Course review horay and critical thinking skills: the effective teaching model for students’ grammar competence in remote EFL classrooms

Zuhriyah, Mukminatus; Fajarina, Maskhurin

doi:10.23971/jefl.v11i2.2974

Cited by 5 publications

(6 citation statements)

References 13 publications

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“…Besides, they found it difficult to prepare the course materials needing more practice so they had to be creative. Dealing with this, Zuhriyah & Fajarina (2021) state that the EFL lecturers should use their creativity in handling their online learning. Fortunately, they got no problem using the online platforms and applications for teaching their English courses.…”

Section: Discussionmentioning

confidence: 99%

EFL Lecturers’ Challenges and Suggestions in the Online Teaching

Zuhriyah¹

2022

Pioneer. J. Lang. Lit

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Online EFL teaching and learning in universities has been conducted for two years during the COVID-19 pandemic. However, the EFL lecturers’ challenges in small private universities in Indonesia are still scarcely investigated. Therefore, this research was conducted with the purpose to describe the Indonesian EFL lecturers’ challenges in their online teaching in the small private universities where they teach English. This was a qualitative research which used online semi-structured interview to six EFL lecturers from six different private universities in East Java to collect the data. Meanwhile, those six private universities did not have the official online platform for online teaching yet. The theory of Miles, Huberman, and Saldana was used to analyze the data. The result was that they faced some challenges in their online EFL teaching related to their students’ presence, the bad internet connection, the unconducive home condition, and the very slow students’ responses. Besides, they suggested to the universities to provide the official online learning platform which is completed with the places for storing their teaching administration archives. Hopefully, these research results can be the consideration for the university policy makers when deciding the guidelines of the online teaching and learning in the universities.

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Section: Discussionmentioning

confidence: 99%

EFL Lecturers’ Challenges and Suggestions in the Online Teaching

Zuhriyah¹

2022

Pioneer. J. Lang. Lit

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“…A teacher also made use of a particular teaching model called Dialogue Journal Writing, in which students could write about their reactions, thoughts, and experiences on a particular topic, and the teacher responded with similar reactions, thoughts, and experiences, while modelling the correct usage (Sukanaya, 2021). Yet another way to create a fun learning atmosphere was the use of Course Review Horay technique, in which students in groups had to exclaim 'horay' before answering questions (Zuhriyah & Fajarina, 2021).…”

Section: Group Cohesion and Collaborationmentioning

confidence: 99%

“…Finally, Group Cohesion and Collaboration (S3) comprises the last category in Social Presence. This was effected by teachers through various kinds of collaborative activities, such as group discussion using the Breakout Room feature of Zoom (Al-Munawwarah et al, 2021;Paramita & Tjahjadi, 2021;Zuhriyah & Fajarina, 2021), making a group essay draft through Google Docs (Prastikawati, 2021), doing a group project (Budianto & Arifani, 2021;Pasaribu & Dewi, 2021;Utomo & Ahsanah, 2020), sharing of information in the form of videos or other files (Lisa et al, 2021;F. D. Wulandari, 2021), the formation of online study group Ria, 2021;Virgin et al, 2021), as well as giving help for students who do not have gadgets at home (Rinekso et al, 2021).…”

Section: Group Cohesion and Collaborationmentioning

confidence: 99%

A Systematic Review of Online ELT Research in Indonesia During the COVID-19 Pandemic Through the Community of Inquiry Framework

2022

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Aim/Purpose: This study attempts to provide a thorough review on online English Language Teaching (ELT) research in Indonesia during the COVID-19 pandemic, with the aim of presenting best practices of online ELT classes for the future blended or hybrid learning scenario. To operationalize the “best practices” of online learning, the Community of Inquiry framework was used as the guiding perspective. Background: There is a dearth of research employing a systematic review of English Language Teaching (“ELT”) practices in Indonesia carried out during the pandemic, with a view of synthesizing such practices. Such a review is deemed essential in order to provide a comprehensive description of good practices in online English classes, such as in terms of integrating technology into the ELT virtual classes, taking advantage of the experience gained from approximately more than two years of Emergency Remote Learning in the country. Methodology: This study employed the Research Review methodology, with PRISMA (Preferred Reporting Items for Systematic Review and Meta-Analysis) 2020 to guide the process. Database (Google Scholar and Scopus) search was conducted to find research articles in English on ELT during the pandemic in Indonesia, excluding those that are conceptual in nature. The final list of 94 articles was then coded using the categories in the Community of Inquiry (“CoI”) framework, namely, Teaching, Cognitive, and Social Presence. Inter-rater reliability was computed to assess the risk of bias of the two reviewers. The resulting data, in the form of pieces of “evidence” of the CoI categories, were tabulated and described. Contribution: This research has contributed to providing a synthesis of online ELT teaching practice in Indonesia during the pandemic, specifically in describing the way teachers enacted the Teaching, Cognitive, and Social Presence online through the use of technology. This paper also describes how such deployment of technology should be accompanied by a selective choice of activities and explicit guidance from teachers, as well as teachers’ supportive attitude. Consequently, this study is probably among the first to carry out a systematic review of emergency online ELT practice during the pandemic from the CoI perspective, addressing a methodological gap of extant online ELT systematic review studies. Findings: The results show that Teaching Presence constituted the highest number of pieces of evidence, with a caveat that the application of technology should be combined with clear instruction and task requirements. Next, Cognitive Presence needs to be fostered through activities that promote problem solving and critical thinking, such as online discussions, problem- or project-based learning, and self-reflection. Lastly, teachers need to make use of technologies to convey genuine concern for students and create a warm and friendly online environment as part of teaching activities that build Social Presence, although some affective expressions will need to be managed well to prevent some possible undesirable effects. Recommendations for Practitioners: English teachers in Indonesia, or elsewhere with a similar context to that in the country, can gain insights on the good practice of online learning in terms of teaching methods, media, platforms, assessments, etc. Besides, the online English teaching practices can also inform pre- and in-service teacher education programs, so as to provide technology integration training that has already been tried and empirically tested. Recommendation for Researchers: For future research, the seemingly fewer pieces of evidence found in Cognitive and Social Presence might be fertile ground for Indonesian ELT scholars to carry out research focusing on those aspects. Much research outside of Indonesia has been conducted around the theme of the application of CoI principles in online English classes, while only a few studies in this respect have been found in the Indonesian context. Impact on Society: The findings of this study may help inform educational policies with regards to blended/hybrid or restricted face-to-face meetings in schools. Future Research: This paper has contributed to exemplifying the application of CoI framework as a tool of systematic review in research. Hence, in view of the impending blended, hybrid, or limited face-to-face learning, this type of CoI-framed systematic review research can be replicated in the future to assess the effectiveness of such blended or hybrid teaching mode. Besides, future research could also inquire whether ELT teachers sustain the use of technology in the post-pandemic, on-site learning.

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“…Namun para guru memiliki keterbatasan pengetahuan dan ketrampilan tentang aplikasi pembelajaran daring yang lain. Sementara itu menurut Zuhriyah & Fajarina (2021) bahwa dalam pembelajaran daring ini para guru mendapatkan tuntutan untuk menggunakan kreatifitasnya dalam mengelola kelasnya selain juga harus menguasai teknologi yang mendukung proses pembelajaran daring tersebu.…”

Section: Pendahuluanunclassified

Pelatihan Pembelajaran Online Bagi Guru SMP Ainul Ulum Mojoagung Jombang

Zuhriyah

Ma’rifatulloh

Agustina

2022

CDJ

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SMP Ainul Ulum Mojoagung adalah SMP yang terletak di daerah pelosok Jombang. Kemampuan teknologi dari para guru SMP ini masih rendah sehingga sangat terkendala sekali dengan adanya peraturan pemerintah tentang pembelajaran daring karena pandemi COVID-19 ini. Mereka sangat memerlukan pelatihan penggunaan teknologi untuk mengelola kelas pembelajaran daringnya. Sehingga tim PkM prodi pendidikan bahasa Inggris UNHASY memutuskan untuk meberikan pelatihan penggunaan aplikasi Zoho, GoogleClassroom, GoogleMeet, dan Faststone Capture untuk membantu mereka dalam melaksanakan pembelajaran daring. Hasil pretes dan postes dari pelatihan ini menunjukkan kemajuan yang sangat signifikan yakni dari hanya 20% saja yang bisa menjawab soal pretes menjadi 100% peserta mampu menjawab soal postes. Dari kuesioner testimoni yang dibagikan kepada peserta setelah pelatihan berakhir diketahui bahwa pelatihan pembelajaran online yang diberikan oleh tim PkM prodi pendidikan bahasa Inggris UNHASY ini sangat bermanfaat dan membantu mereka untuk mengajar di kelas daringnya. Pelatihan yang semacam ini sangat diperlukan bagi guru yang berada di daerah pelosok untuk meningkatkan kemampuan berteknologinya dalam era pembelajaran daring di masa pandemi seperti saat ini.

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Course review horay and critical thinking skills: the effective teaching model for students’ grammar competence in remote EFL classrooms

Cited by 5 publications

References 13 publications

EFL Lecturers’ Challenges and Suggestions in the Online Teaching

EFL Lecturers’ Challenges and Suggestions in the Online Teaching

A Systematic Review of Online ELT Research in Indonesia During the COVID-19 Pandemic Through the Community of Inquiry Framework

Pelatihan Pembelajaran Online Bagi Guru SMP Ainul Ulum Mojoagung Jombang

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