Students� Engagement in Utilizing Technology  For Learning Support

Inderawati, Rita; Sofendi, Sofendi; Purnomo, Mulyadi Eko; Vianty, Machdalena; Suhendi, Didi

doi:10.29240/ef.v3i02.1111

Cited by 9 publications

(11 citation statements)

References 4 publications

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“…This problem occurred since there were more temptations for not studying while joining online classes compared to when studying in offline classes. This is in line with a proposed study done by Kirovska-Simjanoska (2019) and Inderawati et al (2019). They mentioned that the digital learning depended greatly on students' motivation.…”

Section: Discussionsupporting

confidence: 88%

Online Learning amidst Global Pandemic: EFL Students’ Challenges, Suggestions, and Needed Materials

Nartiningrum

Nugroho²

2020

Engl. Franca acad. j. of Engl. lang. and educ.

126

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Covid-19 pandemic brings changes in many aspects of peoples’ lives throughout the world. The spread of Covid-19 in Indonesia affects the education system in this country. Face-to-face instructions are shifted into full online learnings from home. Despite this quite drastic change, the literature on students’ insights of this matter has still been silent. Thus, the present study elucidates 45 EFL students’ challenges, suggestions and needed materials during these online classes. Rely on qualitative data analysis from written responses and semi-structured interviews, the findings disclosed that these EFL students’ main challenges in attending online courses were the unsteady networks and the less direct interactions. These students mainly suggested the use of video conferencing applications such as zoom or Google meet, though some students chose assignments over those applications. The students also mentioned that they basically needed grammar related materials within the online classes. The findings bring forward the picture of full online learning condition during Covid-19 outbreak on EFL setting in Indonesia.

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Section: Discussionsupporting

confidence: 88%

Online Learning amidst Global Pandemic: EFL Students’ Challenges, Suggestions, and Needed Materials

Nartiningrum

Nugroho²

2020

Engl. Franca acad. j. of Engl. lang. and educ.

126

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“…One of the most vital contributions of ICT in the field of education is-easy access to learning. It is in line with what Inderawati, Sofendi, Purnomo, Vianty, &Suhendi (2019) had conducted to the preservice EFL teachers' engagement in utilizing technology for learning supports. It showed that there were many things to be included: the place, class management, equipment used by students, application used, instructional material used, supporting crew, and instructors' relation in learning activities.…”

Section: Introductionsupporting

confidence: 86%

The Use of Ict in Learning Process by Vocational Teachers of English

Wiranda

Petrus

Vianty

2020

ERJEE

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In the era of modernization, people are very dependent on technology, Information Communication Technology (ICT) in education itself has important role in teaching and learning process. The purpose of this study was to investigate the kind of ICT used by the teachers, the utilization of ICT in learning process, the problems and solutions in teaching by using ICT, and the role of schools in assisting teachers to overcome the problems at vocational high schools in Sekayu. This study applied descriptive qualitative research design. The data were collected by using questionnaire, interview, observation, and document review. The participants of this study were the teachers of English, the vice-principal of facility and infrastructure, and the students. The findings of this study showed that the teachers of English at vocational high schools in Sekayu used hardware such as projector, laptop, speaker, headset, and smartphone, while software such as internet, dictionary application, e-book, Microsoft office, and browsing application. The teachers used discovery learning to utilize ICT in the syntax of the learning model. The main problem faced by the teacher was the unavailability of students� personal ICT devices. The school also had the role to assist teachers in overcoming the problems. The conclusion was the teachers had applied ICT in the learning process however they did not fully apply ICT in each syntax of the learning model used.

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“…In particular, technology-based teaching and learning offers various interesting ways including educational videos, stimulation, data storage, use of databases, mind mapping, guided discovery, brainstorming, music, and the World Wide Web (WWW) which will make the learning process even more satisfying and meaningful (Finger & Trinidad, 2002). Similarly, Inderawati, Sofendi, Purnomo, Vianty, & Suhendi (2019) had utilized technology for learning supports to the preservice EFL teachers' engagement by showing many things to involve: class management, equipment, application, instructional material, supporting crew, place and instructors' relation in learning activities. Furthermore, according to Toomey (2001, p. 3), "This technology can include hardware (e.g computers and other devices); applications and software connectivity (e.g.…”

Section: Introductionmentioning

confidence: 99%

ICT and Learning Attitude towards Students’ Academic Paragraph Writing in College Level

Hayati

Anggraini

Jaya

2021

Engl. Franca acad. j. of Engl. lang. and educ.

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The use of technology has been growing rapidly in recent years. The technology applies to support the success of language learning, for example, providing web-based learning, mobile-based learning, educational videos, stimulation, online learning platforms, and many more. Learning attitude also determines to achieve the language learning goals. Then, the complexity of English writing causes the students’ denial to take English writing classes. This study aimed at finding out whether there was a significant correlation among ICT writing. Seventy-one students of the English Education Study Program got involved in this correlational study. The data were gained from primary and secondary sources; those are a 15-item ICT use questionnaire, a 20-item learning attitude questionnaire, and documentation of students’ writing. The findings reported that there was a significant correlation among the three variables statistically since the significant value was 0.006 (< 0.05). The value of adjusted r2 was 0.114 which means ICT use and learning attitude contributed 11.4 % to the students’ English academic paragraph writing.Key words: ICT, learning attitude, academic paragraph writing

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Students� Engagement in Utilizing Technology For Learning Support

Cited by 9 publications

References 4 publications

Online Learning amidst Global Pandemic: EFL Students’ Challenges, Suggestions, and Needed Materials

Online Learning amidst Global Pandemic: EFL Students’ Challenges, Suggestions, and Needed Materials

The Use of Ict in Learning Process by Vocational Teachers of English

ICT and Learning Attitude towards Students’ Academic Paragraph Writing in College Level

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