Nowadays, EFL teachers are benefited by the abundance of technological resources that enable them to provide learners with sufficient comprehensible input. Yet, not all of them are literate to the available supported devices neither in the form of webs nor other internet applications. Therefore, this study aims at describing a view toward a trend of ICT use as learning resources both in a form of web and internet based applications used by pre-service teachers.This research employed mix-method research by using an open-ended questionnaire and interview with 24 pre-service teachers as participants who study in English department, Lambung Mangkurat University. The finding of this study revealed that even there are several pre-service teachers who encountered problems when using the available applications, nevertheless, most of them have a positive perspective on ICT use in teaching and learning activities. Moreover, it is found that mostly MALL (Mobile Assisted Language Learning) applications have familiar to be used during the learning time especially out of the class rather than CALL applications.
This study was conducted to know whether there is a differencein students' achievement in reading comprehension through the use of computer-based reading method at the eighth-grade students of Junior High School 13 Banjarmasin, Indonesia. The design used is a quasi-experimental with purposive sampling technique. Sixty students of Junior High School 13 Banjarmasin were used as the samples. 8-E was chosen as the experimental group and was taught by using computer-based reading in three meetings, while 8-F was chosen as the control group and was taught without using computer-based reading in three meetings. Three instruments were used to gather the data, they are documentation, observation, and tests. The results showed that both groups gained change in their achievements. From the calculation result, the experimental group got the average score of 53.33 in pre-test and 63.33 in post-test. The control group got average score 47 in pre-test and 49.5 in post-test. After conducting a t-test, it was revealed that the calculated t-value was greater than t-table (3.597 > 2.00) at the significance level 0.05. Thus, there are different achievement between the experimental group and the control group. Therefore, it can be concluded that the proper use of computer-based reading can upgrade students' reading comprehension ability. It is suggested to teachers to consider the use computer-based reading as the method of teaching reading comprehension.
Abstract-Teacher feedback is a common way of giving feedback to students. However, there are gaps found particularly whether English proficiency level influences feedback effectiveness and whether feedback gives benefits students on all writing aspects. Therefore, this study examined three-fold foci whether low proficiency EFL students who were taught using the combination of peer and self-directed feedback (PSF) had better writing achievement than students who were taught using teacher feedback, whether these students benefited on content and organization aspects, and whether they benefited on vocabulary, grammar, and mechanics aspects. Employing a quasiexperimental research, this study involved two groups of 29 students given a writing test. The students were the sixth semester students who took Writing IV course at STKIP PGRI Banjarmasin. The data were analyzed using One-way ANOVA and Mann-Whitney test. The results showed that low proficiency EFL students who were taught using the combination of PSF had better writing achievement than low proficiency EFL students who were taught using teacher feedback (p-value .018). However, these students did not benefit on content and organization aspects (p-value 0.243). They benefited more on vocabulary, grammar, and mechanics aspects (p-value 0.009). Therefore, teachers are suggested to provide their own feedback on content and organization and that the combination of PSF is used to assist them in teaching the low proficiency EFL students to reduce the burden. Further investigation involving moderate and high proficiency levels is suggested.
This study was conducted to know whether there is a differencein students’ achievement in reading comprehension through the use of computer-based reading method at the eighth-grade students of Junior High School 13 Banjarmasin, Indonesia. The design used is a quasi-experimental with purposive sampling technique. Sixty students of Junior High School 13 Banjarmasin were used as the samples. 8-E was chosen as the experimental group and was taught by using computer-based reading in three meetings, while 8-F was chosen as the control group and was taught without using computer-based reading in three meetings. Three instruments were used to gather the data, they are documentation, observation, and tests. The results showed that both groups gained change in their achievements. From the calculation result, the experimental group got the average score of 53.33 in pre-test and 63.33 in post-test. The control group got average score 47 in pre-test and 49.5 in post-test. After conducting a t-test, it was revealed that the calculated t-value was greater than t-table (3.597 > 2.00) at the significance level 0.05. Thus, there are different achievement between the experimental group and the control group. Therefore, it can be concluded that the proper use of computer-based reading can upgrade students’ reading comprehension ability. It is suggested to teachers to consider the use computer-based reading as the method of teaching reading comprehension.
An array of teaching tools have been developed enormously today sparking interest for educators in their instruction. Edmodo, which is also one of the CALL applications that can be accessed online both from computer and mobile telephone is one option for teachers and students and can be operated to post various things related to EFL teaching-learning process. However, many educators are reluctant to embed with them pedagogical function which coming along in the use of Edmodo. This research employed open-ended questionnaire which is spread to English Language Education ULM students who are taking Extensive Reading course. This research contributes to picture out perception in implementing Edmodo as Web-Quest as well Learning Management System (LMS) in online classroom instructional activities. The result of this study shows that the involvement of Edmodo to material delivery still does not encounter the predicted expectation. The limited storing material in the application and lack of feedback of the task through the media are the reasons of the barrier. In conclusion, the use of Edmodo needs to be developed along with the mindset of students centered activities.
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