This study aims at investigating teachers’ and students’perceptions of autonomous learning in English language teaching and to what extent the teachers foster students’ autonomous learning. A set of questionnaire was distributed to 30 English teachers and 283 third-year secondary school students in the provincial part of Indonesia. The participants in this study were randomly selected. Furthermore, to obtain the supplementary data, an interview was conducted to two students from each school. The findings indicate that albeit positive tenets on autonomous learning were held by both teachers and students, they still had inadequate understandings of what autonomous learning concepts are. In terms of exposing students to autonomous learning, the teachers possess highly-driven endeavor. This study ends with suggestions for teachers and teacher education programs.
Recently, studies examining the inclusion of Islamic character education in schooling sectors have been exclusively discerned. The research mainly focused on teachers’ and students’ perceptions, curriculum and materials development, as well as policy implementation. Albeit the results of these studies shared significant insights in teacher education programs, very sparse discussions were carried out with regard to how the Islamic character education should be enacted. Interestingly, virtual education nowadays also challenges the implementation of this notion. In this work, therefore, we propose a model of Islamic character education cultivation employing e-learning approach in a schooling context. The use of participatory action research (PAR), additionally, is encouraged to capture learning cycles of Islamic character in the classroom between teachers and students. This proposal, if implemented by teachers, would contribute to better realization of moderate teachings of Islam through character education.
A considerable interest on Information and Communication Technology (ICT) has been growing in the field of English language teaching within a very short period of time. Indeed, ICT is such an essential part in the respective field, in the sense that its progress allows the development of language teaching and learning process through its innovations. This study proposes using video caption as a medium to teach listening skill through integrating the use of ICT with the teaching process. An example of the innovation is the creation of teaching media supported by a software or application called . A well-known subtitle editing program, offers source tools for creating and modifying subtitle in a video. This paper presents the procedures and steps to design video subtitle by using application. Teachers can use it as a reference in designing a teaching media using a video subtitling application which is aimed to make the students more motivated to learn English instructions. Last but not least, it is expected that learning with video caption can be an alternative and beneficial media for teaching, in particular, listening skill.
The problems faced by the students in this listening class were identified as the difficulty of recalling memory and managing concentration during listening. Therefore, this classroom action research solution is Edpuzzle interactive video because the teacher can easily embed questions, notes, and recording voices into the video. When students play the video until it reaches a particular minute of the timeline, it will automatically pause, and a question will appear. This study revealed that this media could increase the students' listening skills. The students were more motivated to listen using Edpuzzle because they liked the "rewatch" feature and the automatic feedback. The teacher's role in presenting a clear tutorial and directing the listening process is crucial to the success of this research. Moreover, the teacher paid more attention to the content of the video and the complexity of the questions adjusted to the students' listening ability level.
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