Abstract-It is believed that authentic reading materials can link students to contextual use of English, as they can improve students' communicative and cultural competences. Related to point, this is very important to highlight the investigation on teachers' beliefs about authentic reading materials as it is reflected through the teachers' expectation and how they manifest them in classroom practices. This is a case study of four teachers who teach English at public senior high school in Samarinda, East Kalimantan. The study explores the beliefs of these teachers about authentic reading materials in their classroom practices. The data were taken from a semi structured interview, classroom observation, and teachers' written documents. The study revealed that there were three themes of teachers' beliefs emerged, (1) types of authentic reading materials, (2) skills to be improved after reading, and (3) teachers' challenges of using authentic reading materials for the classroombases. It is noted that teachers did self-adjustment when manifesting their beliefs in classroom activities. In addition, Teachers needs self-management when utilizing authentic materials.
Technology is believed and proven to provide support for teaching and learning in the classroom. Nevertheless, it also turns out into problems when the teachers are not ready for its use. This study aims to investigate the support technology offers to EFL teachers in their teaching practice and figure out some challenges they face when using technology for teaching vocabulary. By using semi-structured interview and classroom observation, this multiple case study revealed that technology supported the EFL teachers through several ways, such as the use of digital dictionaries, internet, and Powerpoint presentation as teaching media. In addition, some challenges which appeared when the teachers attempted to use technology in the classroom were scrutinized.
Along with the Islamic schools’ vision and mission, their curriculum generally integrates Islamic values with all subjects taught at schools including the English subject. However, the implementation of the integration is still considered a challenge. This research aimed at confirming the possibility of Islamic stories being used as supplementary materials for English teaching at Islamic elementary schools and give an analysis of how to develop Islamic stories for English teaching materials. This research was carried out at SD IT Insan Karim, Samarinda. Employing a qualitative design, this research used interviews, observation, and documentation to collect data. The interviews with the school principal, English teacher, and one of the parents were carried out to obtain data regarding the curriculum and policies, the target needs, and the learning needs of the English subject. Observation and documentation were managed to support and confirm the findings. Data collected was then analyzed through data condensation, data display, and conclusion drawing/verification. The results show that Islamic stories can be used as supplementary materials to integrate English teaching and Islamic values in the context of Islamic elementary schools. Islamic stories should be developed by considering several aspects and steps such as the curriculum, the language used, illustration and appearance, guidance for teachers, and moral lessons/values. The result of this research could serve as the basis for designing Islamic stories as supplementary materials and have implications for further research and development particularly in the context of Islamic elementary schools.
Background: The usage of remote learning system creates challenges in many universities, especially during COVID-19 pandemic. The utilization of remote learning system has supported many lecturers in teaching and learning process. However, making an appropriate learning assessment is still an issue. This study was aimed to investigate the types of assessment techniques, learning platforms utilized by lecturers in assessing the students’ performance, and challenges in assessing students online. Methodology: This is a mixed method study. The participants were 20 lecturers from any disciplines working in one state university in East Kalimantan, Indonesia. The data were quantitatively and qualitatively analyzed. Findings: It was revealed that six assessment techniques were revealed including video projects, group presentations, essay writing, online tests, summarizing, and giving comments on online discussions. Moreover, seven learning platforms were found to be used by the participants with Zoom as the highest choice with 86.2%. Last, three main challenges of assessing students online were uncovered through interview data which include lack of face-to-face interactions, lack of supporting teaching and learning facilities, and lack of students’ integrity and honesty. Conclusion: Various techniques and platforms for students’ assessments were used by lecturers. However, a number of challenges were also found to show that not only do online assessments provide positive but also negative contribution towards students’ performance in assessments.
The objectives of this research is to explore how the English teachers implement TPACK in online learning context and to know the challenges faced by the English teachers in implementing TPACK. There were several studies in the implementation of TPACK, but still less on the discussion about the challenges that the English teachers faced while implementing it, particularly in the online learning due to the COVID-19 pandemic. This study employed a descriptive design with a qualitative approach, which were analyzed descriptively through reducing inappropriate data, displaying and concluding data. The results of the data revealed that the English teachers of Bunga Bangsa Islamic Junior High School Samarinda had implemented TPACK in online learning context by using WhatsApp, Zoom meeting and Google Classroom as the technologies used to teaching, conducting demonstration and recitation method as the pedagogy to teach about “object pronoun” and “will and going to” as the content. There are some challenges faced by the English teachers when they implemented TPACK in online learning context such as limited quota, bad signal of internet, students’ behavior and adapt to the applications used such as WhatsApp, Zoom meeting and Google Classroom.
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