The current study focuses on using information communication and technology (ICT) in English teaching-learning for students with special educational needs (SwSENs) in an inclusive classroom setting. In ensuring the most effective methods of English Teaching-Learning, it is vital to examine pedagogical approaches. Globalization has led to a more entangled interaction between the digital and physical worlds. Our increased reliance has significantly impacted our daily lives on technological devices. Thus, it stands to reason that SwSEN is becoming constantly excited about using ICT in the teaching-learning process in inclusive classrooms. Every modern culture that can survive relies on ICT. This will impact education and other aspects of one's life. Students of English who don't speak the language natively now have easy access to many resources because of its technology. In the meantime, many higher education institutions cannot function efficiently without the help of ICTs. ICT enhances the teaching-learning process. Use it to expose students to new learning opportunities. Teaching-learning English has been reinvigorated by using ICT in the inclusive classroom. ICT is essential for ensuring that SwSENs access high-quality English language learning opportunities. As an outcome of the study, new strategies for teaching-learning English in inclusive settings may be developed. Today's global society demands that the teaching-learning of English as a second language adapt and evolve. This study highlights the positive benefits of ICT on SwSENs in an inclusive classroom setting to keep up with today's technologically sophisticated society. In this context, the function of ICT in English language teaching-learning will be examined. Teaching English as an additional language is concerted and coordinated to the ever-changing demands of a technologically advanced society. Whether or not ICT can enhance English language teaching and learning has been debated for several centuries. ICT is being actively adopted in today's academic institutions, particularly those offering English language programs for SwSENs in an inclusive classroom setting. ICT is increasingly being used to teach English as a Second Language in academic institutions. Having such environments in place for both teaching-learning must be investigated if we are to determine how ICT is being used for SwSEN in an inclusive classroom setting.
{"title":"A Study Focuses on the Usage of ICT in English Teaching-Learning for Students with Special Educational Needs in an Inclusive Classroom Settings","authors":"Fr. Baiju Thomas","doi":"10.24090/celti.v2.34","DOIUrl":"https://doi.org/10.24090/celti.v2.34","url":null,"abstract":"The current study focuses on using information communication and technology (ICT) in English teaching-learning for students with special educational needs (SwSENs) in an inclusive classroom setting. In ensuring the most effective methods of English Teaching-Learning, it is vital to examine pedagogical approaches. Globalization has led to a more entangled interaction between the digital and physical worlds. Our increased reliance has significantly impacted our daily lives on technological devices. Thus, it stands to reason that SwSEN is becoming constantly excited about using ICT in the teaching-learning process in inclusive classrooms. Every modern culture that can survive relies on ICT. This will impact education and other aspects of one's life. Students of English who don't speak the language natively now have easy access to many resources because of its technology. In the meantime, many higher education institutions cannot function efficiently without the help of ICTs. ICT enhances the teaching-learning process. Use it to expose students to new learning opportunities. Teaching-learning English has been reinvigorated by using ICT in the inclusive classroom. ICT is essential for ensuring that SwSENs access high-quality English language learning opportunities. As an outcome of the study, new strategies for teaching-learning English in inclusive settings may be developed. Today's global society demands that the teaching-learning of English as a second language adapt and evolve. This study highlights the positive benefits of ICT on SwSENs in an inclusive classroom setting to keep up with today's technologically sophisticated society. In this context, the function of ICT in English language teaching-learning will be examined. Teaching English as an additional language is concerted and coordinated to the ever-changing demands of a technologically advanced society. Whether or not ICT can enhance English language teaching and learning has been debated for several centuries. ICT is being actively adopted in today's academic institutions, particularly those offering English language programs for SwSENs in an inclusive classroom setting. ICT is increasingly being used to teach English as a Second Language in academic institutions. Having such environments in place for both teaching-learning must be investigated if we are to determine how ICT is being used for SwSEN in an inclusive classroom setting.","PeriodicalId":410862,"journal":{"name":"Conference on English Language Teaching","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123210815","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}
Vocabulary is one of the important aspects in the process of learning English. It is a basic component of the four main language skills that can improve one's mastery of English. There are many application media for English which can help students in learning activities. This study used the Duolingo application as the object research. The purpose of this research is to investigating the implementation of the Duolingo application to assist EFL students of State Islamic University Prof. K.H. Saifuddin Zuhri Purwokerto in learning vocabulary. In this study, researchers used qualitative data analysis techniques to obtain actual data. The method used to analyze the data is thematic analysis in order to gain experiences, views and opinions of participants in using the Duolingo application. For collecting the data, researchers used observation and interview. The finding of this study were about the perceptions and students interest towards Duolingo application as learning media which assist them in learning vocabulary. It revealed that most of participants gave positive statements about the Duolingo application they used. they think this application helps them in improving vocabulary especially when they as beginners. Some of them also gave statements that Duolingo would be a tedious application to use when the learner have a great vocabulary level.
{"title":"The use of Duolingo to Assist EFL Students of Prof. KH. Saifuddin Zuhri State Islamic University in Learning Vocabulary","authors":"Lana Husna Faradisa, Izna Yunda Afrila, Iim Naila Faroh, Galuh Choirunnisa","doi":"10.24090/celti.v2.29","DOIUrl":"https://doi.org/10.24090/celti.v2.29","url":null,"abstract":"Vocabulary is one of the important aspects in the process of learning English. It is a basic component of the four main language skills that can improve one's mastery of English. There are many application media for English which can help students in learning activities. This study used the Duolingo application as the object research. The purpose of this research is to investigating the implementation of the Duolingo application to assist EFL students of State Islamic University Prof. K.H. Saifuddin Zuhri Purwokerto in learning vocabulary. In this study, researchers used qualitative data analysis techniques to obtain actual data. The method used to analyze the data is thematic analysis in order to gain experiences, views and opinions of participants in using the Duolingo application. For collecting the data, researchers used observation and interview. The finding of this study were about the perceptions and students interest towards Duolingo application as learning media which assist them in learning vocabulary. It revealed that most of participants gave positive statements about the Duolingo application they used. they think this application helps them in improving vocabulary especially when they as beginners. Some of them also gave statements that Duolingo would be a tedious application to use when the learner have a great vocabulary level.","PeriodicalId":410862,"journal":{"name":"Conference on English Language Teaching","volume":"270 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129639910","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}
Allifna Fi Hablillah, Wahyu Guntara, Himatul Aulia, Sela Sepfa Alfinah
Nowadays, education and the learning process are changing rapidly along with the development of technology used as a learning media. There are many digital-based media platforms that can be easily accessed and used as learning media to support the smooth learning process. One of the digital-based media platforms used is Microsoft Sway. This digital-based media platform is part of the Microsoft Office Family of Products managed by Microsoft Corporation. Microsoft Sway is a Microsoft Office application that you can access through Microsoft Office 365. It makes interactive essays, reflections, projects, and presentations simple to create and share. The purpose of this research is to examine how the Microsoft Sway application is used, especially in teaching reading at the 8 grade of junior high school level. The method used in this study was qualitative research. Collection technique the data used in this study namely interviews, observations and documentation with research subjects, there are teacher and student of SMPN 7 Penukal. The results show that Microsoft Sway is suitable for use as a learning medium for teaching reading in 8th grade of junior high school.
{"title":"The Use of Microsoft Sway as A Learning Medium for Teaching Reading at 8th Grade Junior High School","authors":"Allifna Fi Hablillah, Wahyu Guntara, Himatul Aulia, Sela Sepfa Alfinah","doi":"10.24090/celti.v2.41","DOIUrl":"https://doi.org/10.24090/celti.v2.41","url":null,"abstract":"Nowadays, education and the learning process are changing rapidly along with the development of technology used as a learning media. There are many digital-based media platforms that can be easily accessed and used as learning media to support the smooth learning process. One of the digital-based media platforms used is Microsoft Sway. This digital-based media platform is part of the Microsoft Office Family of Products managed by Microsoft Corporation. Microsoft Sway is a Microsoft Office application that you can access through Microsoft Office 365. It makes interactive essays, reflections, projects, and presentations simple to create and share. The purpose of this research is to examine how the Microsoft Sway application is used, especially in teaching reading at the 8 grade of junior high school level. The method used in this study was qualitative research. Collection technique the data used in this study namely interviews, observations and documentation with research subjects, there are teacher and student of SMPN 7 Penukal. The results show that Microsoft Sway is suitable for use as a learning medium for teaching reading in 8th grade of junior high school.","PeriodicalId":410862,"journal":{"name":"Conference on English Language Teaching","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129647507","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}
Teaching and learning are very essential in life. These skills should be well mastered. However, there are only a few people who know how to teach and learn well. The paper aims to describe the most important skill in the 21st teaching and learning. This paper is a narrative literature review. Literature was taken from Science Direct and Google Scholar. It is recommended to master creative thinking skills in the problem-solving method of teaching. This method is essential in learning and teaching. The teacher can learn to be more creative in explaining any subjects to the students in different ways. On the other side, the students can be trained how to think creatively by using the given theory. In this way, the students will not only memorize the subject but also practice creatively. This skill is long-lasting. It can be implemented in any subject, including English, medicine, arts, science, etc. Conclusion: The most important skill in the 21st teaching and learning is mastering creative thinking skills in the problem-solving method of teaching. This skill is essential for teachers and students. It is long-lasting.
{"title":"The most important skill in the 21stTeaching and Learning","authors":"Yuliana","doi":"10.24090/celti.v2.33","DOIUrl":"https://doi.org/10.24090/celti.v2.33","url":null,"abstract":"Teaching and learning are very essential in life. These skills should be well mastered. However, there are only a few people who know how to teach and learn well. The paper aims to describe the most important skill in the 21st teaching and learning. This paper is a narrative literature review. Literature was taken from Science Direct and Google Scholar. It is recommended to master creative thinking skills in the problem-solving method of teaching. This method is essential in learning and teaching. The teacher can learn to be more creative in explaining any subjects to the students in different ways. On the other side, the students can be trained how to think creatively by using the given theory. In this way, the students will not only memorize the subject but also practice creatively. This skill is long-lasting. It can be implemented in any subject, including English, medicine, arts, science, etc. Conclusion: The most important skill in the 21st teaching and learning is mastering creative thinking skills in the problem-solving method of teaching. This skill is essential for teachers and students. It is long-lasting.","PeriodicalId":410862,"journal":{"name":"Conference on English Language Teaching","volume":"55 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131147428","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 era of the COVID-19 pandemic has hampered the conventional learning process or face to face learning in schools. Of course, it is necessary to find a solution to overcome these obstacles. Through online learning is one way that can be used by teachers and students to overcome these problems. English subject is one of the subjects at the junior high / high school level. However, some students find this subject difficult to reach for students who have never studied English in schools before. The purpose of this research is to find out the benefits can be taken from YouTube for bold English learning media in the midst of the covid 19 pandemic. This research is a qualitative research in which the author uses the SLR method. The results of this study indicate that by using YouTube media, it is able to increase students' understanding so that students' learning achievement increases when using other media such as using e-books or WhatsApp, but things that do not need to be constrained are less than optimal supervision of teachers and other people. Parents to students, poor signal or internet network, and high quota even there are still students who don't have Android phones, which is an obstacle in using YouTube as a learning medium. Challenges in the world of education in meet the needs of the internet generation is quite large. This is due to experience those who differ in particular their life experience in using technology. Internet itself opens up many possibilities for integrating technology in learning in the classroom. Youtube is one of the learning media that can be integrated in learning English subjects that are considered difficult by students. Research purposes This is to see to what extent Youtube can be used as a learning medium in English eyes. The results showed that the videos on Youtube can be used as a learning medium.
{"title":"The Use of Youtube in Teaching Speaking : A Systematic Literature Review","authors":"Galuh Samudra, Yulistya Putri Y.U, Mohamad Ananda K, Khuriyatus Salifach","doi":"10.24090/celti.v2.53","DOIUrl":"https://doi.org/10.24090/celti.v2.53","url":null,"abstract":"The era of the COVID-19 pandemic has hampered the conventional learning process or face to face learning in schools. Of course, it is necessary to find a solution to overcome these obstacles. Through online learning is one way that can be used by teachers and students to overcome these problems. English subject is one of the subjects at the junior high / high school level. However, some students find this subject difficult to reach for students who have never studied English in schools before. The purpose of this research is to find out the benefits can be taken from YouTube for bold English learning media in the midst of the covid 19 pandemic. This research is a qualitative research in which the author uses the SLR method. The results of this study indicate that by using YouTube media, it is able to increase students' understanding so that students' learning achievement increases when using other media such as using e-books or WhatsApp, but things that do not need to be constrained are less than optimal supervision of teachers and other people. Parents to students, poor signal or internet network, and high quota even there are still students who don't have Android phones, which is an obstacle in using YouTube as a learning medium. Challenges in the world of education in meet the needs of the internet generation is quite large. This is due to experience those who differ in particular their life experience in using technology. Internet itself opens up many possibilities for integrating technology in learning in the classroom. Youtube is one of the learning media that can be integrated in learning English subjects that are considered difficult by students. Research purposes This is to see to what extent Youtube can be used as a learning medium in English eyes. The results showed that the videos on Youtube can be used as a learning medium.","PeriodicalId":410862,"journal":{"name":"Conference on English Language Teaching","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128423113","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}
Ageng Tirtayasa, Een Helmi Munfidah, Lutfiah, Slamet Widodo
"Reading" is the process of looking at a set of written symbols and giving them meaning. When we read, we use our eyes to pick up the written symbols (letters, punctuation marks, spaces) and use our brains to turn them into words, sentences, and paragraphs that convey something. In order to master the ability of reading skills effectively in this digital era, English students need to take another learning movement from conventional learning to digital learning. Instagram is one of the digital social media that could be used to learn English. Therefore, the purpose of this research is to find out how the social media instagram along with the content and information about English could influence students’ motivation on English reading from the smallest thing like how to read vocabulary properly. Data was collected using questionare via google form distributed to 20 students at UIN Saizu Purwokerto. In collecting data, researchers used 12 question in questionare which were used to collect data. The participant of this study were random sixth grade English students of UIN Saizu Purwokerto. This study uses quantitative methods to describe the research results. Based on statistical data showed that most of the students feel they have much motivation in reading English text and vocabulary because using instagram is fun, unique, and easy to understand also it provide interesting content that could trigger them.
{"title":"The Students’ Responses of English Instagram Account for English Reading Mastery","authors":"Ageng Tirtayasa, Een Helmi Munfidah, Lutfiah, Slamet Widodo","doi":"10.24090/celti.v2.39","DOIUrl":"https://doi.org/10.24090/celti.v2.39","url":null,"abstract":"\"Reading\" is the process of looking at a set of written symbols and giving them meaning. When we read, we use our eyes to pick up the written symbols (letters, punctuation marks, spaces) and use our brains to turn them into words, sentences, and paragraphs that convey something. In order to master the ability of reading skills effectively in this digital era, English students need to take another learning movement from conventional learning to digital learning. Instagram is one of the digital social media that could be used to learn English. Therefore, the purpose of this research is to find out how the social media instagram along with the content and information about English could influence students’ motivation on English reading from the smallest thing like how to read vocabulary properly. Data was collected using questionare via google form distributed to 20 students at UIN Saizu Purwokerto. In collecting data, researchers used 12 question in questionare which were used to collect data. The participant of this study were random sixth grade English students of UIN Saizu Purwokerto. This study uses quantitative methods to describe the research results. Based on statistical data showed that most of the students feel they have much motivation in reading English text and vocabulary because using instagram is fun, unique, and easy to understand also it provide interesting content that could trigger them.","PeriodicalId":410862,"journal":{"name":"Conference on English Language Teaching","volume":"13 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115521407","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}
Maulida Lintang Panggayuh, Kukuh Waseno Wisnu Saputro, Rose Zalina Nurul Aisyah, Rahayu Adinda Sahra
The rapid development of technology has touched various sectors in life, especially in the education sector. Google Classroom as the medium in teaching learning processes which can be used to create assignments, send assignments, send materials, collect assignments, and communicate between teachers and students. This article is a systematic review to analyze any journal articles related to the topic. It purposes to found the utilization of Google Classroom as a medium an English learning and teaching. This research uses the systematic literature review method in order to collect the data from Google Scholar database, E-resource, national library, and Pro Quest. The researchers found 30 journal articles which contains the same theme according to the keywords related to them. Then, it could be classified based on the use Google Classroom in general, based on the students’ perception, teachers’ perception, in pandemic era, and to improve English skills. Thus, this learning medium has positive and negative result on the implementation.
{"title":"Google Classroom as a Medium in English Language Teaching: a Systematic Literature Review","authors":"Maulida Lintang Panggayuh, Kukuh Waseno Wisnu Saputro, Rose Zalina Nurul Aisyah, Rahayu Adinda Sahra","doi":"10.24090/celti.v2.31","DOIUrl":"https://doi.org/10.24090/celti.v2.31","url":null,"abstract":"The rapid development of technology has touched various sectors in life, especially in the education sector. Google Classroom as the medium in teaching learning processes which can be used to create assignments, send assignments, send materials, collect assignments, and communicate between teachers and students. This article is a systematic review to analyze any journal articles related to the topic. It purposes to found the utilization of Google Classroom as a medium an English learning and teaching. This research uses the systematic literature review method in order to collect the data from Google Scholar database, E-resource, national library, and Pro Quest. The researchers found 30 journal articles which contains the same theme according to the keywords related to them. Then, it could be classified based on the use Google Classroom in general, based on the students’ perception, teachers’ perception, in pandemic era, and to improve English skills. Thus, this learning medium has positive and negative result on the implementation.","PeriodicalId":410862,"journal":{"name":"Conference on English Language Teaching","volume":"5 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"132263384","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}
Iin Baroroh Ma'arif, Brenda Aprillia Maharani, Fida Nurjanah Nahak
Research Development of TOEMMAR (TOEFL Grammar) Product for University Students is aimed to 1) design a product which focuses on Grammar (Structure and Written Expression section) and 2) ease the students in learning Grammar in TOEFL. The research method used is Research and Development (R&D) using Borg and Gall model that consists of ten procedures, they are: 1) Research and Information Collecting, 2) Planning, 3) Develop Preliminary Form of Product, 4) Preliminary Field Testing, 5) Main Product Revision, 6) Main Field Testing, 7) Operational Product Revision, 8) Operational Field Testing, 9) Final Product Revision, and 10) Dissemination and Implementation. From the processes conducted, the researcher got the results of the research. 1) The result of material validation is 95,29% in “very good” category. 2) The result of media validation is 84,61% in “very good” category. 3) The result of preliminary field testing that was tested to 7 students got 84,2% in “very good” category, and the result of main field testing that was tested to 14 students got 83.69% in “very good” category. Based on the results, the researcher concluded that TOEMMAR product is deserved to be used for university students as a TOEFL learning media
{"title":"TOEMMAR (TOEFL Grammar) Product for University Students","authors":"Iin Baroroh Ma'arif, Brenda Aprillia Maharani, Fida Nurjanah Nahak","doi":"10.24090/celti.v2.28","DOIUrl":"https://doi.org/10.24090/celti.v2.28","url":null,"abstract":"Research Development of TOEMMAR (TOEFL Grammar) Product for University Students is aimed to 1) design a product which focuses on Grammar (Structure and Written Expression section) and 2) ease the students in learning Grammar in TOEFL. The research method used is Research and Development (R&D) using Borg and Gall model that consists of ten procedures, they are: 1) Research and Information Collecting, 2) Planning, 3) Develop Preliminary Form of Product, 4) Preliminary Field Testing, 5) Main Product Revision, 6) Main Field Testing, 7) Operational Product Revision, 8) Operational Field Testing, 9) Final Product Revision, and 10) Dissemination and Implementation. From the processes conducted, the researcher got the results of the research. 1) The result of material validation is 95,29% in “very good” category. 2) The result of media validation is 84,61% in “very good” category. 3) The result of preliminary field testing that was tested to 7 students got 84,2% in “very good” category, and the result of main field testing that was tested to 14 students got 83.69% in “very good” category. Based on the results, the researcher concluded that TOEMMAR product is deserved to be used for university students as a TOEFL learning media","PeriodicalId":410862,"journal":{"name":"Conference on English Language Teaching","volume":"18 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124401620","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}
In this era, ICT is an essential need for education. Teachers should be aware of ICT’s development. Thus, teachers still struggle with using ICT for teaching and learning. Studying teachers’ view on using ICT for teaching can help teachers solve issues and challenges using ICT. The study’s objectives were to identify the kinds of ICT used by teachers, their view toward the use of ICT, and their suggestions for overcoming issues and challenges in using ICT to teach English to young learners in SDIT Ukhuwah Banjarmasin. This study used narrative inquiry. Two teachers shared their experience of using ICT. The result indicated that these teachers have implemented ICT like Google Classroom, WhatsApp, Google, Microsoft Office, YouTube, Kinemaster, Kahoot!, Mentimeter, Google Forms, Padlet, Quizziz, Zoom, smartphone, computer, laptop, projector, LCD, speaker, audio player, and internet. Teachers have a positive view of using ICT because there are many roles and benefits of ICT. However, teachers experienced some challenges in using ICT such as lack of time and technical problems. Therefore, there is a need to develop teachers’ skills and knowledge of ICT, and give them technical support.
在这个时代，信息通信技术是教育的基本需求。教师应该意识到信息通信技术的发展。因此，教师仍然在努力使用信息通信技术进行教学和学习。研究教师对使用ICT进行教学的看法，可以帮助教师解决使用ICT的问题和挑战。该研究的目的是确定教师使用的信息和通信技术的种类，他们对信息和通信技术使用的看法，以及他们在使用信息和通信技术向SDIT Ukhuwah Banjarmasin的年轻学习者教授英语时克服问题和挑战的建议。本研究采用叙事探究法。两位老师分享了他们使用资讯及通讯科技的经验。结果表明，这些教师已经实施了ICT，如Google Classroom, WhatsApp, Google, Microsoft Office, YouTube, Kinemaster, Kahoot!， Mentimeter, Google Forms, Padlet, Quizziz, Zoom，智能手机，计算机，笔记本电脑，投影仪，LCD，扬声器，音频播放器和互联网。教师对信息通信技术的使用持积极态度，因为信息通信技术有许多作用和好处。然而，教师在使用信息通信技术时遇到了一些挑战，如缺乏时间和技术问题。因此，有必要发展教师的ICT技能和知识，并给予他们技术支持。
{"title":"Teaching English for Young Learners by Using ICT: Narrative Inquiry Study","authors":"Rafika, Nani Hizriani, Nor Izzatil Hasanah","doi":"10.24090/celti.v2.48","DOIUrl":"https://doi.org/10.24090/celti.v2.48","url":null,"abstract":"In this era, ICT is an essential need for education. Teachers should be aware of ICT’s development. Thus, teachers still struggle with using ICT for teaching and learning. Studying teachers’ view on using ICT for teaching can help teachers solve issues and challenges using ICT. The study’s objectives were to identify the kinds of ICT used by teachers, their view toward the use of ICT, and their suggestions for overcoming issues and challenges in using ICT to teach English to young learners in SDIT Ukhuwah Banjarmasin. This study used narrative inquiry. Two teachers shared their experience of using ICT. The result indicated that these teachers have implemented ICT like Google Classroom, WhatsApp, Google, Microsoft Office, YouTube, Kinemaster, Kahoot!, Mentimeter, Google Forms, Padlet, Quizziz, Zoom, smartphone, computer, laptop, projector, LCD, speaker, audio player, and internet. Teachers have a positive view of using ICT because there are many roles and benefits of ICT. However, teachers experienced some challenges in using ICT such as lack of time and technical problems. Therefore, there is a need to develop teachers’ skills and knowledge of ICT, and give them technical support.","PeriodicalId":410862,"journal":{"name":"Conference on English Language Teaching","volume":"131 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124044553","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}
To create a lesson plan, teachers have to determine which activities that can build students’ attention and interest in the classroom. In the lesson plan, there is an objective of learning and the assessment that should be appropriate to one another. The researcher conducted this research to know the appropriateness between the objective of learning and the assessment in the English teacher’s lesson plan at Ukhuwah Full Day Integrated Junior High School. This research used a qualitative research and the kind of research is a library research. There were three steps of data analysis, which were data reduction, data display, and conclusion drawing or verification. The result of the research was mostly the lesson plans were appropriate between the objective of learning and the assessment, the teacher was using Bloom and Anderson’s taxonomy then tried to link it with the material that would be taught, then made the appropriate assessment by combining some sources.
{"title":"English Teacher’s Lesson Plan Objectives and Assessments Relationship","authors":"Rahmadaniah, Nur Laila Kadariyah, Sovia Rahmaniah","doi":"10.24090/celti.v2.42","DOIUrl":"https://doi.org/10.24090/celti.v2.42","url":null,"abstract":"To create a lesson plan, teachers have to determine which activities that can build students’ attention and interest in the classroom. In the lesson plan, there is an objective of learning and the assessment that should be appropriate to one another. The researcher conducted this research to know the appropriateness between the objective of learning and the assessment in the English teacher’s lesson plan at Ukhuwah Full Day Integrated Junior High School. This research used a qualitative research and the kind of research is a library research. There were three steps of data analysis, which were data reduction, data display, and conclusion drawing or verification. The result of the research was mostly the lesson plans were appropriate between the objective of learning and the assessment, the teacher was using Bloom and Anderson’s taxonomy then tried to link it with the material that would be taught, then made the appropriate assessment by combining some sources.","PeriodicalId":410862,"journal":{"name":"Conference on English Language Teaching","volume":"86 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2022-06-08","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131422717","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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