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All Journal Studies in English Language and Education Prosiding Seminar Nasional Pascasarjana Proceeding of International Conference on Science, Education, and Technology
Joko Nurkamto
Universitas Negeri Semarang
Education Languange, Linguistic, Communication & Media

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Oral corrective feedback: Exploring the relationship between teacher’s strategy and students’ willingness to communicate Lailatus Sa'adah; Joko Nurkamto; Suparno Suparno
Studies in English Language and Education Vol 5, No 2 (2018)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (580.843 KB) | DOI: 10.24815/siele.v5i2.11532

Abstract

This study seeks to investigate the types of oral corrective feedback implemented in class and its effect on students’ willingness to communicate. As many as 35 senior high school students as well as the teacher were involved in the observation stage of this study and shared their perspectives about the relationship between teacher’s feedbacks on the students’ willingness to communicate through interview. The findings show that there are three types of oral corrective feedback given in the class, i.e. explicit correction, metalinguistic, and clarification request feedback. The students insist that the teacher’s oral corrective feedback does not make them reluctant to communicate to their peers or teacher in the class. Therefore, it can be concluded that teacher’s oral corrective feedback strategy does not disturb the interaction between the teacher and students in the class. It can be inferred that oral corrective feedback is necessary to be implemented in the class because it assists their second language learning. 
Oral corrective feedback: Exploring the relationship between teacher’s strategy and students’ willingness to communicate Lailatus Sa'adah; Joko Nurkamto; Suparno Suparno
Studies in English Language and Education Vol 5, No 2 (2018)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v5i2.11532

Abstract

This study seeks to investigate the types of oral corrective feedback implemented in class and its effect on students’ willingness to communicate. As many as 35 senior high school students as well as the teacher were involved in the observation stage of this study and shared their perspectives about the relationship between teacher’s feedbacks on the students’ willingness to communicate through interview. The findings show that there are three types of oral corrective feedback given in the class, i.e. explicit correction, metalinguistic, and clarification request feedback. The students insist that the teacher’s oral corrective feedback does not make them reluctant to communicate to their peers or teacher in the class. Therefore, it can be concluded that teacher’s oral corrective feedback strategy does not disturb the interaction between the teacher and students in the class. It can be inferred that oral corrective feedback is necessary to be implemented in the class because it assists their second language learning. 
Perancangan Media Pengajaran Digital Berbasis TPACK: Digitalisasi Media Pembelajaran dalam Habitus Baru Pendidikan Pasca Pendemi Covid-19 Sri Haryati; Issy Yuliasri; Joko Nurkamto; Sri Wuli Fitriati
Prosiding Seminar Nasional Pascasarjana Vol. 5 No. 1 (2022)
Publisher : Pascasarjana Universitas Negeri Semarang

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Abstract

Media pembelajaran berbasis digital memiliki kualitas produksi yang sangat tinggi yang mampu menampilkan ide-ide kompleks dalam waktu singkat. Belakangan, media pembelajaran berbasis digital berkembang dengan baik di era milenial yang ditandai dengan meningkatnya produktivitasnya. Penelitian ini bertujuan untuk mengetahui (1) aplikasi trending yang digunakan oleh para perancang media ajar untuk membuat media ajar berbasis digital; (2) kendala yang dihadapi guru milenial dalam membuat media pembelajaran berbasis digital; (3) faktor-faktor yang mendasari masalah; (4) upaya perancang media pengajaran digital untuk mengatasi masalah tersebut. Dengan menggunakan deskriptif kualitatif, 164 perancang media ajar digital (guru milenial) berusia 22-37 tahun diinvestigasi tentang proses dan produk media ajar berbasis digital. Kuesioner, wawancara, dan analisis dokumen yang digunakan untuk mengumpulkan data. Data dianalisis dengan menggunakan Model Analisis Data Interaktif. Teknik triangulasi memudahkan validasi dan verifikasi data nantinya. Hasil penelitian menunjukkan bahwa (1) terdapat aplikasi trending yang digunakan oleh desainer untuk membuat media pembelajaran digital; (2) Kurangnya kreativitas dan pemahaman terhadap teknologi menjadi masalah utama; (3) Minimnya pengetahuan di bidang teknologi dan ketergantungan untuk memanfaatkan media pembelajaran digital yang sudah jadi menjadi faktor utama penyebab kesulitan dalam merancang media pembelajaran digital; (4) Meningkatkan kreativitas, inovasi dan kepekaan teknologi merupakan solusi utama yang diajukan oleh para guru. Hasil penelitian menyiratkan bahwa menjadi pengembang media pengajaran digital perlu upaya ekstra.
Scaffolded Teachers’ TPACK Lesson Design Model (STLDM) in ELT: A Digital Wisdom during Covid-19 Pandemic Sri Haryati; Issy Yuliasri; Joko Nurkamto; Sri Wuli Fitriati
International Conference on Science, Education, and Technology Vol. 8 (2022)
Publisher : Universitas Negeri Semarang

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Abstract

The massive spread of the Covid-19 pandemic that results in the school closure demands the movement of learning mode from direct interaction to online learning. To satisfy current demand, the learning design needs to be revised, even renew. As technology massively integrated in EFL classroom, the TPACK framework is viewed to be important to maintain the effective technology-rich classroom which also focusing on the content material and pedagogical aspects. This article presents the STLDM (Scaffolded Teachers’ TPACK Lesson Design Model) in ELT as guideline in developing TPACK-based lesson design. Digital wisdom is accommodated in the design since the integration of technology is concerned. This model includes a two-stage development process in which the first step works on constructing the instructional objective, the second stage works and similar to specifying the design goals in determining the decision for achieving the objectives. It is assumed that the model brings betterment in the TPACK of teachers massively and shifts in the lesson design.
Co-Authors Issy Yuliasri Lailatus Sa'adah Sri Haryati Sri Wuli Fitriati Suparno Suparno