Literacy Strategies: Building Elementary Students’ Character Education and English Competence in Face-To-Face and Online Classroom

Abstract

This study explored the implementation of literacy practice in both face-to-face and online classroom supporting students’ character education and their English competence. It also described the challenges and problems in applying literacy practice in both face-to-face and online classroom. Two teachers from an Islamic privately owned Elementary school were chosen as the participants. Drawing on the observation and interview, it was found that there were two stages of teachers’ literacy practice, i.e. habituation and learning stage in both face-to-face and online classroom. However, the discrepancy existed in habituation stage in online classroom. The strategies in each stage were equipped with islamic literacy recources, approach, activities, and learning cycles. Another finding also unveiled that the teachers encountered challenges related to the transformation of face-to-face to online learning. This research encapsulates that literacy practice is vital for young learners as it promotes students’ character building and English competence.

Teachers’ Perception towards Video Conference for Remote Online Teaching: The Use of Google Meet in EFL Elementary Classrooms

“…They felt that this experience was different from traditional EFL classroom teaching. It is worth mentioning that this perception contradicts Atmojo and Nugroho's (2020) as well as Safira, Hadi, and Zaitun's (2021) suggestion that online teaching and learning activities remained identical to their classroom counterparts, thus supporting Mardiana's (2021) suggestion that is differences do exist between online and face-to-face teaching. The positive perceptions identified may indicate that Google Meet, a piece of technology widely available to numerous teachers around the world, might be a platform that could assist teachers in continuing EFL teaching during the Covid-19 pandemic.…”

“…Although the teaching and learning process could take place through remote learning, challenges were also present. It is worth noting that despite past research's findings suggesting online learning activities were quite similar to those of the classroom context's, it may not always be the case as according to Mardiana (2021), aspects such as teachers' interaction, allocation of time, as well as resources were not identical. Atmojo and Nugroho's (2020) study presented challenges stemming both from the students and the educators.…”