Technological developments in the 21st-century impacted teaching and learning English. one of the impacts of this technological development is reading activities and competencies, reading experienced a phase of change from printed text to digital text. The change from Printed text to digital text requires new literacies, such as locating information and synthesizing online information. This study aims to investigate teachers' perceptions of reading digital texts in ELT. About twenty-three ELT teachers, both in junior and senior high schools around East Java, were involved in this study. An online open questionnaire was distributed to portray ELT teachers' attitudes, knowledge, and practices in reading digital text. The study reveals that all teachers have a positive attitude toward the practice of reading digital text. However, most teachers have misconceptions about knowledge and practice in implementing reading digital text activities. Surprisingly, all teachers in this study claimed that they never received a particular workshop to read digital text activities for English class. Hopefully, this study's result could contribute to the ELT curriculum in responding to the need to facilitate the new literacy in (online) reading and teacher professional development to develop teachers' reading digital text competencies. However, teachers as facilitators in classroom learning activities must recognize new literacy in online reading (especially reading digital text) to help students achieve reading competence in today's digital-based information era.
This case study is aimed to describe the implementation of VOA learning English materials for listening class. Twenty-one participants involved in this study were selected based on the teacher's recommendation and the level of English proficiency, especially in listening. The data were collected using a listening test, fieldnote, and questionnaire. Based on the analysis, it revealed that students' listening scores do not reach the criterion standard of the school; it still categorized low. However, the implementation of VOA engages the students to actively participate in listening activities. They also highly motivated to learn English and to have more practice in listening comprehension. Further, the students give positive responses to the use of video taken from the VOA Learning English program to improve their listening skills. As a consequence, the teacher needs to upgrade their ability to use technology and able to select appropriate materials for the students.
Perkembangan ilmu pengetahuan dan teknologi menuntut guru untuk mengintegrasikan berbagai teknologi untuk mengembangkan keterampilan membaca siswa, salah satu implikasinya adalah perubahan moda membaca dari membaca teks cetak ke membaca teks digital. oleh sebab itu, guru membutuhkan peguasaan literasi membaca teks digital untuk membantu siswa memiliki kemampuan untuk menyaring dan mengelola informasi yang mereka dapatkan dari penggunaan teknologi. Metode pelaksanaan Program kegiatan ini berbentuk pelatihan dengan 2 topik utama yaitu materi literasi membaca teks digital dan strategi mengajarkan literasi membaca teks digital didalam kelas.Hasil dari program kemitraan adalah 1) guru mempunyai pemahaman yang tepat tentang kemampuan literasi membaca teks digital yang harus dimiliki baik oleh guru maupun peserta didik pada abad pembelajaran abad 21. 2) guru dapat mempraktekkan strategi untuk mengajarkan literasi membaca teks digital untuk peserta didik dikelas. Luaran dari kegiatan ini adalah artikel ilmiah yang dipublikasikan di jurnal pengabdian Nasional, laporan kegiatan dan dokumentasi kegiatan.
The mixed-method study explores EFL pre-service teachers' cognitive processes during open Internet reading in the teaching practice. The data were analyzed through t-test and think-aloud protocol (TAP). The quantitative findings indicated that the participants in the TAP group performed better in reading performance than the non-TAP’s. The qualitative results indicated that the TAP group applied their reading processing through problem identification, selection, and elaboration.
The objective of this qualitative study is to investigate kinds of corrective feedback used by the English lecturer in speaking class at English Department in one of private University in Jember. Further, this research also investigate how the students’ perception and preference lying on their speaking proficiency toward the corrective feedback which is dominantly used by the lecturer. Based on the analysis taken from questionnaire given to 30 students of English Language Education department, it was found that (1) recast, repetition and clarification request are commonly used in the class. And (2) according to the students’ perceptions, repetition is the effective feedback that engage the students to improve their speaking skill. Last (3) the students prefer to get repetition and explicit correction as the feedback in the speaking class.
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