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All Journal Indonesian Journal of Applied Linguistics (IJAL) Journal of Language and Literature LLT Journal: A Journal on Language and Language Teaching Journal of ELT Research
Ignasia Yuyun
IgnasiaYuyun Krida Wacana Christian University (UKRIDA), Jakarta, Indonesia
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Journal : Journal of ELT Research

 1 
Curriculum and Technology Design: A Course to Explore Technology Applications in EFL Curriculum Design Yuyun, Ignasia
Journal of ELT Research 2018: Journal of ELT Research, Vol. 3 , Issue 1
Publisher : University of Muhammadiyah Prof. DR. HAMKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (878.858 KB) | DOI: 10.22236/JER_Vol3Issue1pp78-86

Abstract

Teaching and technology pedagogy should be mastered by a teacher in this digital era. It is an inevitable fact that teachers should realize. To be in line with technology development, teachers are expected to bring any technology-based applications to the classroom.  Many education institutions from Kindergarten to Higher Education around the world equip their teachers with technology-based training. In particular, Technology Enhanced Language Learning (TELL) has been mushrooming in English Language Teaching trends. To comply with this demand, Technological Pedagogical and Content Knowledge (TPACK) framework has been developed by Koehler & Mishra (2006) to equip student teachers in English Department. Therefore, Technology and Curriculum Design course is designed to tailor Pre-Service English Teachers how to integrate technology in EFL curriculum design. By having blended learning activities, teaching and learning activities are conducted to explore technology applications to design an EFL curriculum. Any class projects are technology-based assignments such as infographic, poster, mind map, questionnaire, presentation, etc. using CANVA, Google applications, presentation applications, lesson plan application (LessonWRITER), quiz application (Quizlet), and interactive book applications (AnyFlip, Flipping Book, FlipSnack), etc.                Keywords: curriculum, EFL, technology
Examining EFL Student Response to Student-Centered Classroom Instruction Juliaty, Hanna; Yuyun, Ignasia; Pattiwael, Athriyana S.; Mau, Emanuella C. Natalia
Journal of ELT Research 2019: Journal of ELT Research, Vol. 4, Issue 1
Publisher : University of Muhammadiyah Prof. DR. HAMKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (444.75 KB)

Abstract

Student-centered learning has been the new trend in education field in recent years. Various levels of education have started to gradually shift their teaching approach from the traditional teacher-centered instruction into student-centered instruction. This transition that focuses the learning process on students is considered desirable by society as it offers various benefits for students’ personal and academic growth (Clifford, 1999). However, in higher education, where most teaching instructions are naturally conducted in the form of lectures, the application of student-centered approach may appear as unfamiliar to students who are used to teacher-centered instruction. This study, hence, aims to investigate how undergraduate students responded to a shift in their classroom instruction, from teacher-centered into student-centered. An action research was conducted in three meetings of a Reading and Writing course for EFL undergraduate students in the Department of English. The study collected the data from class observations done by three observers. The field notes, observation reports, and discussion notes resulted from the three observation sessions were then analyzed using a qualitative approach to find out the students’ responses towards the student-centered classroom instructions. The findings of this study reveal that most of the students responded positively towards the student-centered instruction, as shown in their active involvement during the learning activities, such as in pair works, group discussions, and collaborative work using technology. The implications and recommendations drawn from this study are discussed in the paper.
Co-Authors Abenedgo, Demus Chandra, Sylvi Octaviani Juliaty, Hanna Laksana, Naftalia Mau, Emanuella C. Natalia Meyling, Meyling Mursita Putri, Siegfrieda Pattiwael, Athriyana S. Purnomo, Averina