Learning Materials: The “Nucleus” of Language Teaching

Damayanti, Desy; Fauzi, Adin; Inayati, Azizatul Mahfida

doi:10.31327/jee.v3i1.417

Cited by 10 publications

(7 citation statements)

References 8 publications

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“…2013 emphasizes student-centered learning, where students become the center of learning activity and the teacher only acts as a facilitator. Online learning requires students" independence in learning and structured learning materials to easily understand the lesson (Damayanti, Fauzi, & Inayati, 2018). Therefore, the students' readiness to take an online learning class is crucial for the success of online learning.…”

Section: Curriculummentioning

confidence: 99%

Online Learning Readiness of Junior High School Students in Denpasar

Dwiyanti

Pratama

Manik

2020

IEE Ind. J. Eng. Edu.

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The Covid-19 pandemic has caused learning to be carried out online. Not all students, however, are ready for online learning. This study aims to examine the level of readiness of eighth-grade students at a junior high school through an explanatory sequential mixed method design consisting of quantitative and qualitative phases. Student readiness for online learning in this study was reviewed from five dimensions: self-directed learning, motivation for learning, computer/internet self-efficacy, learner control, and online communication self-efficacy. The Online Learning Readiness Scale (OLRS) survey proposed by Hung (2010) with a five-point-Likert scale was used to collect quantitative data. The data were analyzed quantitatively, and the level of readiness was measured utilizing the e-learning readiness assessment model suggested by Aydin and Tasci (2005). Follow-up interviews were then held to support the quantitative data. The results showed that the majority of students entered the level of "ready but needs a few improvements". However, there was one item in the dimension of self-directed learning that was included in the level of "not ready needs some work". The implication of this study is the need to encourage students to actively communicate in online learning, especially for shy students.ABSTRAKPandemi Covid-19 menyebabkan pembelajaran dilakukan secara online. Namun, tidak semua siswa siap dengan pembelajaran online. Penelitian ini bertujuan untuk menguji tingkat kesiapan siswa kelas VIII sebuah sekolah menengah pertama melalui penelitian explanatory sequential mixed method yang terdiri dari tahap kuantitatif dan kualitatif. Kesiapan siswa untuk pembelajaran online ditinjau dari lima dimensi: pembelajaran mandiri, motivasi belajar, efikasi diri komputer / internet, kontrol peserta didik, dan efikasi diri komunikasi online. Survei Online Learning Readiness Scale (OLRS) yang digagas oleh Hung (2010) dilengkapi dengan skala Likert lima poin digunakan untuk mengumpulkan data kuantitatif. Data kemudian dianalisis dengan menggunakan analisis deskriptif kuantitatif dan tingkatannya diukur dengan model penilaian kesiapan E-learning yang dikemukakan oleh Aydin dan Tasci (2005). Wawancara kemudian dilakukan untuk mengumpulkan data guna mendukung data kuantitatif. Hasil penelitian menunjukkan bahwa secara keseluruhan siswa memasuki level “siap, tetapi perlu sedikit perbaikan”. Namun, ada satu item dalam dimensi pembelajaran mandiri yang termasuk dalam tingkat "belum siap, perlu peningkatan". Implikasi dari penelitian ini adalah perlunya mendorong siswa untuk aktif berkomunikasi dalam pembelajaran online, khususnya bagi siswa yang pemalu.

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Section: Curriculummentioning

confidence: 99%

Online Learning Readiness of Junior High School Students in Denpasar

Dwiyanti

Pratama

Manik

2020

IEE Ind. J. Eng. Edu.

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“…The materials were important to be taught to the students so that appropriate with the aims of its curriculum. A study was conducted by Damayanti, Fauzi, and Inayati (2018) learning materials are undeniably important components of an efficient language classroom. They enhance the quality of language education, make it easier for instructors to do their obligations, and bring students to a greater level of understanding in their learning.…”

Section: Discussionmentioning

confidence: 99%

The Implementation of the Cambridge Lower Secondary English Curriculum: Teachers’ Voices at One Private School in Palembang

Holandyah

Erlina

Marzulina

et al. 2022

EJPP

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The Cambridge curriculum is one of the international curricula. In Indonesia, Cambridge curriculum has been implemented, especially for teaching English. This study was aimed at finding out English teachers' perceptions toward the implementation of the Cambridge Lower Secondary English Curriculum at one private school in Palembang, Indonesia. A qualitative design with a case study was employed for this study. The data were gathered through in-depth interviews with two English teachers. Thematic analysis was used to analyze the research data. The results of the study revealed the three stages of implementing the curriculum: (1) program development, (2) implementation of learning, and (3) evaluation.

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“…They furthermore determine the quality of language input and language practice during the learning process in the classroom. In line with this, Damayanti et al (2018) argued that learning materials indisputably improve the quality of language teaching, facilitate teachers in doing their duties, and lead students to a higher understanding of learning. Therefore, lecturers are obliged to write and develop learning materials that are relevant, effective, and suitable for their students.…”

Section: Introductionmentioning

confidence: 91%

Speaking materials based on active learning activities and revised Bloom’s taxonomy: development, validation, and revision

Rampeng

Atmowardoyo

Noni

2021

IJHI

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As an international language, English becomes vital to master. In English, speaking is considered more crucial compared to listening, writing, and reading. Nevertheless, it is not an easy task to achieve. One solution which can ease learning speaking is presenting excellent learning materials for students. Thus, teachers are obliged to write and develop learning materials that are relevant, effective, and suitable for their students. This study aimed to give a clear overview of how to develop, validate, and revise Speaking learning materials according to active learning activities and Six steps in revised Bloom’s Taxonomy. This study was objected to offering a novelty as there was little discussion on developing learning materials, particularly speaking, based on active learning activities and revised Bloom’s taxonomy. This thus widens discussion in the field. The method used was Research & Development. The study suggested that learning material development required several steps, including six steps of Bloom’s taxonomy. The validation proposed the aspects of materials, the aspects of activities, the aspects of media, and the presentation aspects. The last, revision must be taken once the developed materials are found less suitable for learners.

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Learning Materials: The “Nucleus” of Language Teaching

Cited by 10 publications

References 8 publications

Online Learning Readiness of Junior High School Students in Denpasar

Online Learning Readiness of Junior High School Students in Denpasar

The Implementation of the Cambridge Lower Secondary English Curriculum: Teachers’ Voices at One Private School in Palembang

Speaking materials based on active learning activities and revised Bloom’s taxonomy: development, validation, and revision

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