Teachers’ perspectives on teaching EFL speaking virtually: A case study of COVID-19 pandemic survival

Butarbutar, Ranta; Leba, Seli Marlina Radja

doi:10.55284/ajssh.v8i1.852

Cited by 7 publications

(6 citation statements)

References 23 publications

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“…While the findings communicate various things, we would like to discuss three commonalities related to the issues and challenges of technology use for teaching and learning. First and foremost, in support of Butarbutar's (2023); Fauzan and Pimada's (2018); Habeahan et al's (2022) previous research findings, we spotted that lack of supporting technological facilities (i.e., related to the poor internet connection and electricity) were the main issues that hinder the full integration of technology in schools. Second, regardless of the unavailability of technological facilities, school teachers successfully found ways to deliver teaching and learning materials to their students.…”

Section: Discussionsupporting

confidence: 53%

“…Teachers in this twenty-first century should develop an adaptive or survival pedagogy to face different learning contexts, whether or not enough technological resources are available, and anticipate any uncontrolled conditions, such as pandemics or disasters. This has been highlighted by Butarbutar (2023) when reflecting on the online learning experience during the COVID-19 pandemic.…”

Section: Discussionmentioning

confidence: 97%

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Issues and Challenges of Technology Use in Indonesian Schools: Implications for Teaching and Learning

Gai Mali,

Kurniawan,

Januardi

et al. 2023

IJIET

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This paper mainly aims to explore issues and challenges in using technology to support teaching and learning in various schools located on three different islands in Indonesia, such as in Kalimantan, Nusa Tenggara, and Papua islands. The exploration was done through a holistic literature review of 30 national and local newspapers and online articles relevant to the aim of the study. We performed a peer-debriefing activity to present our review analysis to each other, comment on it, and made necessary revisions to our analysis to ensure the credibility of our review. While the results communicated various things, we could highlight some commonalities: unequal distribution of technology support or facilities in schools, creative ways to support teaching and learning practices regardless of the very minimum facilities that schools have, and continuous support from the Indonesian government and private sectors to improve school technology-supported facilities. We then discussed those commonalities in light of the relevant literature and their implications for teaching and learning to benefit school teachers or educational practitioners planning to teach in schools outside Java with minimal technological-related school facilities.

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Section: Discussionsupporting

confidence: 53%

Section: Discussionmentioning

confidence: 97%

Issues and Challenges of Technology Use in Indonesian Schools: Implications for Teaching and Learning

Gai Mali,

Kurniawan,

Januardi

et al. 2023

IJIET

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“…Students were more prone to speak up with confidence as they interacted with their peers and the class as a whole. In contrast, Nur and Butarbutar (2022a); Nur and Butarbutar (2022b) asserted that through self-directed learning, YouTube channels have the ability to enhance students' speaking abilities (Butarbutar, 2021;Butarbutar & Leba, 2023).…”

Section: Discussionmentioning

confidence: 99%

Guided-blended collaborative learning in speaking class: Voices of non-native English teachers and students from eastern Indonesia

2023

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The purpose of this qualitative study is to explore and address two important questions from ten qualified non-native English teachers and five students who have been actively involved as research participants: (1) how non-native English teachers help students improve their English speaking performance through guided-blended collaborative learning, and (2) how non-native English teachers and students view guided-blended collaborative learning as a way of improving students’ English speaking performance. Based on an in-depth interview with five students and an analysis of documents, it is clear that when teachers gave their students both synchronous and asynchronous feedback, the students' speaking skills improved. The data that has been analyzed thematically showed that collaborative learning is successful and should be utilized to teach speaking English as a foreign language, they found, teachers should use the following strategies when teaching GBCL: 1) Mixing synchronous and asynchronous learning; 2) Being guided or controlled by the teachers; 3) Forming groups based on roles; 4) Peer tutoring and evaluation; and 5) Collaborative integrated tasks with technology. In addition, we would like future studies to use real experimental and control class designs to conduct guided blended collaborative learning.

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“…Integrating project-based learning into the English teaching and learning process increased the students' motivation. Project-based learning provided students with engaging and demanding tasks that encouraged them to approach the teaching and learning process with enthusiasm, critical thinking, and creativity (Butarbutar et al, 2023). The implementation of project-based learning provided students with additional opportunities to engage in writing exercises.…”

Section: Discussionmentioning

confidence: 99%

Writing with Cultural Insight: Elevating Analytical Exposition through Local Culture and Project-Based Learning

Garim,

Latief,

Amaliah

et al. 2023

ijole

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This study examines the effectiveness of integrating project-based learning (PjBL) with the Latemmamala cultural approach in enhancing the analytical exposition writing skills of grade XI students at SMA Negeri 3 Soppeng. Utilizing a quantitative research design, the study assessed improvements in students' writing abilities through pre-test and post-test evaluations, focusing on grammar, vocabulary, mechanics, fluency, and organization. Results indicated a notable increase in students' writing skills, with the mean score rising from 1425 to 2240. The standard deviation decreased from pre-test (4.811) to post-test (3.185), suggesting a more uniform improvement among students post-intervention. The paired samples t-test further substantiated the efficacy of the intervention (t(observational) = 7.14, p < 0.05), indicating a significant enhancement in writing skills attributable to the culturally infused PBL methodology. The study revealed that integrating PBL with a cultural perspective not only improved students' writing proficiency but also enhanced their motivation, creativity, and engagement with the learning process. It demonstrated that the Latemmamala cultural theme enriched the learning environment, fostering a closer bond between teacher and students through continuous monitoring and support during the project work. Significant improvements were observed in various facets of writing, reflecting the approach's comprehensive impact. By demonstrating the potential of culturally responsive teaching strategies, this study provides a valuable model for educators seeking to foster more inclusive, engaging, and effective learning environments. It underscores the importance of integrating cultural heritage within a PjBL framework to enhance language education, offering new insights into the potential of culturally enriched PBL. This research contributes to the growing body of literature on the benefits of cultural approaches in education and highlights the efficacy of integrating the Latemmamala cultural approach in improving students' academic skills and cultural understanding

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Teachers’ perspectives on teaching EFL speaking virtually: A case study of COVID-19 pandemic survival

Cited by 7 publications

References 23 publications

Issues and Challenges of Technology Use in Indonesian Schools: Implications for Teaching and Learning

Issues and Challenges of Technology Use in Indonesian Schools: Implications for Teaching and Learning

Guided-blended collaborative learning in speaking class: Voices of non-native English teachers and students from eastern Indonesia

Writing with Cultural Insight: Elevating Analytical Exposition through Local Culture and Project-Based Learning

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