Practices on Technology Integration in ELT: A Review on Existing Researches

Yanti, Gina Selvira; Nurhidayah, Rafika

doi:10.28926/briliant.v5i2.467

Cited by 3 publications

(5 citation statements)

References 27 publications

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“…Its emergence is one characteristic of the changing era. Consequently, a term of education 4.0 has been an emerging latest era due to the flexibility of the media technology use in assisting teachers as an integral and necessary component of the teaching and learning process (Yanti & Nurhidayah, 2020). Therefore, the use of media basedtechnology as a supplement is to enhance teachers' teaching effectiveness in classroom.…”

Section: Introductionmentioning

confidence: 99%

Review of Instructional Digital Media to Path Teachers’ Digital Competence on Philosophical Perspective: Distraction or Diversion

Ismail,

Ling,

Nawir

et al. 2023

IJEDL

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In spite of its emergence in 1980s, digital media has been well known to this day, yet it is still questioned whether its presence is merely a "disturbance" or a "diversion" after contradictory impacts of digital media usage have been found based on several conducted studies. Answering the question, library research was carried out by using some sources and references in getting and analyzing the data. Then, the writers integrated their ideas by synthesizing in drawing conclusion. Delving into the essence of four learning theories (behaviorism, cognitivism, constructivism, and connectivism) and their integration with technology, particular media use and their functions are recognized through a systematic procedure in certain digital learning approach as one alternative for teachers in selecting and utilizing digital media in learning process. It was found that, firstly, the comprehension basic learning philosophy serves as fundamental reasons for teachers in utilizing technology. Secondly, the learning theories play as the base for teachers to develop their teaching approaches by maximizing their digital competence through digital technology use for improving their digital literacy. Lastly, the ownership of knowledge and skill for instructional digital media use develops teachers’ digital competence by recognizing students’ need in learning. In a nutshell, the choice for digital media utilization has to be supported by understanding the intensive relation between teachers and their learners’ roles and the instructional strategies in integrating media and technology used which will awaken not only teachers’ digital literacy, but especially their digital competence as well, as displayed through their ability to be intricately connected to digital media use. Therefore, the comprehensive understanding of learning theories approach of teachers and their ways in utilizing media-based technology determines the function of the media itself whether it is distraction or diversion during teaching and learning process.

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Section: Introductionmentioning

confidence: 99%

Review of Instructional Digital Media to Path Teachers’ Digital Competence on Philosophical Perspective: Distraction or Diversion

Ismail,

Ling,

Nawir

et al. 2023

IJEDL

View full text Add to dashboard Cite

show abstract

“…Nowadays, technology and education are inseparable especially in the era of technology environment. Many researchers believe that integrate the technology with classroom context can increase students' performance and motivation (Yanti and Nurhidayah, 2020), and improve students' learning achievement (Payadnya and Lestari, 2022). The use of technology not only helps the students but also teachers with classroom instruction, students' work assessment and critical thinking implementation (Anggeraini, 2018, p.2).…”

Section: Introductionmentioning

confidence: 99%

“…These learning applications can be accessed freely using the internet and the help of communication devices like smartphone and computer. Some teachers are familiar with the use of learning apps such as Kahoot!, Edmodo, and Quipper (Cakrawati, 2017;Yanti and Nurhidayah, 2020). These learning apps are beneficial to increase the students' motivation in classroom because it creates good atmosphere to overcome students' boredom.…”

Section: Introductionmentioning

confidence: 99%

“…Not only the use of learning apps, teachers can elaborate the use of social media as learning and teaching media (Eryansyah et al, 2019;Kurniawan et al, 2017;Yanti and Nurhidayah, 2020). The social media such as Facebook, YouTube, Instagram, WhatsApp and Twitter can be used as authentic materials for students to practice their writing, listening, speaking and reading.…”

Section: Introductionmentioning

confidence: 99%

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The Use of Interactive Powerpoint Aplikasi Berpori in Translation Class

Nugroho

2022

jpkm

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Integrating technology into classroom activities is necessary, especially in this digital era. Technology helps the classroom to be more engaging because nowadays we are offered many choices of technology-based teaching-learning media. Teacher can improve their creativity by utilizing the technology that are presented in the form of learning apps or social media. Developing the learning teaching media using technology can motivate students to learn actively. Moreover, in time of pandemic when teaching and learning activities are done remotely, activity with technology-based is very helpful to maintain students’ engagement toward the lesson. Besides, the material will be delivered more easily with the help of technology in classroom. This research aims to find students’ perception towards the use of Interactive PowerPoint Aplikasi Berbasis Powerpoint Interaktif (Aplikasi Berpori) in translation classroom. This app is one example of technologies that is used in the classroom to deliver the learning material. The participants of this research are 58 students from Universitas Mahasaraswati Denpasar Bali who have practiced their translation using Interactive PowerPoint. The data is analysed using descriptive qualitative based on the questionnaire and open-ended questions. The result of this research shows that the students are interested and give positive perception toward the use of Aplikasi Berpori for translation practice.

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“…One of the implications of this development is the use of technology in the learning activity (Yanti & Nurhidayah, 2020). The integration of e-learning is unavoidable and necessary and it changes the way of learning and becomes effective when it is conducted correctly (Tanveer, 2011;Mohammed Nasser Hassan Ja'ashan, 2020).…”

mentioning

confidence: 99%

Google Classroom as A Web-based Instruction in Teaching English Writing and Speaking during Covid-19

Wahyuni

Arieffiani

2022

RILL

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This paper aims at investigating the impacts of the enactment of Google classroom as instructional media in the context of EFL. E-learning through Google classroom is an effective and interactive media to teach writing and speaking skills during social distancing. This is a qualitative study assessment, interview, and questionnaire in collecting data. Analytic and diagnostic rating scales are the assessment to measure writing and speaking skills. The results show that English Language Teaching in Google classroom promotes innovation in collaborating the use of assessment, students’ background knowledge, and real-world materials. The impact shows that students have great achievement in both writing and speaking skills and Google classroom is more recommended than traditional lecturing. Riset ini bertujuan untuk menggambarkan dampak penggunaan Google classroom sebagai media pembelajaran dalam konteks pembelajaran bahasa Inggris sebagai bahasa asing. E-learning melalui Google classroom merupakan media yang efektif dan interaktif untuk mengajarkan keterampilan menulis dan berbicara selama social distancing. Penelitian ini merupakan penelitian kualitatif yang menggunakan wawancara, dan kuesioner untuk pengumpulan data. Skala penilaian analitik dan diagnostik adalah penilaian yang digunakan untuk mengukur keterampilan menulis dan berbicara. Kuesioner dan wawancara juga digunakan untuk menganalisis hasil temuan. Hasil penelitian menunjukkan bahwa pengajaran Bahasa Inggris melalui Google classroom, mempromosikan inovasi dalam mengkolaborasikan penggunaan penilaian, pengetahuan latar belakang siswa, dan materi dunia nyata. Dampaknya menunjukkan bahwa mahasiswa memiliki prestasi yang lebih baik dalam keahlian menulis dan berbicara. Penggunaan Google classroom lebih direkomendasikan daripada kuliah tradisional secara tatap muka selama pandemi covid 19.

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Practices on Technology Integration in ELT: A Review on Existing Researches

Cited by 3 publications

References 27 publications

Review of Instructional Digital Media to Path Teachers’ Digital Competence on Philosophical Perspective: Distraction or Diversion

Review of Instructional Digital Media to Path Teachers’ Digital Competence on Philosophical Perspective: Distraction or Diversion

The Use of Interactive Powerpoint Aplikasi Berpori in Translation Class

Google Classroom as A Web-based Instruction in Teaching English Writing and Speaking during Covid-19

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