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All Journal International Journal of Language Teaching and Education Proceeding ISETH (International Summit on Science, Technology, and Humanity) Pancaran Pendidikan
Rija Dwiono
Universitas Sebelas Maret
Humanities Chemistry Computer Science & IT Education Engineering Languange, Linguistic, Communication & Media Medicine & Pharmacology Physics Social Sciences Other

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Investigating the Integration Level of Information and Communication Technology (ICT) in the English Language Teaching Rija Dwiono; Dewi Rochsantiningsih; Suparno Suparno
International Journal of Language Teaching and Education Vol. 2 No. 3 (2018): Volume 2, Issue 3, November 2018
Publisher : Universitas Jambi, Magister Program of English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1051.71 KB) | DOI: 10.22437/ijolte.v2i3.5752

Abstract

Information and Communication Technology (ICT) is perceived as a part of the core of education in this 21st century-learning. Experts have explored the integration of pedagogical ICT in teaching and learning recently. But none of them explored the teacher’s competence to integrate pedagogical ICT as they assess the extent to which ICT integrated by the teacher in teaching. This research aims to investigate the teacher competence levels to use ICT and the extent to which the ICT integrated by the teacher in English language teaching. Classroom observation and interview were used as data collecting technique to reach the objectives. To produce an in-depth description, this case study focuses on the description of the individual teacher as the target of the investigation. Teacher’s ICT competence levels were classified using professional framework rank ICT competence level (UNESCO, 2011). While SAMR model was used as the data analysis tool to determine the extent to which ICT integrated by the teacher in the English language teaching. The results of this research indicate that the teacher's competence to use ICT was still beginner. It means that the teacher is dominant with the use of basic features of presentation, word processor software such as powerpoint and Microsoft word and other digital resources. It is also reported that teacher’s ICT integration level with the domination at the substitution level and augmentation level. These findings reflect the ability of the teacher in integrating ICT in teaching. The teacher is considered only be able to use basic function in a limited number of computer application with only little change and improvement.
Utilizing Social Network in Teaching Writing by Developing Genre-Based Approach: EFL Students’ Attitudes & Perceptions Rija Dwiono; Nur Arifah Drajati
Pancaran Pendidikan Vol 6, No 3 (2017)
Publisher : The Faculty of Teacher Training and Education The University of Jember Jember, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (471.084 KB) | DOI: 10.25037/pancaran.v6i3.64

Abstract

Social Network has changed beyond the boundaries from it was first perceived. Nowadays, it is not only used for recreation but also it means in teaching. However, addiction and privacy risk for students in using a social network are inevitable. Therefore, proper implementation is required to gain the maximum benefits of the social network. This study is aimed to examine the role of the social network by developing the Genre-based approach in teaching writing measured from students’ attitudes and perceptions in EFL setting. Social network Facebook was focused to use regardless of other applications while the researcher served as a moderator. A survey was used to measure factors affected by developing the Genre-based approach in the social network in teaching writing. By employing the qualitative and quantitative method, the finding shows that social network is successfully implemented in teaching writing and it supported students’ needs by developing the Genre-based approach to improve their pre-writing activity.</p.
The Teacher’s Problems on Integrating Information and Communication Technology (ICT) in the English Language Teaching Rija Dwiono; Dewi Rochsantiningsih; S Suparno
Proceeding ISETH (International Summit on Science, Technology, and Humanity) 2018: Proceeding ISETH (International Summit on Science, Technology, and Humanity)
Publisher : Universitas Muhammadiyah Surakarta

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Abstract

Technological innovation is rapidly changing which makes it hard to follow for the teacher. Thus, the practical application of ICT integration in teaching practices is necessary to be evaluated. This research aims to know the problems faced by the teacher on integrating ICT in teaching and how the teacher solves the problems. This case study focuses on the description of the individual teacher. The data were gained by employing observation and interview. It reveals that there are some problems occurred during the integration of ICT in teaching as well as describes the reasons why the problems could happen. One of them is that the teacher’s knowledge and ability to use pedagogical ICT in the classroom is still low. Lack of training to integrate ICT in teaching becomes a factor affecting the problem. This research can be a valuable reference for educational practitioners and the stakeholders as preparing the integration of ICT in teaching.
Co-Authors Dewi Rochsantiningsih Nur Arifah Drajati S Suparno Suparno Suparno