Articles
<![CDATA[Factors Contributing to Teachers’ Resistence in Integrating ICT in EFL Classroom in Senior High School ]]>
<![CDATA[Mirjam Anugerahwati, Nur Kamilah,]]>
<![CDATA[ ELLITE Vol 1, No 2 (2016): ELLITE ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Jember ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (181.436 KB)
|
DOI: 10.32528/ellite.v1i2.471
<![CDATA[ICT has become powerful media for teaching English, especially in improving students’ learning autonomy. However, studies have revealed that English teachers are sometimes resistant to ICT integration in the class, in which the resistance fails the effective ICT integration. The purpose of this study is to explain English teachers’ resistance towards ICT integration in the class by presenting and the categories of the resistance. There were seven teachers from six different senior high schools investigated in this study. Using semi-guided interview, observation and documentation, the study yielded the findings. There were three categories of resistance found; extreme, moderate and zero resistance. The factors contributing to the resistance were coming from external and internal, such as the unwillingness to learn and use ICT, lack of ICT competence and pedagogical knowledge, concerns about ICT for students, and unsupportive school facilities. It was also found that age might not matter much in contributing to the resistance and that the teachers’ perception is not always reflected in their teaching practice.Keywords: ICT integration, teacher’s resistance, factors of resistance, category of resistance.]]>
<![CDATA[INOVASI MODEL DESAIN UNIVERSAL UNTUK PEMBELAJARAN KEBUTUHAN KHUSUS DI PERGURUAN TINGGI ]]>
<![CDATA[Ningtyas, Yoga Dwi Windy Kusuma]]>;
<![CDATA[Amilia, Fitri]]>;
<![CDATA[Kamilah, Nur]]>
<![CDATA[ Jurnal Pendidikan (Teori dan Praktik) Vol 5, No 2 (2020) ]]>
Publisher : <![CDATA[Fakultas Ilmu Pendidikan Universitas Negeri Surabaya ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.26740/jp.v5n2.p24-29
<![CDATA[The present study is aimed to describe the development of an innovated learning for the disabled students in higher education. The development of learning innovation was performed by developing a learning model, that is what so-called Universal Design model (DUE). The method implemented to develop the model was Research and Development). This method constitutes several stages, among others: 1) needs analysis, 2) gathering information, 3) designing a product, 4) validating the product, 5) revising the product, 6) trying out the product, 7) revising the product, and 8) consolidating the product. The result of the research shows that the produc, in this case is DUE learning model, has met the criteria after going through several tests from the experts, thus valid.]]>
<![CDATA[Attribution theory in EFL teacher’s resistance of using technology ]]>
<![CDATA[Nur Kamilah]]>
<![CDATA[ UAD TEFL International Conference Proceedings of the 5th UAD TEFL International Conference ]]>
Publisher : <![CDATA[Universitas Ahmad Dahlan ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.12928/utic.v2.5752.2019
<![CDATA[It is now a trend to research the teacher's perspectives of using technology in a language class. However, the reasons why teachers keep perspectives are not well studied. It is known in the view of naive psychology, that what a person regards something matters more than how it actually is. To view success or failure, it is very humane to make excuses or reasons for how it happened. In the case of teacher’s reluctance of using technology in a language class, the present study aimed at explaining what could have underlain their resistance to using technology in their language classes, especially from the view of attribution theory. The study applied a qualitative approach using the phenomenology research design. The participants of the study were three high school language teachers from Situbondo, Indonesia. Added to the researcher as the primary research instrument were the interview and field notes. The findings of the study indicate that teachers have personally considered their resistance as something stable and uncontrollable. They believe that they become resistant because they do not have control over their ability as they believe the younger fellows are gifted with the ability to use IT fluently in the classroom. The findings imply that teachers are reluctant to use technology in the class because they fear failure when using technology in the classroom. It suggests that the magnitude of teachers’ attribution could determine what they could achieve in their professional development.]]>
<![CDATA[UNCOVERING RESISTANCE TO ICT USE IN LANGUAGE INSTRUCTION ]]>
<![CDATA[Nur Kamilah]]>;
<![CDATA[Mirjam Anugerahwati]]>;
<![CDATA[Sintha Tresnadewi]]>
<![CDATA[ Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Vol.1, No.4, April 2016 ]]>
Publisher : <![CDATA[Graduate School of Universitas Negeri Malang ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (179.397 KB)
|
DOI: 10.17977/jp.v1i4.6202
<![CDATA[This article reports a case study that explored a teacher of a high school in Situbondo who is resistant to ICT integration in language instruction. The study started from the concern of a teacher who chose to resist ICT despite the importance and potentials of it in improving learner’s language skill. The study found that the variable of age has influenced other variables like the motivation to learn and the capability to operate ICT for teaching which lead to the preference of resisting and thus he keeps using the conventional teaching method. This variable is not thought to be the only influence to the resistance because it was further found that the teacher’s failure to fulfill the demand of his profession becomes more contributing to it. Therefore, it is suggested that English teachers are aware of the demands of their profession in order to stay on the track of professional teachers.Penelitian ini memaparkan hasil studi kasus terhadap seorang guru bahasa Inggris SMA di Situbondo yang resistan untuk menggunakan TIK di kelas. Berawal dari keprihatinan terhadap guru yang memilih untuk abai terhadap penggunaan TIK, terlepas dari penting dan berpotensinya TIK tersebut dalam meningkatkan keterampilan berbahasa siswa. Ditemukan bahwa variabel usia yang lanjut menjadi penyebab munculnya variabel lain seperti kurangnya motivasi belajar TIK dan rendahnya kemampuan menggunakannya yang berujung pada pilihannya untuk tidak menggunakan TIK di kelas sehingga tetap menggunakan metode mengajar konvensional. Variabel usia tersebut ternyata bukanlah pemicu utama sikap resistan tersebut, melainkan lemahnya kemampuan guru dalam memahami dan memenuhi tuntutan profesinya sebagai guru bahasa Inggris. Oleh karenanya, saran penelitian ditujukan pada guru agar lebih siap terhadap tuntutan dan tantangan lain dalam profesinya sehingga menjadi guru profesional.]]>
<![CDATA[Introducing E-Commerce to Achieve a Productive and Entrepreneurial Village ]]>
<![CDATA[Fitri Amilia]]>;
<![CDATA[Nurkamilah Nurkamilah]]>;
<![CDATA[Gitta Rowindi]]>
<![CDATA[ ABDIMAS: Jurnal Pengabdian Masyarakat Vol. 5 No. 1 (2022): ABDIMAS UMTAS: Jurnal Pengabdian Kepada Masyarakat ]]>
Publisher : <![CDATA[LPPM Universitas Muhammadiyah Tasikmalaya ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (648.686 KB)
|
DOI: 10.35568/abdimas.v5i1.2062
<![CDATA[The present community service is carried out to provide business development opportunities in the village of Karangduren, Balung, Jember. There are relatively many entrepreneurs in the fields of fish breeding, breeding flowers and various plants, making food and various snacks, and handicrafts registered in Karangduren. In collaboration with the Muhammadiyah University of Jember, this activity was initiated with the theme of introducing e-commerce to the enterpreneurs in order to help Karangduren become an entrepreneurial village. The implementation of this service involves 2 lecturers and 2 students of the Faculty of Teacher Training and Education. The activity was carried out at the Karangduren Village Hall, participated by 17 business owners. Because this activity was carried out during the pandemic, there were restrictions on the number of participants and compliance with the Covid 19 health protocols. The team presented general overview of e-commerce and marketplace in a lecture format as well as distributed a module to every attending participant. After about an hour of lecture and a question and answer session, the team helped the participants to build their virtual business account using WhatsApp (WA) business. Some participants practiced creating a WA business account and opening a shop on the market place. In addition, in the practice of creating a WA business account, the participants also created a catalog containing their product offerings. In the post-activity, the team interviewed some participants, and they appreciated the team for this activity. Through this, they are expecting their business to be known more widely thus obtain more income. New knowledge and skills in managing this virtual business will continue to be improved so that people can live independently and form new thoughts towards productive and entrepreneurial villages in the future.]]>
<![CDATA[Questioning Strategies in EFL Classroom: The Teacher’s Perceptions ]]>
<![CDATA[Indri Astutik]]>;
<![CDATA[Novi Indriani]]>;
<![CDATA[Nurkamilah Nurkamilah]]>
<![CDATA[ TEFLA Journal (Teaching English as Foreign Language and Applied Linguistic Journal) Vol 3 No 2 (2021) ]]>
Publisher : <![CDATA[Program Studi Pendidikan Bahasa Inggris, FKIP, Universitas Muhammadiyah Banjarmasin ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (234.223 KB)
|
DOI: 10.35747/tefla.v3i2.827
<![CDATA[A crucial ability expected of EFL students is critical and creative thinking ability. Questioning method is regarded as the most important technique for encouraging students to build this ability. Being anxious about making mistakes, students remain silent when teachers ask them. Thus, using questioning strategies in giving questions can be a way to engage them in interactive activities. This research, therefore, aimed to investigate teacher’s questioning strategies in teaching English and the reasons for using them. This study employed qualitative descriptive design by conducting an online interview and giving questionnaire to an English teacher of a private junior high school in Jember. The results of this study showed that the English teacher always (100%) used divergent questions in class in the middle and at the end of learning process. The goals were to know student’s opinion, develop their critical and creative thinking skills and improve their knowledge. Further, the teacher usually (80%) used procedural questions in the beginning of the lesson to maintain time management, check students’ conditions and class routine. Finally, the teacher sometimes (60%) used convergent questions to get short answers from the students and help them recalled the material.]]>
<![CDATA[STUDENT’S VOICES ON LANGUAGE LEARNER AUTONOMY IN DISTANCE LEARNING ]]>
<![CDATA[Nurkamilah Nurkamilah]]>;
<![CDATA[Desy Qomariyatil Badriyah]]>
<![CDATA[ Journal of English Teaching, Applied Linguistics and Literatures (JETALL) Vol 5, No 2 (2022): JETALL VOLUME 5 NUMBER 2 2022 ]]>
Publisher : <![CDATA[Universitas Lambung Mangkurat ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.20527/jetall.v5i2.13460
<![CDATA[Learner autonomy is a complex construct which becomes the focus of language learning, consisting of four dimensions which later are summed up into three, such as initiating, monitoring, and evaluating. The study aimed to know students’ perception and behaviors on learner autonomy in distance learning. The data was gathered from 187 students in the population, but only 43 returned the questionnaire. The 61 items questionnaire was analyzed and found that in the initiating category, most students perceive the learner autonomy positively and indicate the behavior of dreaming to be a good English speaker. While the monitoring category shows the item of modifying methods to find which suits them best. The third category is reflected in their being eager to find out their English proficiency by taking TOEFL tests and the like, voluntarily. While the behavior which is related to ICT or online learning is their willingness to use English to communicate with strangers on the Internet.]]>
<![CDATA[Artificial-intelligence powered app as learning aid in improving learning autonomy: Students’ perspective ]]>
<![CDATA[Made Wahyu Mahendra]]>;
<![CDATA[Nurkamilah Nurkamilah]]>;
<![CDATA[Christine Permata Sari]]>
<![CDATA[ JEES (Journal of English Educators Society) Vol 8 No 1 (2023): April ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Sidoarjo ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
<![CDATA[The disruption and development of technology has rapidly transformed the educational system these days. Its practicality has driven students to equip themselves with technological devices and software, particularly those with Artificial-intelligence. This study aimed at identifying students’ perspective on the implementation of Artificial-Intelligence Powered App as Learning Aid in Improving Learning Autonomy. Specifically, this study identified whether or not the use of Artificial-Intelligence Powered App as Learning Aid could change learners’ perspective on autonomous learning and improve their learning autonomy. Further, the perspective being investigated is related to learners perspective on their role in fostering autonomy as well as learners’ perspective toward the teachers’ role. The researchers conducted the study by following a collaborative action research. The data of the study were collected using questionnaires and semi structured interview. Then, the results of the questionnaires were analyzed quantitatively and the results of the interview were analyzed qualitatively. This study finds out that incorporating artificial intelligence powered apps has successfully changed learners’ perspective on autonomous learning. Besides, the use of artificial intelligence powered app also works positively in fostering learners’ autonomy. Since this study was conducted using action research method, the result of the study cannot be generalized to a larger population. Thus, an experimental study that apply inferential statistics analysis is needed to support the results of the study. HIGHLIGHTS: One of the challenges in fostering learner autonomy is making them understand of the need to be autonomous. Learners initially thought that teachers should spoon-feed them the learning materials. AI powered apps like Mondly has the potential to help students understand their roles and teacher’s roles during learning by providing them features that encourage autonomous learning activities, such as planning, monitoring and evaluating their learning.]]>
<![CDATA[A Study of the 21st Century Teaching Competences in Content-Based Instruction Implementation ]]>
<![CDATA[Fitrotul Mufaridah]]>;
<![CDATA[Nurkamilah Nurkamilah]]>
<![CDATA[ New Language Dimensions Vol. 4 No. 1 (2023): New Language Dimensions Vol. 4 No. 1, June 2023 ]]>
Publisher : <![CDATA[English Department, Universitas Negeri Surabaya ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.26740/nld.v4n1.p1-10
<![CDATA[The present study aimed to describe the implementation of content-based instruction in a microteaching course attended by 28 pre-service teachers of the Biology and Mathematics Education study program. The study regards the importance of ensuring the readiness of 21st-century teachers especially in a class where content-based instruction was implemented. The study, therefore, focuses on the pre-service teachers’ English proficiency in using the target language for teaching subjects (i.e. biology and mathematics) and their skill in operating technology. The data were gathered using a questionnaire that was distributed online. The study found that 1) most respondents are aware of the importance of mastering English for carrying out learning; 2) despite the positive view, none of the respondents are confident that they are lacking English proficiency. Furthermore, 3) the respondents mostly think that they have problems when writing the materials in English, but 4) it was found that they are ready to use English when delivering the materials in the classroom. 5) Most respondents find grammar difficult to deal with, followed by speaking. In regards to the skill in using technology, the study found that 6) most respondents identify themselves as skilled in using technology, and it is supported by the variety of technologies used for teaching and making media. The implication of this study is for policymakers to strengthen course learning outcomes for English subjects.]]>
<![CDATA[THE CORRELATION BETWEEN PERCEIVED CRITICAL THINKING AND READING COMPREHENSION ABILITY ]]>
<![CDATA[Pungky Tri Nugrahanto]]>;
<![CDATA[Nurkamilah Nurkamilah]]>;
<![CDATA[Widya Oktarini]]>
<![CDATA[ Jurnal Pendidikan Bahasa Inggris Proficiency Vol 5 No 2 (2023): PROFICIENCY ]]>
Publisher : <![CDATA[FKIP UNISKA ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.32503/proficiency.v5i2.3690
<![CDATA[This study aims to find out students’ critical thinking skill, students’ reading comprehension ability, and the correlation between students’ critical thinking and reading comprehension ability. Data were collected from 90 students from the 7th grade of SMPN 1 Ajung, selected from three different classes. The researcher used a questionnaire from Mincemoyer and Perkins (2005) to measure the students’ critical thinking and taking the reading comprehension score from the help of the classroom teacher. The data were analyzed using descriptive statistic and Pearson Product Moment in SPSS 19. Pearson Product Moment was used to find the correlation between students’ critical thinking and reading comprehension ability. The findings showed that students’ critical thinking skill was in the middle level (52-67) and students’ score in reading comprehension was in the good level (61-85). The finding shows that the Pearson Correlation Coefficient between variable students’ critical thinking and variable students’ reading comprehension is (r = 0.542). Which means the correlation between the two variables is moderate. Statistically, there is a correlation between critical thinking and reading comprehension of the seventh-grade students of SMPN 1 Ajung. Overall, this finding has implications for educators who may want to consider incorporating critical thinking skills into reading comprehension instruction to improve students' performance in this area. It also highlights the need for further research to investigate the relationship between perceived critical thinking and reading comprehension in other populations and contexts.]]>
