The blended learning has proliferated in recent years to integrate ICT into ESP instruction. Thus, ESP teachers have to acclimatize the feasibility of the advancement in facilitating English instruction for ESP learners. To this end, the present study assayed the ESP students’ perceptions toward the blended learning in mastering English for specific purposes. In the present study, the qualitative approaches were employed based on the questionnaire data. The data gathered from the questionnaire was gauged by descriptive analyses that utilized SPSS 21. The results show that most students get satisfied and enthusiastic to have blended learning of ESP course. However, the classroom interaction by using English and time management skills should be taken into deep concern by English teachers for developing the ESP blended learning course.
Culture and language are truly inseparable. This study explored how teachers of Vocational High Schools (VHS) embedded local cultural values in their language learning by utilizing digital media. This was a small scale exploratory case study involving six participants comprising of three Indonesian language teachers, and three English teachers of Vocational High Schools in three different regencies of Central Java, Indonesia. The data were primary collected through interview and focus group discussion (FGD). To analyse the data, the interactive models of qualitative data analysis of Miles & Huberman (2014) was employed. Evidences showed that teachers used texts or video materials containing local culture in form of (1) ideas: norms, moral, religious values; (2) activities: traditional ceremonies, and (3) artefacts: historical places, foods, or customs. Teachers reported that among of methods recommended in 2013 Curriculum implementation, Inquiry and Project-Based Learning became teachers’ preferences. Students’ projects in form of texts writing or video making of certain local culture were resulted from the learning. Teachers supported their learning by the use of various digital medias, such as internet, animated video or You tube, WhatsApp group. Whereas google classroom and quipper school were other forms of digital learning presented while students were on the job training program. Teachers- students were connected by the presentation of the materials and assignments. Overall, embedding local culture in language learning raised students’ interest, increased their participation as well as developed their’ local cultural awareness.
Digital media is currently very familiar with the students’daily activities. However, as one of school policies, most Junior High Schools in Klaten, including SMPN 5 Klaten, prohibit their students from using digital media, specifically Smartphones, in the learning process. The objective of this present study was to describe the improvement of students’ ability in comprehending the reading text through digital media literacy. This research applied Classroom Action Research with its cycles. Each cycle was executed through sets of activities consisting of planning, acting, observing, and reflecting. By involving the eighth graders of SMPN 5 in Klaten, tests, observations, interviews, and document studies were used to obtain the data, and the data were qualitatively and quantitatively analysed. The results showed that the use of digital media literacy could improve the students’ ability in comprehending the texts. The improvement was shown by the increase of the percentage of the students obtaining the mastery criteria stated by the school by 22% in pre-cycle, increased to 63% in the first cycle, and 100% in the second cycle. How their ability in comprehending texts improved by the use of digital media literacy is also discussed.
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