Brief ELT in Digital Classroom for Lazy Creative Lecturers (Option After Post Pandemic Recovery): Lecturers’ Perspectives

Yunika Triana, Arif Nugroho

Abstract


This paper provides essential information for lecturers and educational institutions to think creatively in teaching English via online. The rapid development of Information and Communication Technology (ICT) and the Covid-19 emergency made lecturers and educational institutions think harder than usual. Higher education has used a powerful learning pattern and strategic policy to overcome the problem namely structure and unstructured online learning platform. The research aimed to find what platform is suitable in higher education and how lecturers create particular activity using HOTs to make students to think creatively. It also underlined that this new platform provides useful options that not only offers material delivery features but also an interactive communication feature. There were selected 10 lecturers of ELT in higher education level being interviewed and separated into two group users of structured and unstructured digital learning models. The distribution was based on their experience on teaching English using both models. This study analyzed interviews with lecturers who are experienced in usage of structured and unstructured online Learning platform. The findings were discussed by resuming and then drawing the conclusion through interpreting the findings. The findings from these data illustrated that these new learning patterns had a significant impact on students' cognitive and psychomotor abilities. Moreover, this model also significantly affected institution quality control.


Keywords


ELT, ICT, HOTs, online platform

Full Text:

PDF

References


Abar, C. A. A. P., & Carnevale de Moraes, U. (2019). Flipped Classrooms and Moodle: Digital Technologies to Support Teaching and Learning Mathematics. Acta Didactica Napocensia, 12(2), 209–216. https://doi.org/10.24193/adn.12.2.16

Ahmadi, & Mustika Ilmiani, A. (2020). The Use of Teaching Media in Arabic Language Teaching During Covid-19 Pandemic. Dinamika Ilmu, 20(2), 237–249.

Alfia, N., Sumardi, S., & Kristina, D. (2020). Survival Skills in Digital Era: An Integration of Digital Literacy into EFL Classroom. Indonesian Journal of EFL and Linguistics, 5(2), 435. https://doi.org/10.21462/ijefl.v5i2.307

Aliyu, O. A., Arasanmi, C., & Ekundayo, S. (2019). Do demographic characteristics moderate the acceptance and use of the Moodle learning system among business students ? International Journal of Education and Development Using Information and Communication Technology (IJEDICT), 15(1), 165–178.

Allen, I. E., & Seaman, J. (2014). Opening the curriculum : Open educational resources in U.S. higher education, 2014. In Babson Survey Research Group.

Altas, E. A., & Mede, E. (2020). The Impact of Flipped Classroom Approach on the Writing Achievement and Self-Regulated Learning of Pre-Service English Teachers. Turkish Online Journal of Distance Education, 22(1), 66–88. https://doi.org/10.17718/tojde.849885

Anggraeni, R. (2018). High Order Thinking Skills : Strategies for Raising Student ’ s Thinking Processes and Children ’ s Cognitive Development in Reading Comprehension. 76–86. https://doi.org/10.22236/JOLLAR

Apsari, Y. (2018). Reflective Reading Journal in Teaching Writing. Indonesian EFL Journal, 4(2), 39. https://doi.org/10.25134/ieflj.v4i2.1374

Blandford, A. (2013). Semi‐Structured Qualitative Studies. Journal of the Medical Association of Thailand, 86(10), 932–937. https://discovery.ucl.ac.uk/id/eprint/1436174/2/semi-structured_qualitative_studies.pdf

Creswell, J. W. (2012). Educational Research: Planning, Conducting, and Evaluating Quantitative and Qualitative Research. In Pearson (4th editio). Pearson Education (US).

Cronje, J. C. (2020). Towards a New Definition of Blended Learning. Electronic Journal of E-Learning, 18(2), 114–135. https://doi.org/10.34190/EJEL.20.18.2.001

Crystal, D. (2003). English as a global language, second edition. In English as a Global Language, Second Edition. Cambridge University Press. https://doi.org/10.1017/CBO9780511486999

De Clunie, G. T., Clifton, C. T., Castillo, A., & Rangel, N. (2013). Android based mobile environment for moodle users. Proceedings of the IADIS International Conference Mobile Learning 2013, ML 2013, 125–132.

Effendy Gultom. (2016). Assessment And Evaluation In Efl Teaching And Learning. Proceedings of the Fourth International Seminar OnEnglish Language and Teaching, 190–198.

Esser, F., & Vliegenthart, R. (2017). Comparative Research Methods. The International Encyclopedia of Communication Research Methods, 1–22. https://doi.org/10.1002/9781118901731.iecrm0035

Goyal, E., & Tambe, S. (2015). Effectiveness of Moodle-Enabled Blended Learning in Private Indian Business School Teaching Niche. The Online Journal of New Horizons in Education, 5(2), 14–22.

Indriyana, B. S., & Kuswandono, P. (2019). Developing Student’s Higher Order Thinking Skills (HOTS) in Reading: English Teacher’s Strategies in Selected Junior High Schools. JET (Journal of English Teaching), 5(3), 204. https://doi.org/10.33541/jet.v5i3.1313

Jamilah. (2016). The Effectiveness of English As a General Course Program in Yogyakarta State University. Journal of Education, 1(1), 1–9.

Liu, W. (2018). Design of a digital art teaching platform based on automatic recording technology. International Journal of Emerging Technologies in Learning, 13(8), 185–197. https://doi.org/10.3991/ijet.v13i08.9050

Martín-Martínez, L., Sainz, V., & Rodríguez-Legendre, F. (2020). Evaluation of a blended learning model for pre-service teachers. Knowledge Management and E-Learning, 12(2), 147–164. https://doi.org/10.34105/j.kmel.2020.12.008

McGee, E., & Poojary, P. (2020). Exploring Blended Learning Relationships in Higher Education Using a Systems-Based Framework. Turkish Online Journal of Distance Education, 21(4), 1–12. https://doi.org/10.17718/TOJDE.803343

Mesh, L., & Zanca, C. (2005). WebLingu@: Blended English Language Learning. Journal of E-Learning and Knowledge Society, 1(2), 259–270.

Nash, S., Moore, M., & Piljak, Z. (2014). Moodle course design best practices : learn the best practices to design and develop interactive and highly effective Moodle courses. http://93.174.95.29/_ads/51C4AD4FA3C4C55952EF8F909E5BCBA0

Nichols, M. (2016). A Comparison of Two Online Learning Systems. Journal of Open, Flexible and Distance Education, 20(1), 19–32. http://www.jofdl.nz/index.php/JOFDL/article/view/257

Pagel, J. W., Lambacher, S., & Reedy, D. W. (2015). Instructors’ attitudes towards CALL and MALL in L2 classrooms. 2015, 458–463. https://doi.org/10.14705/rpnet.2015.000375

Popescu, A. (2020). Essential Aspects of Blended Learning. Ovidius University Annals, Economic Sciences Series, XX(1), 457–462.

Prayogo, A., & Widyaningrum, L. (2019). WhatsApp-Mediated Language Teachers’ Reflection of Classroom Practice: Experience of Indonesian Context. Indonesian Journal of English Language Teaching and Applied Linguistics, 4(1), 138–155. https://ijeltal.org/index.php/ijeltal/article/view/315

Rokhyati, U. (2013). Teaching English At Higher Education In Indonesia: Searching For Usefulness. Proceedings of ISELT FBS Universitas Negeri Padang, 1(1), 2013.

Sari, F. M. (2020). Exploring English Learners ’ Engagement and Their Roles in the Online Language Course. 5(3), 349–361.

Savickiene, I. (2011). Designing of Student Learning Achievement Evaluation. Quality of Higher Education, 8, 74–94.

Terrell, T. D., & Brown, H. D. (1981). Principles of Language Learning and Teaching. Language. https://doi.org/10.2307/414380

Triana, Y., Kusuma, H. A., & Baihaqi, Y. (2020). Preparing Our Early Year Children to Learn English : A Guide for Parents at Home. TEST Engineering & Management, 83(19506), 19506–19514. http://www.testmagzine.biz/index.php/testmagzine/article/view/10582

Umek, L., Aristovnik, A., Tomaževič, N., & Keržič, D. (2015). Analysis of selected aspects of students performance and satisfaction in a moodle-based e-learning system environment. Eurasia Journal of Mathematics, Science and Technology Education, 11(6), 1495–1505. https://doi.org/10.12973/eurasia.2015.1408a

Umek, L., Keržič, D., Tomaževič, N., & Aristovnik, A. (2015). Moodle e-learning system and students’ performance in higher education: The case of public administration programmes. Proceedings of the International Conference on E-Learning 2015, E-LEARNING 2015 - Part of the Multi Conference on Computer Science and Information Systems 2015, 97–104.

Vidalakis, C., Sun, M., & Papa, A. (2013). The quality and value of higher education facilities: A comparative study. Facilities, 31(11–12), 489–504. https://doi.org/10.1108/F-10-2011-0087

Walisundara, W. (2020). Second Language Learner Perceptions on Web-Based Language Learning. 5(3), 457–467.

Wuryaningsih, Susilastuti, D. H., Darwin, M., & Pierewan, A. C. (2019). Effects of web-based learning and F2F learning on teachers achievement in teacher training program in Indonesia. International Journal of Emerging Technologies in Learning, 14(21), 123–147. https://doi.org/10.3991/ijet.v14i21.10736

Zein, M. S. (2017). Elementary English education in Indonesia: Policy developments, current practices, and future prospects. English Today, 33(1), 53–59. https://doi.org/10.1017/S0266078416000407




DOI: http://dx.doi.org/10.21462/ijefl.v6i1.343

Refbacks

  • There are currently no refbacks.




IJEFL (Indonesian Journal of EFL and Linguistics); Email: indonesianefl@gmail.com; Web: www.indonesian-efl-journal.org

Creative Commons License
IJEFL (Indonesian Journal of EFL and Linguistics) by http://indonesian-efl-journal.org is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

Indexed and Abstracted BY:

 

  Hasil gambar untuk gambar moraref