Thursday, December 22, 2016
Summary of Topics by David Nunan in IATEFL and TESOL International Association Joint Web Conference
Summary of One of the Topics in IATEFL and TESOL
International Association
Joint Web Conference
Topic:
Identity, discrimination and the non-native speaking professional in TESOL
Most
of Professional Association prefer to hire Native Speaker as an english teacher rather than
Non-Native Speaker. L1, ethnicity and place of birth are often confounded.
Advocates for the profession reject L1 background as criterion for employment
as language teacher. Is it called discrimination toward non native speaker?
In
this talk, David Nunan says that discrimination is the unjust or prejudicial
treatment of different categories of people, especially on the ground of age, race or sex. Regarding
with the teacher identity and discrimination David gives examples of job vacancy of English Teacher in
China, Saudi, Arabia and Japan. One of the criteria is the candidate must be
people from UK/US/Canada/Australia/New Zaeland. What do you think about that
condition? Does it discriminate non-native speaker? In reality, the students’
own language has no role when it comes
to learn other languages. So, bilinguals have nothing special to offer. In
addition, according to Davies A. (2004) being a native speaker native speaker is
no guarantee of facility in the language. From the research, 420 University
students in Hong Kong had positive attitudes toward NNESTs, though they thought
as effectively and preferred them (Heung, 2002). In Hungary, 400+ university
students, 83% felt, it is important that their teacher could translate the L1,
82 % thought the ideal was to have both NNESTs
and NESTs, 5 % only wanted NESTd (Medgyes, 1992). So, it is important to
use L1 in the L2 classroom. The benefits are more effective vocabulary
explanation, more effective clarification and feedback, more effective grammar
explanations, greater rapport with students, better classroom management, time-saving in setting up task, useful in
helping individual students (Mohebbi & Alavi, 2014).
Knowing
those realities, professional association need to consider that English
language learner have the right to be taught by qualified and trained teachers. But, native speaker
proficiency in the target language alone
is not sufficient qualification for such teaching positions, the field of
teaching English to speakers of other languages is a profession that requires
specialized training (Teachers of English to Speakers of Other Languages, 2003).
So that in this situation, professionalism should be referenced against teacher
standards.
What
I can learn from David Nunan is that as a speaker we need to prepare anything
before giving speech. We also need to
know who the audiences are. In this
presentation, David had prepare material
for his presentation, and he used familiar words so I am as a native speaker can understand
his speech easily. He also used Power Point to support his presentation. Furthermore,
I am so glad knowing that David Nunan is a former president
of TESOL, and is currently a trustee and executive committee member of The
International Research Foundation for English Language Education (TIRF). He has
published over 30 books on curriculum development, language teaching
methodology, research methods, and teacher education. I am so motivated.
Hopefully, I can meet him someday, share and discuss knowledge together. Aamiin
Summary of One of the Topics in IATEFL and TESOL International Association Joint Web Conference
Summary of One of the Topics in IATEFL and TESOL
International Association
Joint Web Conference
Topic: Teaching
Dialect-Different Students: Pedagogical Implications
From
this topic, I can learn that as an
educator we need to conduct collaboration to make sure that students who has
different dialect or different first language with American or British can succeeded
in their social, academic, and
professional development. In this condition, the stakeholder or the government
need to provide the appropriate training and support the teacher. In addition,
it is very important also for the candidate of the teacher to get training
program concerning in learner characteristics, specialized strategies for
teaching dialect different students, reflective pedagogy, contrastive grammar,
sociolinguistics, and assessment methods that minimize the influence of
linguistics and cultural difference
Regarding with
the relation of this topic and today’s classroom, it is wrong that we consider
the spoken and written from students with the different dialect or first
language with American or British as
“Bad English”. In this case, students that have different first language is not
inferior, mutant or a collection of slang. For example in this talk Yvonne gave
example about Caribbean Creole English (CAE)
or native English speakers who grew up in
Caribbean countries such as Trinidad, St. Kitts, Jamaica, and Guyana and
Standard American English (SAE). They may
have different phonological, lexical, and syntactic because they have dialect
and different culture with American or British. So, curriculum and classroom
activities should reflect the diversity of the student population and
legitimize and highlight their experiences and backgrounds. It is the same with
students in Indonesia that have
different dialect and culture too. Anyhow, by knowing this great talk, as a
students , their native dialect should be seen as a bridge to their social,
academic, and professional development, not an obstacle. They must feel proud of their native dialect, its
origin, and purpose . In addition, teachers must teach the
Cultural awareness and improve
quality in Teaching English as a Foreign language.
At
last, things that I have learnt from the presenter is that
she is very confident in delivering the speech. In addition, Yvonne also had
good material as well as she had god preparation in delivering her speech. She
also knew that audiences come from
around the world that have different first language , so she did not talk too
fast. Furthermore, I am so glad knowing that Yvonne Pratt-Johnson is Professor of
Education at St. John’s University, USA
that have many great achievements
in such as recognized with multiple research and leadership, contributed to
major publications, published in prestigious journals, and presented workshops
and conference papers on five continents. I am very impressed and motivated.
Hopefully, I can be like her, that gives incredible contributions to others.
Summary of One of the Topics in British Council Online Conference
Summary of One of the Topics in
British Council Online Conference
Critical Thinking (CT) and Technology as part of 21st
Century Skills
By Edouard Creemers, Renate Thummler
Blum
Critical
thinking (CT) with the aid of technology is one of the aspects of 21st
century skill. Its function is to prepare students to communicate across
cultures, negotiate meaning, handle ambiguity and discover different perspectives. This section
of British online conference explains
about what exactly a cultivated critical thinker is, followed by how we can
become critical thinkers and how to
incorporate CT in the teaching/learning process, and what means by digital citizenship/literacy.
Critical thinking is an aspect that
must be done by teachers and students in the classroom to solve the problem or
improve the idea. It is the art of
analyzing and evaluating thinking with a view to improving it (Paul and Elder
1998). CT is more than constitute thinking power but it processes a need of something to think about to proceed. Therefore,
in
CT the thinking should be clear, precise, specific, accurate, relevant, and
plausible. While a
critical thinker should know the reason
effectively whether it is inductive or deductive, uses system thinking, makes judgment
and decision through analysis, synthesizes and interprets, and solves problem
that are called challenges. Furthermore, strategies to develop
CT are affective strategies and cognitive strategies; macro ability and micro
skill.
Another
aspect in 21st century is technology that is included in digital
citizenship/literacy. It means the ability to develop social and professional
connections within online networks, communicate effectively and handle
turn-taking synchronous online communication environments, successfully search
for relevant information over the internet, and gauge and validate the quality,
authenticity and reliability of virtual information. It also encourages us
to manage our own online footprints and
control the way we are viewed and portrayed online, protects ourselves from
intrusion or harassment and protects our privacies, identities and personal
information, cites online information source correctly and uses online
resources appropriate with international copyright law and knows when
to turn devices and disconnect from the internet as a way to keep
balance and healthy.
As
a teacher we need to do critical thinking to improve our qualities in teaching
and need to encourage the students to think critically also in the classroom. Hence,
the learning process is student centered
not teacher centered approach. We also need to use technology such as implementing on-line learning, blended learning and flipping
the classroom and so forth. Although the consequence is internet addiction, but it can be reduced
if we really understand about the digital literacy. At last, it is imperative
considering for the teacher to conduct critical thinking and to apply digital literacy because we are the
teacher of the language of global communication in the digital era of 21st century.
Sunday, December 11, 2016
Saturday, December 10, 2016
Journal Review 14
Title : The Effectiveness of the Flipped Classroom
Mode on the English Pronunciation Course
Writer and Institution
: Hongwei Zhang, Xiaomei Du,
Xinfa Yuan, Liming Zhang
Foreign Language Department,
Baoding University, Baoding, China
Publisher : Scientific research publishing
Creative Education, 2016, 7, 1340-1346
Published Online June 2016 in SciRes.
http://www.scirp.org/journal/ce
http://dx.doi.org/10.4236/ce.2016.79139
Pronunciation is
one of subjects must be mastered by the pupils for the English majors in the
first year of college study. In contrary, dealing with the pronunciation the
problem still remains due to the many cases. One of the center problems is
ineffectiveness of teaching. Hence, flipped classroom has brought fresh air to
this unsolved problem. A teacher’s interaction with students in a flipped
classroom can be more personalized and less didactic, and students are actively
involved in knowledge acquisition and construction as they participate in and
evaluate their learning (Alvarez, 2011).
The
aims of this study was to examine the effectiveness of a comparatively new
teaching mode—the flipped classroom—in the English pronunciation course. Mixed methods were used in this study in
order to seek sufficient evidences for the effectiveness of the flipped classroom
teaching mode. The students’ final exam scores were compared with those of the
students taught with the traditional teaching mode. In addition, individual
face-to-face interviews were carried out to dig up the students’ attitudes
towards the teaching modes. Ultimately, the result has been drawn that flipped
classroom mode was more effective than the traditional mode in pronunciation
teaching.
As s reflection, the teachers in Indonesia have to adjust
the way of their teaching with the contemporary education system and need to take the huge profits of technology. Therefore, the
traditional teaching method must be deserted or greatly changed to the fashionable teaching method, that is flipped classroom. But
then, it should be noted that they need a workshop or a seminar on flipped
classroom to build their knowledge before fruitfully in applying this flipped
classroom to the learners. In short, the successful flipped classroom is
greatly depend on the teachers’ motivation
and effort as well as a help from
government to facilitate teacher’s
quality in order to enhance educational system in Indonesia.
Friday, December 2, 2016
Journal Review 13
Title : Indonesian EFL Teachers’ Familiarity with and
Opinion on the
Internet-Based Teaching of Writing
Institution : Bambang Yudi Cahyono1
& Ira Mutiaraningrum2
1 English Department,
State University of Malang, East Java, Indonesia, 2 English
Department, Tanjungpura University of Pontianak, West Kalimantan, Indonesia
Publisher : Published by Canadian
Center of Science and Education
English Language
Teaching; Vol. 9, No. 1; 2016
ISSN 1916-4742 E-ISSN
1916-4750
The utilizing of the Information and
Communication Technology (ICT) notably the Internet has been so popular in an
educational world. Benefitting the internet in teaching writing will urge the students’
writing quality and quantity, foster active and independent learning, motivates
students’ learning, supplies learning flexibility, and improves students’
confidence. Regardless with the advantages of internet, research study about
the internet in the teaching of English as a foreign language (EFL) writing,
especially in the Indonesian context has not been frequently investigated.
Therefore, the objective of this study was
to find out whether or not Indonesian EFL teachers are familiar with the Internet-based
techniques for the teaching of writing. Aside from their familiarity in
internet, it deeply dug up their
opinions on the Internet-based techniques of teaching writing. 17 EFL teachers
from various parts of the country were the participants who were asked about
their experiences and opinions dealing with the Internet-based teaching of
writing. The result of the study
revealed that almost half of the teachers acknowledged that they have wielded
internet in teaching writing but the other teachers have already accessed the
internet indirectly, while the remains have
never used the internet in teaching writing.
However, the fact reveals that in
Indonesia, there are still many teachers who neglect the fact of huge
advantages of the internet in teaching
English. Surprisingly, they have private account in social media including Facebook,
e-mail, whatsapp and so forth. Anyhow, it should be no burdens for the teacher in
teaching their students by employing internet. I do believe if they have high effort
and motivations, internet and education will increasingly go hand in hand in
this digital era.
Friday, November 25, 2016
Journal Review 12
Title : E-course Based on the LMS Moodle for English
Language
Teaching: Development and
Implementation of Results
Writer and Institution
:a Irina Rymanovaa,
b.Nikolai Baryshnikova, c. Anna Grishaevac
aNational Research Tomsk Polytechnic
University, b Pyatigorsk State Linguistic University, c
National Research Tomsk State University,
Publisher : Procedia - Social and Behavioral Sciences 206 ( 2015 ) 236 – 240
In this digital era, e- learning becomes popular
technology that has been steadily implemented in education in worldwide.
Blended learning can be called as learning form that merged traditional
full-time form of teaching with modern forms of e-learning, increasing the
advantages and minimizing the
disadvantages of each. According to Smith and Kurthen, it utilizes some
significant on-line activities in otherwise face to face (F2F) learning, but
less than 45 per cent (Tomlinson & Wittaker, 2013).
The blended learning with learning management system
(LMS) moodle has applied since 2000 at Tomsk Polytechnic University (TPU) with
the fundamental goals is to provide an educational process via electronic
courses up to 80 per cent of disciplines, with the active involvement of
teachers in the e-course development. The teaching material consists of the most popular tools of the LMS Moodle
“Book” and “Glossary”. In addition, the most
of exercises and activities are presented by “Wiki”, “Seminar”, “Exercise”,
"Quiz”. The result of this study indicated that the teacher highlighted
blended learning as a perspective of education in English language teaching.
If I reflected blended
learning in education in Indonesia, certainly it is still far with the
improvement of blended learning in Russia itself. But, the teacher and student in my beloved country
can take great advantages of the blended learning since many of them has smart
phone or laptop as their main need in academic setting. Thereupon, such of workshop
or seminar in blended learning must be held to increase teachers’
knowledge in benefitting blended learning. Undoubtedly, the implementation of
blended learning in Indonesia is not impossible if the government and teacher
really eager to enhance the quality of education in Indonesia. .
Sunday, November 13, 2016
Journal Review 11
Title : Incorporation of Automated Writing Evaluation
Software in Language Education: A Case of Evening University Students‟
Self-Regulated Learning in Taiwan
Writer and Institution
: Bin-Bin Yu
Publisher : International Journal of Information and Education Technology, Vol. 5, No. 11, November 2015
The capability
to write becomes imperative skill that must be mastered by the pupils today
because of the irresistible trend of
globalization and internationalization worldwide. Therefore, educators’
responsibilities to enhance pupils’ writing skill must be increased also along
with the improvement of technology. One of the technology can be wielded is Criterion
that is a web-based Automated Writing Evaluation (AWE) program with the essay
scoring engine E-rater developed by Educational Testing Service (ETS) in
the mid-1990s. By using that software . It is actually expected that by using
AWE program, pupils can fruitfully attain their lifelong learner for self- regulated learning.
The design of
this research is case study research in which the purpose are to compare
participants’ common errors with those of native speakers, and to find out possible
factors that give rise to non-native speakers’ common errors. The design of
this research is case study research. Anymore, the finding diagnosed that after
using AWE, there was a significant increase in the score and the length of
student essays as well as the repetition of words to be the weakest aspect of
writing for both native and non-native students.
AWE program is
very agreeable, if it is implemented in education in Indonesia since it is
helping out the educators’ workload and
rising the students’ abilities in writing. But, the most important is the teacher must get of best of applying this AWE program. Ultimately, by utilizing the AWE
program, It is hoped that the objectives
of lifelong learning can be possibly reached through their successful
experience for self-regulated learning.
Saturday, November 5, 2016
Journal Review 10
Title : FACE TO FACE OR E-LEARNING IN TURKISH EFL
CONTEXT”
Writer and
Institution : Ekrem Solak and Recep Cakir, Amasya University, TURKEY
Publisher
: Turkish Online Journal of Distance Education-TOJDE July 2014
ISSN 1302-6488 Volume: 15 Number: 3 Article 4
In the period where the technology is
massively wielded, the educators have to think smartly to take profits of that technology in the educational world. Afresh,
today’s young generation can be called as digital or net generation since they
throw away their time by playing multimedia, interactive and social online
games in internet. Recognizing those facts, educator should develop their
responsibility in teaching by benefiting e-learning. Apart from traditional
learning, e-Learning has also other advantages such as: “time for digesting the
information and responding, enhanced communication among the learners,
knowledge being acquired and transferred among the learners themselves, the
ability to conduct an open discussion, where each learner gets more of an equal
standing than in a face-to-face discussion, access to information and to
discussion ability, responses may be made around the clock with no
restrictions, a higher motivation and involvement in the process on the part of
the learners”(Bencheva,2010;64).
The objective of this study
was to understand e-learners and face to face learners’ views towards learning
English through e-learning in vocational higher school context and to determine
the role of academic achievement and gender in e-learning and face to face learning.
This study was performed at a state-run
university in 2012-2013 academic year and 221 students were chosen as
participant from two different Vocational Higher Schools taking up English
course through e-learning and traditional learning. The result of this study
uncovered that there was no significant difference among e-learners and face to face learners about the
views towards learning English via e-learning. Subsequently, gender and
academic achievement were not the powerful determiners in applying e-learning
compared with face to face learning.
As a reflection, the
educators in Indonesia should increase their responsibility in teaching to bring
into line with the condition today, that is using e-learning. By using
e-learning combined with face to face learning students will get more
interaction and activities to attain the goal of learning process. Notwithstanding,
the drawback of implementing e-learning combined with face to face learning are
new pedagogical skills, a high upfront cost also learners’ self-discipline and
motivation or internet connection. As a conclusion, I really place reliance to
the educators in Indonesia that they can apply this e-learning in their
teaching that meet the demand of 21st century learning.
Tuesday, November 1, 2016
Journal Review 9
Title : INDONESIAN EFL TEACHERS’ APPLICATION OF TPACK
IN IN- SERVICE EDUCATION TEACHING PRACTICES Writer and
Institution : Bambang Yudi Cahyono,
Oktafina Dewi Kurnianti and Ira Mutiaraningrum , Universitas Negeri Malang,
Indonesia
Publisher : European Centre for
Research Training and Development UK
(www.eajournals.org) 16 ISSN
2055-0820(Print),
ISSN 2055-0839(Online)
TPACK framework,
technology integration is considered as a complex multidimensional process
requiring understanding of the reciprocal dynamic relationships between three
knowledge bases: pedagogy, content, and technology. According to Mishra and
Koehler (2006), there are seven constructs in the TPACK framework. They are: Content
knowledge (CK), which is known as knowledge of subject matter, Technology
knowledge (TK), which is known as knowledge of various technologies, Pedagogical
knowledge (PK), which is known as knowledge of the processes or methods of
teaching, Technological content knowledge (TCK), which refers to knowledge of
subject matter, presented by using technology, International Journal of English
Language, Teaching Technological pedagogical knowledge (TPK), which refers to
knowledge of the use of technology to implement different teaching methods, Pedagogical
content knowledge (PCK), which refers to knowledge of teaching methods for
different types of subject matter, and Technological pedagogical content
knowledge (TPACK), which is understood as as knowledge of the use of technology
to implement teaching methods for different types of subject matter. Knowing
those constructs, TPACK is one of the framework that meets 21st
century aspect applied in ELT.
This study deeply investigates how TPACK-oriented teaching practice course
benefits Indonesian EFL teachers in improving the quality of their EFL
instructional designs and teaching practices. 20 secondary school teachers from various areas in the province of East
Java that taking the Teaching Practice
course as part of their education for a master’s degree in ELT at Universitas
Negeri Malang, one of the leading universities in Indonesia are the participant
involved . The teachers finished
16-session course in which they were introduced to TPACK framework and were ordered
to create instructional designs based on TPACK framework. Furthermore, they were asked to conduct peer
teachers by using the TPACK-oriented instructional designs. They were also given a questionnaire asking
the benefits of the TPACK-oriented teaching practice course in enhancing the
quality of their EFL instructional designs and their EFL teaching practices.
The result of the study indicated that TPACK-oriented
teaching practice course contributed to give huge benefits to the teacher.
Ultimately, the teachers have successfully equipped instructional designs and
applied the teaching practices by applying TPACK framework.
If this study issue is implemented in Indonesian
English pedagogy, the circle of English language teaching and learning in
Indonesia will be extensive and full of advancement although TPACK framework
has not been implemented massively in the practical scope. The government will
firstly prepared the teachers to have knowledge and experience regarding with the
implementation of TPACK model for teaching English by conducting seminar and
workshop to the teachers. If both government and schools can cooperate
seriously to overcome this phenomenon, Indonesian education can be easily and quickly enhanced with
integrating ICT within its every single aspect.
.
Friday, October 28, 2016
Journal Review 8
Title : Writing Instruction through Podcasts or
Traditional
Classrooms: That is the Question!
Writer and Institution : Fatemeh
Behjat, English Department, Islamic Azad University, Abadeh Branch,
Abadeh, Iran
The history
of language teaching has been shown in the delivery of instructional material,
those was from traditional face-to-face instruction to Web Based Instruction
(WBI). Podcasts is a variety of WBI
which can be in the form of natural English audios made by English
native speakers. Podcast is now commonly used to refer to a series of audio
recordings that can be distributed and accessed through the Internet (Guertin,
Bodek, Zappe, & Kim, 2007). The audios are created to facilitate creative
teaching material to students for
enhancing their enthusiasm and creativity in writing under the teacher’s
instruction . Hence, they can get some helpful bridging for creating a
qualified writing work.
This was an
experimental research that was conducted to examine the effectiveness of
writing instruction through podcasts. This research took 57 students from three
universities as the samples. They were then split into two classes,
experimental and control classes. The treatment in the experimental class was
teaching students writing through podcasts, whereas the control group was
taught by traditional instruction as commonly used by the teacher in teaching
writing. Both pretest and posttest were provided to the two groups as to
collect the data. The result of this research was analyzed through statistical
calculation as the rule of an experimental research analysis. The analysis
proved that writing instruction through podcasts was significantly more
effective in improving students’ writing ability.
Then, the
question is, How if I apply this “podcast” in Indonesia? I suggest that it will be
best applied in University level or Senior high level. Because of the
improvement of technology in Indonesia, the students have already gadget or
laptop and most of them have advanced skill in
using technology. But the obstacle is may be the
internet connection. We can overcome it by using free wifi in school or in
other areas that serve free connection, or even using our data connection.
.
Monday, October 24, 2016
Journal Review 7
Title : Potential of Mobile Learning in Teaching of
ESL Academic Writing
Writer and
Institution : Arlina Ahmad Zaki &
Melor Md Yunus, Universiti Kebangsaan Malaysia
Publisher
: Canadian Center of Science and Education
English
Language Teaching; Vol. 8, No. 6; 2015
ISSN
1916-4742 E-ISSN 1916-4750
In this era, mobile learning has become modern
learning utilized by educators to prettify the
outcome of learning process. The use of
mobile phone in educational world will continuously improve since the
development of technology. Most of
students have their own mobile device that had been completed with application that
can be used as a tool to help students creating a qualified writing work. By
wielding mobile phone, they can check
the grammar by using application in mobile device as well as give comment and feedback to their friends
via whatsapp.
This study discussed the potential mobile learning in
teaching writing. The discussion showed that the potential mobile learning is high.
For instances: the use of electronic journal to improve student writing skill
at Al Imam Mohammad Ibn Saud Islamic university in Saudi Arabia, the use of
mobile learning to improve student argumentative writing skill at institute in
Malaysia, and the used of mobile-based-learning to improve Korean student
writing skill. Based on the study above, using mobile leaning can help student
to improve their writing skill.
If I apply mobile learning to my pupils in Indonesia,
I really agree that it will enhance students’ writing skill . For instance:
using whatsapp as the tool of learning to improve students’ writing performance. As
we know that whatsapp has been widely used by many pupils. I can ask them to do
peer activity or feedback in writing assignment. Thereupon, they can give
comment and suggestion each other to correct their writing text. The uplifting
thing is that the teacher can also give feedback to the student writing product
directly and privately. Conclusively, it is uplifting because of those reasons,
I do believe that this tool of learning
can precisely give contribution in improving students’ writing skill.
Sunday, October 23, 2016
Journal Review 6
Title : THE IMPLEMENTATION OF A FLIPPED CLASSROOM IN
FOREIGN LANGUAGE TEACHING
Writer and
Institution : Assist. Prof. Dr. Ahmet BASAL, Department of Foreign Languages
Education, School of Education, Yildiz Technical University, Istanbul, TURKEY
Publisher : Turkish Online
Journal of Distance Education-TOJDE October 2015 ISSN 1302-6488 Volume: 16
Number: 4 Article 3
In this 21st century era, technology has
became one of integral parts in educational settings. One of the most popular
technology used in this era is flipped classroom. According to Bergmann and
Sams (2012), a flipped classroom can be described as a setting where that
“which is traditionally done in class is now done at home, and that which is
traditionally done as homework is now completed in class” (p. 13). Flipped
classroom can be successfully implemented by uploading didactic content before
the lesson and optimizing classroom time for engaging in activities in the classroom, discussing concepts,
clarifying hard-to-understand information, and investigating questions related
to content. Using this method, active
learning can occur in the classroom because the videos give opportunity to do
problem solving and hands-on activities
The design used by the researcher in this study is
qualitative research, which the purposes are to gain insights into the
perceptions of prospective English language teachers at a state university in
Turkey on flipped classrooms and to introduce the implementation of a flipped
classroom into an English language class. 47 English teachers are participated
in the study.
Findings of the study showed that pre-service English teachers had positive
perceptions towards the use of the flipped classroom as an integral part of
face-to-face courses. It can be
concluded that flipped classroom was beneficial in terms of 4 categories
based on the
content analysis of the responses: learning at one’s own pace, advance
student preparation, overcoming the limitations of class time, increasing the
participation in the
classroom.
While in flipped classroom, there are two classes;
inside and outside classroom. To reach successfully outside classroom the
teacher need to use learning management
system (LMS), tools needed to control in single place such as: www.engrade.com,
www.schoology.com, or
www.edmodo.com that free and easy to use easy-to-use sites on the
Internet. The learning environment can
be opened anytime and anywhere by using
internet. In addition, The video are recorded before a lesson and sent to
students by using Internet. The videos must include animations, quizzes, or
other elements that engage students. So it is not just simply captured lectures such as Monotonous
videos that will make them passive learners. It should be supported by Web 2.0 tools such
as Padlet, Voxopop,
Then, the question is,
How if I apply this flipped classroom in Indonesia? I think, it will be best
applied in University level and Senior high level because of the improvement of technology in
Indonesia, the students have already gadget or laptop and most of them have
good skill in using technology. But the hindrance is may be the internet
connection. We can overcome it by using free Wi-Fi in school or in other areas
that serve free connection, or even using our data connection. Furthermore, the
teacher must understand the theories of flipped classroom itself and have great
capability in using technology. It is not just simply adding lecture videos
outside the classroom, choosing appropriate, engaging activities for classroom
time and having a constant connection with students through the use of an LMS
and other Web 2.0 tools are also important. The role of the teacher in this
model is to guide the students. Therefore, the teacher is the most prominent
element for attaining desired outcomes. I convince that nothing impossible if
we always have effort.
Saturday, October 22, 2016
Journal Review 5
Title : Academic Achievements and Satisfaction of the
Clicker-Aided Flipped Business English
Writing Class
Writer and
Institution : 1. Yu Zhonggen, School of Foreign Languages, Hohai University,
Nanjing, China
2. Wang
Guifang, English school of Zhejiang Yuexiu University of Foreign Languages, Shaoxing, China
Publisher
: Educational Technology & Society, 19(2), 298–312. 2015
Flipped classroom is one of Models that has big
impact in ELT. The flipped classroom enhanced learner empowerment, development,
and engagement (McLaughlin et al., 2013). In flipped classroom the teacher need tool of learning, or it is
called online class. In-class
activities which needed the peer collaboration guided by the teacher in the
flipped class were conducted before and after the traditional class (Ojalvo & Doyne, 2011) . Students must watch the
videos and read other related
lecturing materials provided by the teacher before they physically entered the
class to share difficulties, questions, and other unsolved problems with peers
and the teacher. So the
students will have prior knowledge. This study,
aiming to study the effectiveness of using flipped classrooms aided with clicker
system in business English majors with the same business English writing skills.
In
addition, the research design is quantitative e with
the qualitative research methods and the participant is business
English majors with the same business English writing skills. The result of
this study is using clicker system in
flipped business English writing classroom will bring about better
academic achievements and They will be more satisfactory.
At
last, Clicker system in flipped classroom is very appropriate especially if it is
implemented to University student in Indonesia since most of University
students have computer or laptop, they can easily get connection to internet
any time and any where for example in
Campus. Subsequently, it gives chance for the lecturer to improve their
qualities especially in applying new technology, and for the university student
in using another devices in learning.
Thursday, October 20, 2016
Journal Review 4
Title : Incorporation of Automated Writing Evaluation
Software in Language Education: A Case of Evening University Students‟
Self-Regulated Learning in Taiwan
Writer and Institution
: Bin-Bin Yu
Publisher : International Journal of Information and Education Technology, Vol. 5,
No. 11, November 2015
The capability
to write becomes imperative skill that must be mastered by the pupils today
because of the irresistible trend of
globalization and internationalization worldwide. Therefore, educators’
responsibilities to enhance pupils’ writing skill must be increased also along
with the improvement of technology. One of the technology can be wielded is Criterion
that is a web-based Automated Writing Evaluation (AWE) program with the essay
scoring engine E-rater developed by Educational Testing Service (ETS) in
the mid-1990s. By using that software . It is actually expected that by using
AWE program, pupils can fruitfully attain their lifelong learner for self- regulated learning.
The design of
this research is case study research in which the purpose are to compare
participants’ common errors with those of native speakers, and to find out possible
factors that give rise to non-native speakers’ common errors. The design of
this research is case study research. Anymore, the finding diagnosed that after
using AWE, there was a significant increase in the score and the length of
student essays as well as the repetition of words to be the weakest aspect of
writing for both native and non-native students.
AWE program is
very agreeable, if it is implemented in education in Indonesia since it is
helping out the educators’ workload and
rising the students’ abilities in writing. But, the most important is the teacher must get of best of applying this AWE program. Ultimately, by utilizing the AWE
program, It is hoped that the objectives
of lifelong learning can be possibly reached through their successful
experience for self-regulated learning.
Saturday, October 15, 2016
Journal Review 3
Title : EFL Learners’ Writing Accuracy: Effects of
Direct and Metalinguistic
Electronic Feedback
Writer and
Institution : Zahra Kheradmand Saadi and Mahboobeh Saadat,
Department of
Foreign Languages
and Linguistics, Shiraz University, Shiraz, Iran
Publisher : Theory and Practice in
Language Studies, Vol. 5, No. 10, pp. 2053-
2063, October 2015 DOI:
http://dx.doi.org/10.17507/tpls.0510.11
The development of using
technology in English Language Teaching
has been increasing including the use of technology in giving feedback in writing. This
research investigated the effects of direct and metalinguistic
electronic feedback (E-feedback) on Iranian EFL learners’ writing accuracy and
attitudes toward computer assisted language learning (CALL). The subject of
this research is 29 Iranian male and female EFL learners ; sophomore students
majoring in English Language and Literature who had already enrolled in two
classes. The researcher used
mixed-method
design. Students in one group received
direct electronic corrective feedback (DECF) using Ginger software. In the
other group received metalinguistic
electronic corrective feedback (MECF) in the form of error codes provided
using Markin4 software. Markin4
(Creative Technology, 2013) is a Windows program that provides a comprehensive
set of tools enabling the teacher to mark and annotate the text, and give
comments and feedback to the students; hence, the software was employed to
provide metalinguistic electronic corrective feedback in the MECF group.
The result of this study was both groups
improved in writing accuracy. The result also revealed that students in MECF got higher score in structure,
vocabulary, and punctuation than student in DECF. But the differences were not
statistically different except in vocabulary. In addition, the student had
positive attitude in CALL for example they
believed that electronic materials engage them in language learning and
create a stress-free environment for learning and they stated that the use of
electronic sources reduces students’ dependence on teachers and that the
students become more responsible for their own learning.
The same with this research, it is
appropriate if the educator applies Ginger and Markin4 software to University student or senior high school
student in my region especially. Though,
may be the connection is one of the barriers but the students or teachers can still
use the internet if they get connection. The teacher must master the softwares
and explain to the students how to use those softwares so the application will
be running well. This study will
motivate the educators and students to use new technology and apply it in the
learning process. Ultimately, those
softwares will give many advantages to both teachers and students.
Tuesday, October 11, 2016
Journal Review 2
Title : The Effect of Using Cooperative and Individual Weblog to Enhance
Writing Performances
Writer and
Institution : H. Gulhan Orhan Karsak1, Seval Fer, and Feza
Orhan from University of Turkey
Publisher : Journal of Educational
Technology & Society, 17 (4), 229–241.
Academic writing
is a skill that must be mastered by today's graduates. The teacher must be
creative to find the most appropriate tools in enhancing students’ writing. According
to (Boonk and Graham 2013) et.al he
defines that blended learning is generally defined as the integration of
internet-based learning and face-to-face. In addition, (Boonk and Graham 2013)
et.al Blogs are defined by different writers as web environments that are easy
to create and through which links such texts, pictures, and audio and video
files can be shared and updated; additionally, individuals from different
locations at different times can comment on these links. In this case, Weblogs
or blogs are one of the prominent Web 2.0 tools in the interactive web
technology environment applied in blended learning .
This research
tries to investigate the effect of using
cooperative and individual weblogs to enhance writing performance, based on
blended instructional design. The design of the research is
quantitative-qualitative (two-stage) mixed research. The researcher uses
pretest-posttest control group design as an experimental study and the views of
students in the experimental group as a case study. The subject of this
research is 5th grade students of elementary state school in Istanbul. The
researcher uses cooperative weblog on the experimental group worked in blended
learning environment, and an individual
weblog The result of this research is writing instruction in an individual
weblog-integrated learning environment based on blended instructional design,
in terms of the ideas/content aspect, ideas/content , performance on fluency,
organization and writing rules tasks contributed to the improvement of writing performance
more than writing instruction in a cooperative weblog-integrated learning
environment.
If I apply this individual
weblog- integrated learning environment based on blended instructional design
to students of elementary school in my region, there will be many drawbacks.
They are students’ skill to use the internet and the limited facilities that
the school or students have. I suggest that individual weblog-integrated
learning environment based on blended instructional design can be applied in
senior high school or University students since they have good facility, self
management and great skill in using internet.
Friday, October 7, 2016
Journal Review 1
Title :
The Effect of Employing Electronic Portfolio on Iranian EFL Learners’
Writing Skill
Writer and Institution : Nona Masaeli and Azizeh Chalak , from
Islamic Azad University,
Isfahan (Khorasgan) Branch, Iran
Publisher
: Journal of Language Teaching and Research, Vol. 7, No. 4, pp. 746-751,
July 2016
DOI:
http://dx.doi.org/10.17507/jltr.0704.15
Employing technology can be good help to both teachers
and their learners. In this research,
the researcher uses electronic portfolio and web-folio as a treatment that can
be helpful in the process of learning. The subject is Iranian EFL students
of language institutes in Isfahan
(Pooyesh Language School). In addition, the researcher uses experimental
research. There are experimental and the control group. The experimental group received the treatment which was employing the
electronic portfolio, while the control group had the conventional context of
language classes. According to Ali (2005), “The electronic portfolio is a
result of technology being readily and conveniently used in most classrooms
today. They are highly motivating for the students who are encouraged by
exhibiting their work. "It means that e-portfolio can motivate the
students in writing, so that the result of students’ writing will be better.
The result of this study is
that the students were more satisfied
with the new material which was the e-portfolio and web- portfolio and also
they got better results out of the writing post-test. The researcher also
described the treatment as motivating for the learners and rewarding for the
teacher. Both learners and the teacher believed that using e-portfolio had positive
effects on the process of language learning.
The shortcoming of using e- portofolio and web-folio is that the connection of internet.
Not each student or teacher has constant
access to the internet. But the teacher or student in my region especially can
still apply this e-portofolio and web-folio if they get connection to the
internet everywhere and any time. It will help the learners use another devices.
Furthermore, the students will be more creative and motivated in doing their assignments.
But, before the teacher applying e-portfolio and web-folio in writing class, I
think teachers should know their learners, their expectations and their
interests so that they can make use of e-portfolios in the best way. Teachers
who want to apply e-portfolios should also be trained before the course because
they need to study about the techniques used in classes which are employing
e-portfolios and web-folios. Although it seems to be hard in the beginning for
the teacher to correct assignments in electronic files, as the time passed, I
am sure the teacher will find it easier and reward to correct electronic
homework and give feedback to students’ activities in an electronic file rather
than in the traditional form of papers.
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