Digital Teaching Tools in 21st Century EFL Classroom: Are Our Teachers Ready?

Suwartono, Suwartono; Aniuranti, Asfi

doi:10.32528/ellite.v3i2.1916

Cited by 26 publications

(24 citation statements)

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“…Choudhury (2011) menyebutkan bahwa perubahan yang terjadi tidak mengurangi pentingnya pernanan guru dalam proses pembelajaran. Suwartono & Aniuranti (2018) menambahkan bahwa guru dengan segala upaya dan peranannya sebagai direktur, manager, konselor, dan model dalam penggunaan bahasa yang mereka ajarkan, memfasilitasi pembelajaran di dalam kelas dan jika memungkinkan diperluas di luar kelas. Archana & Rani (2017) juga menjelaskan bahwa guru memiliki berbagai peranan dalam proses pembelajaran seperti menjadi pembelajar, fasilitator, asesor, manager dan pengevaluasi.…”

Section: Pendahuluanunclassified

Pelatihan penyusunan Ice Breaking untuk penguatan kompetensi calon guru

Aniuranti

Tsani

Wulandari

2021

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In every teaching and learning process includes English teaching, there is a phase called ice breaking. The activity that generally only lasts a few minutes is a paramount aspect. Every English teacher or even the candidate has to be skillful in preparing effective ice breaking. Although ice breaking is viewed as a crucial stage in a teaching process, many students miss this phase when they have to do teaching practice. Therefore, the community service team regarding a workshop about icebreaking is still needed by the students as the teacher candidates. This workshop was conducted online via Google Meet in two days, and the participants were the students of the English Language Teaching Department of Universitas Nahdlatul Ulama Purwokerto. In the workshop, the participants learned the theories related to ice breaking and the examples of ice breaking. They also did some practice on creating ice breaking. Overall, the two-day workshop ran well. The questioner's result also tends to be positive and based on the tasks submitted, the participant's ability to create ice breakers is good enough

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Section: Pendahuluanunclassified

Pelatihan penyusunan Ice Breaking untuk penguatan kompetensi calon guru

Aniuranti

Tsani

Wulandari

2021

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“…They also need to find a way to support them, especially the technical and technological problems students may face in online learning [43] . Additionally, online teachers need to be given training in multiple areas to best support their students [44][45][46]. Figure 4 illustrates the students' preference for the Learning System (LMS) in online learning.…”

Section: Efl Student's Preferences Of Online Learningmentioning

confidence: 99%

EFL Student Challenges, Preferences, and Reactions towards Moodle-Based Online Learning under the New Normal in Indonesia

Akter¹,

Suwartono²,

Khan³

2021

Proceedings of the 1st International Seminar on Teacher Training and Education, ISTED 2021, 17-18 July 2021, Purwokerto, Indone

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Online learning can play a significant role in continuing the teaching-learning process, especially during the pandemic. Moodle platform is one of the online learning solutions which is free. It is essential to justify and study student reactions, problems, and challenges using a Moodle-based online learning system for further successful online learning. This study aimed to investigate the EFL student challenges, issues, and reactions to the Moodle-based online learning system. The data were collected from 40 graduate and undergraduate EFL students from a private university in Central Java, Indonesia, through a questionnaire-based online survey. The data were analyzed using descriptive statistical techniques. Results of the study have shown that the most common challenges faced by the students were slow internet connection, over-loaded assignments with limited submission time, and health issues. Students believed that a slow connection increased their stress level. Besides, this study has revealed that the teacher's support was crucial in online learning using the Moodle-based system.

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“…This concept is also well known as student-centered learning. Nowadays, there is a shift from teacher-centered to student-centered learning (Mokoginta, 2013;Suwartono & Aniuranti, 2018). Emaliana (2017) argues that student-centered learning gives the students the chance to boost their analytical abilities, problem-solving skills, skills in deep learning, lifelong learning, self-directed learning, reflective learning, and motivation.…”

Section: A Introductionmentioning

confidence: 99%

“…In applying the student-centered concept, student participation is considered an indispensable part of the teaching and learning process. Suwartono & Aniuranti (2018) argue that every teacher has to achieve teaching objectives by involving the students in the learning process. Aneteneh (2014) adds that without student participation, the instructional objectives are impossible to accomplish.…”

Section: A Introductionmentioning

confidence: 99%

The Implementation of Literary Works for Promoting Student Involvement in Learning English Grammar

2021

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Nowadays, every teaching and learning process is supposed to apply a student-centered concept in which the pupils are the center of the process, and they are encouraged to participate actively in the process. Therefore, all education levels have implemented this concept, including the university level. Unfortunately, many pupils are still passive during the teaching process. This phenomenon also appears in the English Language Teaching Department of Universitas Nahdlatul Ulama Purwokerto. The low participation of the students happens in all classes, including grammar class. Based on the pre-observation process in a grammar class, the average score of student participation was only 58.82%. From seven categories of student participation, two indicators were still 0% called asking a question and giving constructive or positive comments to the teacher or other students. There was also one category that only achieved 41.18%. Besides, the atmosphere was not conducive since some students talked to their classmates and looked quite bored. Based on this condition, the researchers decided to do action research. After doing a literature study, we agreed to use literary works to overcome the problem. The research was done in one cycle that consisted of three meetings. The instruments used for collecting the data were an observation sheet of student participation and a teacher observation sheet. The data gathered were analyzed using simple statistics like percentage and average score, then the analysis presented through diagram and words. The literary works used in this study were a short story, a film script, and a novel. This action research is successful if the percentage of student involvement can achieve 65%. The result reveals that student participation was getting better after the implementation of literary works in the teaching and learning process. In the first action, the average percentage was 69.29 %, then it became 75.89% in the second meeting. In the third act, the student involvement achieved 78.15%. The most impressive finding appeared in the third meeting. Three students asked questions. Asking questions as one of the indicators of participation did not appear in the first and the second meeting. The atmosphere was getting conducive since the implementation of the literary works in the grammar class. In short, this action research is successful in boosting student involvement in grammar class.

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Digital Teaching Tools in 21st Century EFL Classroom: Are Our Teachers Ready?

Cited by 26 publications

References 0 publications

Pelatihan penyusunan Ice Breaking untuk penguatan kompetensi calon guru

Pelatihan penyusunan Ice Breaking untuk penguatan kompetensi calon guru

EFL Student Challenges, Preferences, and Reactions towards Moodle-Based Online Learning under the New Normal in Indonesia

The Implementation of Literary Works for Promoting Student Involvement in Learning English Grammar

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