The use of Information Communication Technology (ICT) in English Language Teaching (ELT) in higher education settings in Indonesia is still under research. This is a correlational study that investigates teachers' knowledge, experiences, ICT literacy levels, and to what extent they integrate ICTs in ELT. Numbers of 280 English lecturers of different universities in Indonesia completed the online questionnaires that are distributed through emails and social media messengers during December 2018. The result shows that more than 60 % of the respondents' ICT literacy levels are above average and they frequently use ICT in their daily teaching, although they still face problems in internet facility and lack of ICT training. The study also reveals that there is a significant correlation among teachers' ICT literacy levels with their training experiences, internet frequency usage, and ICTs integration in language teaching. The more frequent teachers implement the ICTs, the more literate they will become. Training experiences surely generate teachers' ICT literacy. The majority of English lecturers in Indonesia are ICT literate and ready to integrate their ICT skills in their teaching-learning activities. More frequent training and stronger policy support of ICT facilities from the institution and government would be advantageous to encourage greater ICT integration in education, especially in ELT.
Academic reading is an inescapable task in higher education. Due to its importance for study success, students are required to maintain their academic reading engagement. With engagement, they would be enabled to persevere and be more spirited in their reading efforts. However, not all students perceive academic reading positively, particularly in EFL learning environment where English reading is seen as something daunting. Academic reading engagement is essentially determined by a number of dimensions, one of which is affective dimension. This research aims to portray the affective dimension of the academic reading engagement among student teachers of English as a Foreign Language (EFL) in a teacher-training university in Indonesia. Eight EFL student teachers were selected from three classes of an English content course which required a lot of academic reading. These student teachers were interviewed using a semi-structured guide. The results show that many EFL student teachers’ efforts in coping with course-related reading materials were externally driven. They showed low liking for learning, demonstrated little enthusiasm, interest, enjoyment, and confidence in relation to academic reading. Also, they did not always understand the values of academic reading and text relevance for their development as teachers.
Teaching writing has been challenging for some teachers particularly in the context of teaching English as a Foreign Language. Learners' problems with regard to vocabulary, grammar, organization, and mechanics are among those which can become the sources of the challenge. For that reason, various teaching strategies have been developed to facilitate learners in improving their writing skills among which include Problem-Based Learning (PBL). This paper investigates the effectiveness of Problem-Based writing instruction on students' argumentative writing skills with regard to content, organization, vocabulary, grammar, and mechanics. It employs a quasi-experimental study by involving the intermediate level students of Lambung Mangkurat University, a state university in Indonesia as the experimental and the control groups. The instrument is a writing test which is statistically proven to be valid and reliable. The findings show that there is a significant difference in the mean scores of argumentative writing skills of students taught using Problem-Based writing instruction compared to those taught using guidedwriting instruction in which the obtained p value is .041 which is less than the α .05 significance level. A significant difference is also found in the components of organization, vocabulary, and grammar. The results confirm that Problem-Based writing instruction can be recommended as an alternative teaching strategy particularly in teaching argumentative essay writing. The study also suggests that further research involves larger samples and the skills in listening, speaking, and reading to establish more conclusive findings on the roles of PBL in English Language Teaching contexts.
The integration of information communication and technology in language teaching has been intensely examined in literature works. However, the study which explicitly investigates the advancement of technology for language assessment in higher education level is still underexplored, particularly in a formative assessment area. To fill that gap, the present study aims at investigating the perceptions of EFL teachers towards technology-enhanced formative assessment and how they implement it in the classroom. This study employs a qualitative case study approach. Of three participants from different universities were voluntarily participated in a semi-structured interview. The interview seeks to investigate the perceptions of teachers towards technology-enhanced assessment, the roles of technology in formative assessment, and the impact of technology on language learning. The findings reveal that EFL teachers view formative assessment as well as technology in a positive perception. They admit that technology is a practical tool that has multiple roles and it is deemed as useful and meaningful platform for assessing students. Finally, technology-enhanced formative assessment gives an impact on students� performance, particularly on language accuracy. The further implications are discussed in this paper.�
This study aims at investigating the effectiveness of the PQRST strategy in students" reading comprehension, the effectiveness of the PQRST strategy in reading comprehension of students with different learning styles, and the interaction between the PQRST strategy and the students" learning styles. This study employed a 2x2 factorial design. The subjects were the second semester students of Public Administration Department, Faculty of Political and Social Science, University of Bondowoso. Two classes were randomly selected as the samples of this study. The experimental class was taught by using the PQRST strategy and the non-experimental class by translation and reading aloud. The data were analysed by utilizing non parametric testing: Mann-Whitney U and Kruskall-Wallis. The findings showed that the PQRST strategy statistically impacted students" reading comprehension compared to the one taught using the translation and reading aloud. But, it was revealed that there was no difference in the reading comprehension of students with different learning styles taught under the PQRST strategy and translation and reading aloud, and there was no interaction between teaching strategies and students" learning styles.Keywords: PQRST, learning styles, reading comprehension STRATEGI PQRST, MEMBACA PEMAHAMAN, DAN GAYA BELAJAR Abstrak: Penelitian ini bertujuan untuk meneliti keefektifan strategi PQRST terhadap membaca pemahaman siswa, keefektifan strategi PQRST terhadap membaca pemahaman siswa dengan beragam gaya belajar, dan interaksi antara strategi PQRST dan gaya belajar siswa. Penelitian ini menerapkan desain faktorial 2x2. Para partisipan penelitian adalah mahasiswa semester 2 jurusan Administrasi Umum, Fakultas Ilmu Sosial dan Ilmu Politik, Universitas Bondowoso. Dua kelas dipilih secara acak sebagai sampel penelitian. Strategi PQRST diajarkan di kelas eksperimen, sementara strategi menerjemahkan dan membaca keras diajarkan di kelas non-eksperimen. Data kemudian dianalisis menggunakan uji non-parametrik, yakni Mann-Whitney U dan KruskallWallis. Hasil penelitian menunjukkan bahwa strategi PQRST secara statistik mempengaruhi membaca pemahaman dibandingkan strategi menerjemahkan dan membaca keras. Namun, tidak ditemukan perbedaan antara membaca pemahaman siswa dengan gaya belajar, baik di kelas yang diajari strategi PQRST maupun strategi menerjemahkan dan membaca keras. Selain itu, tidak ditemukan interaksi antara strategi mengajar dan gaya belajar siswa.Katakunci: PQRST, gaya belajar, membaca pemahamanThe effectiveness of the teaching of English to non-English department students at the college level has largely been questioned. As indicated by the findings of
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