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All Journal JELTII (Journal of English Language Teaching and Islamic Integration)
Lina Aris Ficayuma
STKIP AL-HIKMAH
Languange, Linguistic, Communication & Media

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THE PROFILE OF EFL TEACHERS’ CANDIDATE TPACK IN NEW NORMAL ERA Imadul Bilad; Achmad Anang Darmawan; Lina Aris Ficayuma; Ahmad Syafi’I
Journal of English Language Teaching and Islamic Integration Vol. 7 No. 1 (2024): JELTII: Journal of English Language Teaching and Islamic Integration
Publisher : STKIP Al Hikmah Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.10547668

Abstract

TPK, and TPACK constructs, which prompted researchers to question the peculiarities of these three TPACK domains. Referring to TPACK's weaknesses in terms of precision and heuristic values, they concluded that TPACK may be theoretically effective but provides limited practical benefits for teachers, researchers, and administrators. The high level of Technological Content Knowledge (TCK) among prospective student teachers in their TPACK profile has significant implications. This indicates that these students possessed a strong understanding of how to effectively integrate ttechnology into their teaching practices, specifically in relation to the content they were teaching.
TEACHER'S TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE (TPACK) IN NEW NORMAL ERA Imadul Bilad; Achmad Anang Darmawan; Lina Aris Ficayuma
Journal of English Language Teaching and Islamic Integration Vol. 6 No. 2 (2023): JELTII: Journal of English Language Teaching and Islamic Integration
Publisher : STKIP Al Hikmah Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.10548487

Abstract

Recognizing that each teacher has unique strengths, preferences, and learning styles, they tailored their instructional approach accordingly. By aligning their teaching methods with their own characteristics, they were able to optimize TPACK development and create meaningful and engaging learning experiences for their students
WHATSAPP VOICE CHAT (WVC) AS AN EFL ONLINE LEARNING MEDIA Adia Budjana; Achmad Anang Darmawan; Lina Aris Ficayuma
Journal of English Language Teaching and Islamic Integration Vol. 6 No. 2 (2023): JELTII: Journal of English Language Teaching and Islamic Integration
Publisher : STKIP Al Hikmah Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.10548463

Abstract

In recent years, researcher interested in mobile-assisted language learning (MALL) for online learning of English as a foreign language (EFL). In the current era of digitalization, access to information and materials can be easily found in cyberspace, either by accessing a page or by using an application. With these advances in technology, can be used as a tool to facilitate the educational process. The Ministry of Education and Culture is aware of the current needs,because by utilizing technology it can reach and distribute broad policies, as well as optimize the implementation of the Merdeka curriculum. As a teacher, this is a challenge in itself to bring students to learning transformation, where the teacher acts as a facilitator to encourage the learning process.
WHATSAPP VOICE CHAT (WVC) AS AN EFL ONLINE LEARNING MEDIA AT ENGLISH CLUB OF SMPIT INSAN KAMIL SIDOARJO Adia Budjana; Achmad Anang Darmawan; Lina Aris Ficayuma
Journal of English Language Teaching and Islamic Integration Vol. 7 No. 1 (2024): JELTII: Journal of English Language Teaching and Islamic Integration
Publisher : STKIP Al Hikmah Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.10547703

Abstract

The objective of this study was to figure out the steps of implementation one of the features of the Whatsapp Messenger application, namely Voice chat as an online learning media for students at English club of SMPIT Insan Kamil Sidoarjo. The method used in this research is descriptive qualitative method. The population in this study were all English Club members of SMPIT Insan Kamil Sidoarjo. The sample of this research is a chairman and 20 members of the English Club, as well as eight members to find out the student's response. In this study, there were three stages, the first was pre-activity. at this stage, the teacher provides material reinforcement during class learning. The second is the Whilst activity, at this stage the teacher gives instructions using Whatsapp text combined with Whatsapp voice notes. At this stage students also implement the instructions given by the teacher using Whatsapp voice notes. After that, students fill out the submission list sent by the teacher. The third stage is the closing activity, in this activity the teacher provides feedback in the form of evaluating and appreciating the results of student performance. In student responses, it was found that six out of eight students interviewed stated that they felt happy with the online learning through Whatsapp voice chat. Suggestions for other researchers to investigate the effectiveness of using features such as video calling to improve students' English skills.
THE CHALLENGES FACED BY EFL PROSPECTIVE TEACHERS DURING TPACK DEVELOPMENT Imadul Bilad; Lina Aris Ficayuma; Achmad Anang Darmawan
Journal of English Language Teaching and Islamic Integration Vol. 5 No. 2 (2022): JELTII: Journal of English Language Teaching and Islamic Integration
Publisher : STKIP Al Hikmah Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.5281/zenodo.10548056

Abstract

The high level of Technological Content Knowledge (TCK) among prospective student teachers in their TPACK profile has significant implications. This indicates that these students possessed a strong understanding of how to effectively integrate ttechnology into their teaching practices, specifically in relation to the content they were teaching. This proficiency in TCK enables them to utilize technological tools and resources in a purposeful and pedagogically sound manner, enhancing the overall quality of instruction in the classroom. As a result, these prospective teachers are better equipped to meet the demands of the digital age and provide meaningful and engaging learning experiences for their future students. However, it is important for them to continue developing their pedagogical and content knowledge along with their technological skills to ensure a comprehensive and well-rounded TPACK profile.
Co-Authors Achmad Anang Darmawan Adia Budjana Ahmad Syafi’I Imadul Bilad