroom.
This article reports a study investigating the English teacher’s strategies for assisting secondary school students of English to be critically literate through an analysis of narrative texts. In this study, Luke and Freebody’s (1999) four resources model of critical literacy was used as a framework for English instruction situated in an Indonesian secondary school. Data were collected from classroom observations, students’ reflective journals, and an interview with secondary school students. The findings showed that the four resources model of critical literacy, to some extent, helped students to become critically literate especially at the stage of meaning-making-of and criticizing the text. The implication of the study is that there is the possibility of implementing critical literacy-oriented English classrooms in Indonesian and Asian secondary schools.
| repository.upi.edu | perpustakaan.upi.edu CHAPTER I INTRODUCTION This chapter presents an introduction of the research paper which describes the background of the research, research questions, aims of the study, and significances of the study. In addition, the organization of this research paper is also presented at the end of the chapter. 1.1 Background of The Study English has been taught in all levels of education in Indonesian primary schools with greater compulsion, and at a steadily lowering age (Graddol, 2006, p. 88). The statement shows the emerging trend in the world of English language learning and teaching, that is teaching English to Young Learners (TEYL). The skill of communicating in English in the global world nowadays is considered as one of the must-required life skills. Despite English is no longer being included in Indonesia 2013 curriculum, young learners will get benefits from this study. One advantage of teaching English to early ages is the aim to make young learners familiar with foreign language. It is in line with Cameron (2001) who proposes some advantages to introduce young learners to foreign languages at early age. She (2001) believes that children who have an early start development will gain advantages in some areas of language skills which are divided into two kinds namely receptive and productive. Receptive skills consist of listening and reading skills, while productive skills consist of speaking and writing skills. Speaking is an important skill especially for English as Foreign Language (EFL). Speaking is the basic human skills since they were born. However, Peregoy and Boyle (2001:107) states that listening, speaking, reading and writing also occur naturally together in learning events in school at all grade levels, even though traditionally they were taught separately. Relevant to the importance of English speaking skills, it is necessary to develop and increase the attitudes of EFL for young learners in speaking English, in this case English language in Indonesia.
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