Pub Date : 1900-01-01DOI: 10.2991/assehr.k.220201.004
I. Utami
The fact that Bali is an international tourism destination places the needs to teach English since an early age in Bali. However, research to date about English teachers of primary schools in Bali shows that not all of these teachers are holding English education qualification backgrounds. This qualitative study involved interviewing 4 non-English education qualification teachers who have to teach English regardless of their unsuitable qualification. This article presents a narrative of these teachers’ experience of teaching English. It presents insight on what they understand about English teaching, the challenges they encountered, and the professional development disposition they had. The interview shows that these English teachers understand the principles of teaching English but for some reasons such as school support and English competency, they hardly put some of these principles into action. They are struggling with using the target language fully in the classroom, using interesting media, and providing more students-centered activities. These teachers have compliant disposition in attending formal professional development program and some selfdirected learning which is more oriented to their needs.
{"title":"Inquiring English Teachers with Non-English Educational Backgrounds in Bali: Do They Know How to Teach English?","authors":"I. Utami","doi":"10.2991/assehr.k.220201.004","DOIUrl":"https://doi.org/10.2991/assehr.k.220201.004","url":null,"abstract":"The fact that Bali is an international tourism destination places the needs to teach English since an early age in Bali. However, research to date about English teachers of primary schools in Bali shows that not all of these teachers are holding English education qualification backgrounds. This qualitative study involved interviewing 4 non-English education qualification teachers who have to teach English regardless of their unsuitable qualification. This article presents a narrative of these teachers’ experience of teaching English. It presents insight on what they understand about English teaching, the challenges they encountered, and the professional development disposition they had. The interview shows that these English teachers understand the principles of teaching English but for some reasons such as school support and English competency, they hardly put some of these principles into action. They are struggling with using the target language fully in the classroom, using interesting media, and providing more students-centered activities. These teachers have compliant disposition in attending formal professional development program and some selfdirected learning which is more oriented to their needs.","PeriodicalId":333596,"journal":{"name":"Proceedings of the 67th TEFLIN International Virtual Conference & the 9th ICOELT 2021 (TEFLIN ICOELT 2021)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124163045","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.2991/assehr.k.220201.055
Suyadi
Interpreting information of a language through the medium of printing refers to reading as a process of receiving massages. This study is aimed at analyzing Edmodo application of learning narrative text at vocational high school with an interview as data collection technique. Using Edmodo application is more complicated while it was mixed with generic structure, language feature, finding main idea, and students’ vocabularies are limited. Some teachers were also faced difficulties while applying Edmodo application in the classroom but they argued it was a better one used where teachers and students could make discussion through this application. Teachers need special training for better using of Edmodo application.
{"title":"Reading Difficulties in Narrative Text through “Edmodo” at Vocational High School","authors":"Suyadi","doi":"10.2991/assehr.k.220201.055","DOIUrl":"https://doi.org/10.2991/assehr.k.220201.055","url":null,"abstract":"Interpreting information of a language through the medium of printing refers to reading as a process of receiving massages. This study is aimed at analyzing Edmodo application of learning narrative text at vocational high school with an interview as data collection technique. Using Edmodo application is more complicated while it was mixed with generic structure, language feature, finding main idea, and students’ vocabularies are limited. Some teachers were also faced difficulties while applying Edmodo application in the classroom but they argued it was a better one used where teachers and students could make discussion through this application. Teachers need special training for better using of Edmodo application.","PeriodicalId":333596,"journal":{"name":"Proceedings of the 67th TEFLIN International Virtual Conference & the 9th ICOELT 2021 (TEFLIN ICOELT 2021)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128051775","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.2991/assehr.k.220201.026
Kiki Rizki Amelia, Fitri Novia
Young adult literature is authentic material that can be used with junior high school students. Nonetheless, students may find it difficult to read young adult literature as a source of information. The purpose of this research was to find out students' difficulties in reading young adult literature. The method of this study was descriptive qualitative. The sample consisted of 40 students of SMP N 1 Inderalaya Selatan. In this study, a reading test in the form of a multiple choice with 30 questions was used as an instrument. Based on data analysis, students struggled to answer questions on the main idea, supporting details, inference, cause/effect, and vocabulary. As a result, the findings of this study may be helpful to policymakers in improving the reading experience of learners.
青少年文学是适合初中生使用的真实材料。然而，学生们可能会发现很难将青少年文学作品作为信息来源来阅读。本研究的目的是找出学生阅读青少年文学的困难。本研究采用描述定性方法。样本由Inderalaya Selatan SMP N 1的40名学生组成。本研究以30道选择题形式的阅读测试为工具。在数据分析的基础上，学生们努力回答关于主要思想、支持细节、推理、因果关系和词汇的问题。因此，本研究的结果可能有助于决策者改善学习者的阅读体验。
{"title":"Investigating Students’ Barriers in Young Adult Literature","authors":"Kiki Rizki Amelia, Fitri Novia","doi":"10.2991/assehr.k.220201.026","DOIUrl":"https://doi.org/10.2991/assehr.k.220201.026","url":null,"abstract":"Young adult literature is authentic material that can be used with junior high school students. Nonetheless, students may find it difficult to read young adult literature as a source of information. The purpose of this research was to find out students' difficulties in reading young adult literature. The method of this study was descriptive qualitative. The sample consisted of 40 students of SMP N 1 Inderalaya Selatan. In this study, a reading test in the form of a multiple choice with 30 questions was used as an instrument. Based on data analysis, students struggled to answer questions on the main idea, supporting details, inference, cause/effect, and vocabulary. As a result, the findings of this study may be helpful to policymakers in improving the reading experience of learners.","PeriodicalId":333596,"journal":{"name":"Proceedings of the 67th TEFLIN International Virtual Conference & the 9th ICOELT 2021 (TEFLIN ICOELT 2021)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128020686","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.2991/assehr.k.220201.025
K. Khoiriyah, Utami Widiati, B. Cahyono
Extensive studies on teacher identity have been reported; however, little attention has been given to how pre-service teachers shape their professional identity in online teaching practice program. The present study examines EFL preservice teachers' professional identity situated in collaborative lesson planning that encompasses three stages: preplanning, whilst-planning, and post planning. Dialogic reflection was deployed to find out the view and commitment of six pre-service teachers about teaching. The findings of the study revealed that collaborative lesson planning can shape pre-service teachers' professional identity. It also increases their motivation and self-efficacy before they get into the actual teaching in the classroom.
{"title":"A Closer Look at Collaborative Lesson Planning: Shaping Pre-Service Teachers Professional Identity in the Teaching Practice Program","authors":"K. Khoiriyah, Utami Widiati, B. Cahyono","doi":"10.2991/assehr.k.220201.025","DOIUrl":"https://doi.org/10.2991/assehr.k.220201.025","url":null,"abstract":"Extensive studies on teacher identity have been reported; however, little attention has been given to how pre-service teachers shape their professional identity in online teaching practice program. The present study examines EFL preservice teachers' professional identity situated in collaborative lesson planning that encompasses three stages: preplanning, whilst-planning, and post planning. Dialogic reflection was deployed to find out the view and commitment of six pre-service teachers about teaching. The findings of the study revealed that collaborative lesson planning can shape pre-service teachers' professional identity. It also increases their motivation and self-efficacy before they get into the actual teaching in the classroom.","PeriodicalId":333596,"journal":{"name":"Proceedings of the 67th TEFLIN International Virtual Conference & the 9th ICOELT 2021 (TEFLIN ICOELT 2021)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129813262","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.2991/assehr.k.220201.035
S. Surya, Dian Anggriyani
This research applies the Think Aloud Method for teaching Extensive Reading. This method has a purpose for not only improving comprehension, but also for assessing and monitoring students’ performance in presenting their ability on understanding passages. The students are trained to read, think, and expose their understanding. The monitoring process is being done when the students expose their understanding on the passages they read through speaking or writing activity. The research aims at finding out the students’ reading absility before and after taught by using Think Alouud, whether there is any different effect on teaching Extensive Reading before and after taught by using Think Aloud, to design teaching Extensive Reading instruction by using Think Aloud. In designing this research, the researcher utilizes both qualitative and quantitative method. The third-semester students of English Literature in academic year 2018/2019 are the subject of the research which consists of 25 students. To find the data of significant effect on teaching Extensive Reading before and after taught by using Think Aloud Method, the measurement is conducted by using dependent ttest. Meanwhile, Flow Model by Miles and Huberman is used to analyze the qualitative data. The findings reveal that the student’s reading ability before being taught by using Think Aloud Method shows the average score of 76.32, and after being taught by using Think Aloud Method shows an average score of 77.92. Meanwhile,significant value of 2 tailed with 5 % level of significance is 0.048 and the value of sig < 0.05. In other words, Ho (null hypothesis) is rejected and Ha (alternative hypothesis) is accepted, meaning that there is adifferent effect on teaching extensive reading before and after taught by using Think Aloud method. The model of teaching extensive reading instruction by using Think Aloud consists of the descriptions on the competence of the course to be achieved, the activities conducted in the classroom, the Think Aloud Method and its analysis to make a proof that the model presented is suitable with the characteristics of Think Aloud Method. In brief, the activities contain the process of thinking while the students reading the passages and the process of thinking aloud when students are assigned to write some reports and to speakabout the passages they have read.
{"title":"Think Aloud for Teaching Extensive Reading","authors":"S. Surya, Dian Anggriyani","doi":"10.2991/assehr.k.220201.035","DOIUrl":"https://doi.org/10.2991/assehr.k.220201.035","url":null,"abstract":"This research applies the Think Aloud Method for teaching Extensive Reading. This method has a purpose for not only improving comprehension, but also for assessing and monitoring students’ performance in presenting their ability on understanding passages. The students are trained to read, think, and expose their understanding. The monitoring process is being done when the students expose their understanding on the passages they read through speaking or writing activity. The research aims at finding out the students’ reading absility before and after taught by using Think Alouud, whether there is any different effect on teaching Extensive Reading before and after taught by using Think Aloud, to design teaching Extensive Reading instruction by using Think Aloud. In designing this research, the researcher utilizes both qualitative and quantitative method. The third-semester students of English Literature in academic year 2018/2019 are the subject of the research which consists of 25 students. To find the data of significant effect on teaching Extensive Reading before and after taught by using Think Aloud Method, the measurement is conducted by using dependent ttest. Meanwhile, Flow Model by Miles and Huberman is used to analyze the qualitative data. The findings reveal that the student’s reading ability before being taught by using Think Aloud Method shows the average score of 76.32, and after being taught by using Think Aloud Method shows an average score of 77.92. Meanwhile,significant value of 2 tailed with 5 % level of significance is 0.048 and the value of sig < 0.05. In other words, Ho (null hypothesis) is rejected and Ha (alternative hypothesis) is accepted, meaning that there is adifferent effect on teaching extensive reading before and after taught by using Think Aloud method. The model of teaching extensive reading instruction by using Think Aloud consists of the descriptions on the competence of the course to be achieved, the activities conducted in the classroom, the Think Aloud Method and its analysis to make a proof that the model presented is suitable with the characteristics of Think Aloud Method. In brief, the activities contain the process of thinking while the students reading the passages and the process of thinking aloud when students are assigned to write some reports and to speakabout the passages they have read.","PeriodicalId":333596,"journal":{"name":"Proceedings of the 67th TEFLIN International Virtual Conference & the 9th ICOELT 2021 (TEFLIN ICOELT 2021)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133835406","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.2991/assehr.k.220201.009
Dian T. Sumakul, F. A. Hamied, D. Sukyadi
With its current developments, Artificial Intelligence (AI) has started to influence how teachers teach and how students learn, including the ones in English as a Foreign Language (EFL) classrooms. However, there have been debates on whether AI could be beneficial to students’ learning or not. One way to see this issue is from the perspectives of the students. Hence, this study aimed at investigating how students perceive the use of AI in their learning. The data was collected through semi-structured interviews with 8 EFL students in a university in Indonesia who had the experience with the use of an AI app in their writing class. The results showed that the students had positive perceptions towards the use of the AI app. The students enjoyed the learning, and the AI app helped the students in their writing. Moreover, this study also suggests that there are also several things to consider when integrating AI in writing classes.
{"title":"Students’ Perceptions of the Use of AI in a Writing Class","authors":"Dian T. Sumakul, F. A. Hamied, D. Sukyadi","doi":"10.2991/assehr.k.220201.009","DOIUrl":"https://doi.org/10.2991/assehr.k.220201.009","url":null,"abstract":"With its current developments, Artificial Intelligence (AI) has started to influence how teachers teach and how students learn, including the ones in English as a Foreign Language (EFL) classrooms. However, there have been debates on whether AI could be beneficial to students’ learning or not. One way to see this issue is from the perspectives of the students. Hence, this study aimed at investigating how students perceive the use of AI in their learning. The data was collected through semi-structured interviews with 8 EFL students in a university in Indonesia who had the experience with the use of an AI app in their writing class. The results showed that the students had positive perceptions towards the use of the AI app. The students enjoyed the learning, and the AI app helped the students in their writing. Moreover, this study also suggests that there are also several things to consider when integrating AI in writing classes.","PeriodicalId":333596,"journal":{"name":"Proceedings of the 67th TEFLIN International Virtual Conference & the 9th ICOELT 2021 (TEFLIN ICOELT 2021)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116433422","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.2991/assehr.k.220201.045
Yulmiati Yulmiati, M. Zaim, Atmazaki Atmazaki
{"title":"Considering Student’s Reading Interest in Developing Blended Reading Assessment in Higher Education","authors":"Yulmiati Yulmiati, M. Zaim, Atmazaki Atmazaki","doi":"10.2991/assehr.k.220201.045","DOIUrl":"https://doi.org/10.2991/assehr.k.220201.045","url":null,"abstract":"","PeriodicalId":333596,"journal":{"name":"Proceedings of the 67th TEFLIN International Virtual Conference & the 9th ICOELT 2021 (TEFLIN ICOELT 2021)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116480341","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.2991/assehr.k.220201.013
Eunae Kim, L. Aguskin
In one classroom, students bring various motivations to learn English. However, not all motivations directly connect to their engagement in class. Since students' engagement affects their learning and long-term success, it plays a significant role in Second Language Acquisition. Since March 2020, due to COVID-19 Indonesian students and schools have had to go through massive learning changes without being much prepared. This research aims to inquire what factors are influencing the university students' engagement during online learning and study to what extent Teacher-Student Relationship (TSR) influence the engagement of university students during online learning using a qualitative case study method to stress how positive TSR is essential to get through this challenging time. To collect data, the researchers surveyed using the Student Instructor-Relationship Scale (SIRS). They also used open-ended questions, video recordings containing the reflections from 35 students, and interviews from students and teachers. Students' assessments were evaluated to analyze the relationship between TSR and their engagement and performance in class. Results showed that Indonesian students were facing various challenges. It turned out that 13 students who had personal check-ins with the teacher had a positive perception toward the teacher; their engagement was slightly better. Their instructor anxiety was lower than the whole class average. A variety of pedagogical implications are suggested to support students in overcoming the challenges they face, especially during and after the COVID-19 pandemic.
{"title":"The Role of the Teacher-Student Relationship in Promoting English Language Learners’ Engagement for Online Learning during the Covid-19 Pandemic","authors":"Eunae Kim, L. Aguskin","doi":"10.2991/assehr.k.220201.013","DOIUrl":"https://doi.org/10.2991/assehr.k.220201.013","url":null,"abstract":"In one classroom, students bring various motivations to learn English. However, not all motivations directly connect to their engagement in class. Since students' engagement affects their learning and long-term success, it plays a significant role in Second Language Acquisition. Since March 2020, due to COVID-19 Indonesian students and schools have had to go through massive learning changes without being much prepared. This research aims to inquire what factors are influencing the university students' engagement during online learning and study to what extent Teacher-Student Relationship (TSR) influence the engagement of university students during online learning using a qualitative case study method to stress how positive TSR is essential to get through this challenging time. To collect data, the researchers surveyed using the Student Instructor-Relationship Scale (SIRS). They also used open-ended questions, video recordings containing the reflections from 35 students, and interviews from students and teachers. Students' assessments were evaluated to analyze the relationship between TSR and their engagement and performance in class. Results showed that Indonesian students were facing various challenges. It turned out that 13 students who had personal check-ins with the teacher had a positive perception toward the teacher; their engagement was slightly better. Their instructor anxiety was lower than the whole class average. A variety of pedagogical implications are suggested to support students in overcoming the challenges they face, especially during and after the COVID-19 pandemic.","PeriodicalId":333596,"journal":{"name":"Proceedings of the 67th TEFLIN International Virtual Conference & the 9th ICOELT 2021 (TEFLIN ICOELT 2021)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115178406","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The purposes of this study were to find out the kinds and the meaning of thanking expressions used by the multiculturalism students. The data was collected from 11 fourth-semester students. This study used descriptive qualitative. The instrument was a discourse completion test (DCT). The result showed there were 110 responses, it divided into 5 kinds of thanking expressions they were 99 responses of thanking (90%), 6 responses of appreciation (5,4%), 2 responses of positive feelings (1,8%), 1 response of apologizing (0,9%), and 2 responses of repayment (1,8%). This research has examined the kinds and meanings realized by the students. Based on the data, it could be seen that there were different meanings and styles based on their cultural perspective.
{"title":"Thanking Expressions in Teaching and Learning Process at English Department of Pasir Pengaraian University","authors":"Eripuddin Eripuddin, Jufrizal Jufrizal, Agustina Agustina","doi":"10.2991/assehr.k.220201.043","DOIUrl":"https://doi.org/10.2991/assehr.k.220201.043","url":null,"abstract":"The purposes of this study were to find out the kinds and the meaning of thanking expressions used by the multiculturalism students. The data was collected from 11 fourth-semester students. This study used descriptive qualitative. The instrument was a discourse completion test (DCT). The result showed there were 110 responses, it divided into 5 kinds of thanking expressions they were 99 responses of thanking (90%), 6 responses of appreciation (5,4%), 2 responses of positive feelings (1,8%), 1 response of apologizing (0,9%), and 2 responses of repayment (1,8%). This research has examined the kinds and meanings realized by the students. Based on the data, it could be seen that there were different meanings and styles based on their cultural perspective.","PeriodicalId":333596,"journal":{"name":"Proceedings of the 67th TEFLIN International Virtual Conference & the 9th ICOELT 2021 (TEFLIN ICOELT 2021)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128923539","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 1900-01-01DOI: 10.2991/assehr.k.220201.029
Liya Astarilla Dede Warman
This research aimed to investigate the students’ perception of the use of Google Classroom in flipped English learning during the COVID-19 pandemic. This study was descriptive quantitative and qualitative research. The data were collected through the questionnaire and interview. The participants of this study were 227 university students in Pekanbaru, Riau, Indonesia. The findings of this research revealed that the participants generally had a positive perception of the use of Google Classroom in flipped English learning during the COVID-19 pandemic. The majority of the participants agreed that Google Classroom was easy to use and effective in flipped English learning. Furthermore, the participants were interested and motivated in using Google Classroom for flipped English learning during the pandemic. They felt easier to comprehend the English material in flipped learning through Google Classroom. Besides, it could increase the students’ collaborative learning and also develop their autonomous learning. However, this research also showed several challenging issues faced by the participants in flipped learning through Google Classroom, namely: the limited access to the internet connection for the participants who lived in rural areas, the lack of physical interaction, the distractions at home, the expensive cost of internet data package and the lack of compatible smartphones of the unprivileged participants in online learning during the pandemic. Nevertheless, the positive aspects of the use of Google Classroom gave a contribution to enrich flipped English learning in the emergency online learning during the COVID-19 pandemic. In conclusion, the use of Google Classroom in flipped learning could improve students’ interest and motivation in learning English that continued to their learning outcome during the pandemic.
{"title":"Students’ Perception of the Use of Google Classroom in Flipped English Learning during the COVID-19 Pandemic","authors":"Liya Astarilla Dede Warman","doi":"10.2991/assehr.k.220201.029","DOIUrl":"https://doi.org/10.2991/assehr.k.220201.029","url":null,"abstract":"This research aimed to investigate the students’ perception of the use of Google Classroom in flipped English learning during the COVID-19 pandemic. This study was descriptive quantitative and qualitative research. The data were collected through the questionnaire and interview. The participants of this study were 227 university students in Pekanbaru, Riau, Indonesia. The findings of this research revealed that the participants generally had a positive perception of the use of Google Classroom in flipped English learning during the COVID-19 pandemic. The majority of the participants agreed that Google Classroom was easy to use and effective in flipped English learning. Furthermore, the participants were interested and motivated in using Google Classroom for flipped English learning during the pandemic. They felt easier to comprehend the English material in flipped learning through Google Classroom. Besides, it could increase the students’ collaborative learning and also develop their autonomous learning. However, this research also showed several challenging issues faced by the participants in flipped learning through Google Classroom, namely: the limited access to the internet connection for the participants who lived in rural areas, the lack of physical interaction, the distractions at home, the expensive cost of internet data package and the lack of compatible smartphones of the unprivileged participants in online learning during the pandemic. Nevertheless, the positive aspects of the use of Google Classroom gave a contribution to enrich flipped English learning in the emergency online learning during the COVID-19 pandemic. In conclusion, the use of Google Classroom in flipped learning could improve students’ interest and motivation in learning English that continued to their learning outcome during the pandemic.","PeriodicalId":333596,"journal":{"name":"Proceedings of the 67th TEFLIN International Virtual Conference & the 9th ICOELT 2021 (TEFLIN ICOELT 2021)","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"1900-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124262485","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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