“Let’s Write a Caption!”: Utilizing Instagram to Enhance Esp Students’ Writing Skills

Nugroho, Arif; Rahmawati, Any

doi:10.33884/basisupb.v7i1.1782

Cited by 17 publications

(18 citation statements)

References 11 publications

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“…To date, previous research examining the implementation of digital learning, or often referred as Social Networking Sites (SNS), have revealed the potential use of some SNS in digital learning of English such as Youtube (Alwehaibi, 2015), WhatsApp (Ahmed, 2019), Instagram (Handayani et al, 2018;Nugroho & Rahmawati, 2020), Google classroom (Al-Maroof & Al-Emran, 2018), and Facebook (Gatcho & Hajan, 2019). In general, the results of these study indicate that the use of aforementioned social networking sites have successfully enhanced EFL learners" language proficiency.…”

Section: Introductionmentioning

confidence: 78%

Digital Learning of English Beyond Classroom: EFL Learners’ Perception and Teaching Activities

Nugroho¹,

Atmojo²

2022

JEELS

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The shift of language learning from face-to-face classroom interaction to online learning beyond classroom amidst global pandemic of Covid-19 has changed how teachers and students deal with teaching and learning activities. To address the issue, the present study sheds some light on 71 EFL learners’ perception toward digital learning of English beyond classroom and a range of English learning activities in social distancing measures. Drawing on the data from a web-based survey and Focus Group Discussion, the results indicated that the students positively perceived the use of digital technology as a means of language learning amidst the global pandemic. It was also revealed that digital learning of English beyond classroom could potentially be conducted by means of available social networking sites such as Youtube, WhatsApp, Instagram, Google classroom, and Facebook. Some activities using digital learning of English beyond classroom are clearly highlighted. The results of this study contribute to the realm of language teaching in offering some insights for designing beyond classroom activities by augmenting the accessible social networking sites.

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Section: Introductionmentioning

confidence: 78%

Digital Learning of English Beyond Classroom: EFL Learners’ Perception and Teaching Activities

Nugroho¹,

Atmojo²

2022

JEELS

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“…This result is as stated by Agarwal (2010) that EFL teachers and learners need to learn a lot to use digital devices properly, no matter how simple the devices and internet are. Often, when EFL teachers had already designed interesting technology-based activities, computer breakdown happened, and they may encountered technical problems (Heil et al, 2016, Nugroho & Rahmawati, 2020. This obviously decreases the teachers' motivation and excitement to design digital learning activities.…”

Section: Discussionmentioning

confidence: 99%

EFL teachers� beliefs and practices about digital learning of English

Nugroho¹,

Mutiaraningrum

2020

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The last two decades have been the witness of many studies reporting the disparity between EFL teachers� beliefs and practices in technology integration around the world. Notwithstanding the enormous studies on EFL teachers� beliefs and perceptions of digital technology use for language classroom, the literature has still been silent on the relation between Indonesian EFL teachers� beliefs and practices. The present study thus sheds some light on 15 EFL teachers� beliefs and practices about digital learning of English in Indonesia. Drawing on data from the written reflections and semi-structured interviews, the findings revealed that these EFL teachers were well equipped with the importance and objective of teaching English by means of digital devices, but appeared hesitant and lacked of preparation in their teaching practices. The semi-structured interview further depicted that their unconfident and lack of preparation was not only a result of inadequate training but also of limited resources and digital facilitation. The institutional supports influenced by environmental readiness also affected their efficacy for digital learning of English. The findings contribute to the realm of English language teaching with regards to offering literature of EFL teachers� professional development.

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“…Moodle, Edmodo, Google classroom) and social media (e.g. Instagram, Facebook, Youtube) in various ways (Alwehaibi, 2015;Gatcho & Hajan, 2019;Mutiaraningrum & Nugroho, 2020;Nugroho & Rahmawati, 2020). These digital platforms are potentials to facilitate the practice of flipped learning instruction in English language teaching classrooms.…”

Section: Students' Perception On the Practice Of Flipped Learning Instructionmentioning

confidence: 99%

Flipped Learning Instruction and Pragmatic Competence: A Case of English for Accounting Students

Nugroho¹,

Fitriati

2021

englie

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Twenty-first century English language teaching is the witness of advanced Information and Communication Technology (ICT). Integrating digital technologies in English teaching activities is a prerequisite to enhance learning efficacy and achieve the goal of English communicative competence. Hence, this study examines the impact of flipped learning instruction on pragmatic competence of a group of English for specific purposes students’, i.e. English for Accounting. This pre-experimental study was conducted in ten meetings by involving 36 English for Accounting students of a public university in Surakarta Indonesia as the participants. Drawing on a Discourse Completion Test (DCT) and Focus Group Discussion (FGD), the results portrayed that there was a significant difference between the results of pre-test and post-test on DCT, meaning that the students’ pragmatic competence significantly improved after participating in the flipped learning instruction. An FGD was further conducted to reveal the students’ attitudes about the practice of flipped learning and the results indicated that they positively perceived the implementation of the teaching model in English for Accounting class. These results contribute to offering fruitful insights for teachers and future researchers about the practice of flipped learning instruction in English language teaching, particularly in the context of English for specific purposes. Keywords: English for Accounting, Flipped Learning, Pragmatic Competence

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“Let’s Write a Caption!”: Utilizing Instagram to Enhance Esp Students’ Writing Skills

Cited by 17 publications

References 11 publications

Digital Learning of English Beyond Classroom: EFL Learners’ Perception and Teaching Activities

Digital Learning of English Beyond Classroom: EFL Learners’ Perception and Teaching Activities

EFL teachers� beliefs and practices about digital learning of English

Flipped Learning Instruction and Pragmatic Competence: A Case of English for Accounting Students

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