Online Learning in ELL: Barriers and Perceptions of Indonesian Students

Sulistyo, Teguh; Anjani, Winda Efmilika; Marhaban, Saiful; Rofiqoh, Rofiqoh; Puspitasari, Yunita

doi:10.14445/23942703/ijhss-v8i1p107

Cited by 3 publications

(7 citation statements)

References 17 publications

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“…The value obtained is 0.996, indicating no statistical difference between the two mean scores because they are higher than 0.05. The pandemic seems to force all teachers around the world to apply remote teaching so that they adjust themselves to the new everyday lives of teaching in Namibia, as stated by Karipi (2019), Hong Kong (Hu et al, 2021), Turki (Aydin & Erol, 2021), Indonesia (Sulistyo et al, 2021) and other countries. Despite internet connectivity and infrastructure, the pandemic has forced all teachers to strive to be digitally literate (Aydin & Erol, 2021;Sulistyo et al, 2021;Gonzalez-Frey et al, 2021).…”

Section: Resultsmentioning

confidence: 99%

“…The pandemic seems to force all teachers around the world to apply remote teaching so that they adjust themselves to the new everyday lives of teaching in Namibia, as stated by Karipi (2019), Hong Kong (Hu et al, 2021), Turki (Aydin & Erol, 2021), Indonesia (Sulistyo et al, 2021) and other countries. Despite internet connectivity and infrastructure, the pandemic has forced all teachers to strive to be digitally literate (Aydin & Erol, 2021;Sulistyo et al, 2021;Gonzalez-Frey et al, 2021). This rapid change might be the main reason why there is no significant difference between multimedia knowledge in some countries.…”

Section: Resultsmentioning

confidence: 99%

“…For example, Aydin and Erol (2021) mention that multimedia materials allow bidirectional interaction and improve inter-institutional cooperation to solve digital problems. Bond (2021), Sulistyo et al (2021), and Azubuike et al (2021) suggested that multimedia with a variety of sophisticated features can promote engagement in student learning. and Gonzalez-Frey et al (2021) emphasize that multimedia is a vital aspect of encouraging and improving the quality of online classes in terms of communication among students and faculty members, and flexible assignments, virtual interaction, and support during online instruction.…”

Section: Introductionmentioning

confidence: 99%

“…Conversely,Altawallbeh et al (2015) andHina et al (2017) mention that gender does not differ in multimedia knowledge. This finding suggests that teachers need to upgrade their multimedia knowledge and practices in remote teaching modes since they strive to embrace new technologies to overcome limitations arising from the tyranny of distance(Trajanovic et al, 2010;Cai, 2012;Karipi, 2019) to add student-student and teacher-student connectedness(Sulistyo et al, 2021).…”

mentioning

confidence: 99%

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English Language Teacher’s Multimedia Knowledge in Teaching Using Technology

Ginting¹,

Sulistyo²,

Ismiyani³

et al. 2022

WJEL

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The present study investigates English as a Foreign Language (EFL) teacher’s multimedia knowledge and practices in remote teaching during the COVID-19 pandemic. Firstly, it focuses on determining whether some teachers' demographics (gender, nationality, academic qualification, type of institution, perceptions) correspond to teachers' multimedia knowledge. Secondly, it reveals the teacher’s practices in implementing multimedia in EFL classrooms. This present study surveyed 120 participants (Male=33 and Female=87) from Indonesia (N=108) and outside Indonesia (N=12). They answered a questionnaire to identify their demographic information and took a literacy test to examine their multimedia knowledge. The findings indicate that of the demographics, only gender correlates significantly to teacher’s multimedia knowledge. It was also found that teachers have worked hard to bridge the gaps of remote teaching by implementing multimedia regardless of the barriers they have met. It implies that multimedia should be applied not only in remote teaching but also in face-to-face and blended learning due to the power of multimedia in language learning.

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Section: Resultsmentioning

confidence: 99%

Section: Resultsmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

mentioning

confidence: 99%

See 2 more Smart Citations

English Language Teacher’s Multimedia Knowledge in Teaching Using Technology

Ginting¹,

Sulistyo²,

Ismiyani³

et al. 2022

WJEL

Self Cite

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“…Information and Communication Technology (ICT) menjadi kebutuhan dalam berbagai sektor kehidupan, Tuntutan Pembelajaran Abad 21? (Teguh Sulistyo) termasuk dunia pendidikan di mana pembelajaran dilakukan berbasis ICT (cyber pedagogy) walaupun masih menyisakan kelemahan (Sulistyo et al, 2021). Menurut Nurjanah (2019), saat ini guru menghadapi tantangan yang lebih berat dibanding era sebelumnya untuk memenuhi empat pilar pendidikan yang ditetapkan UNESCO: Learning to know, learning to do, learning to live together, dan learning to be (Rodriguez, 2020).…”

Section: Pendahuluanunclassified

Merdeka Belajar Kampus Merdeka: Tantangan Atau Hambatan Ditinjau Dari Tuntutan Pembelajaran Abad 21?

Sulistyo¹,

Liskinasih²,

Purnawati³

2022

JIME

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Abad 21 ditandai dengan berkembangnya teknologi dan informasi secara masif yang menuntut manusia untuk menyesuaikan diri dengan kondisi jaman. Untuk menghadapi kondisi tersebut, saat ini tuntutan pendidikan abad 21 merujuk pada 4C: 1) Creativity Skills dan Innovation, 2) Critical Thinking dan Problem Solving, 3) Communication Skills, dan 4) Collaboration Skills. Di tengah tuntutan yang ada, pemerintah membuat terobosan baru dengan membuat program Merdeka Belajar Kampus Merdeka (MBKM) yang memungkinkan mahasiswa mendapatkan soft skills dan hard skills di luar kampus sesuai passion mereka masing-masing. Oleh sebab itu, penelitian ini mencoba mencari jawaban apakah MBKM merupakan tantangan atau hambatan dalam pemenuhan tuntutan pembelajaran abad 21. Survey ini menggunakan kuesioner dan in-depth interview yang diberikan pada mahasiswa Prodi Sastra Inggris Universitas PGRI Kanjuruhan Malang yang mengikuti program MBKM. Hasil penelitian membuktikan bahwa terlepas dari hambatan atau kendala yang mereka hadapi, MBKM merupakan program yang sangat positif untuk meningkatkan soft skills dan hard skills mahasiswa. Namun demikian, penelitian ini menunjukkan bahwa perbaikan, baik yang bersifat peraturan maupun pelaksanaan MBKM, masih terus perlu disempurnakan.

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Bridging up challenges and mentality of online learning from pre to post-pandemic to develop ELT performance

Faridah

2022

jees

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The transition from face-to-face to digital learning during the pandemic has had a profound impact on students, teachers, parents and policy makers. In practice, the challenges are numerous. Fundamentally, it requires the idea of best practices in the implementation of ELT. The best formulation can be made only when the challenges are comprehensively identified. During 2017-2021, there are several studies examining the challenges of ELT from pre-pandemic to post-pandemic, but only focusing on particular contexts. Thus, this research aims to address those challenges and mentality of e-learning in post-pandemic to develop ELT performance. Whereas the method used in this study is a Systematic Literature Review (SLR) that examines journal articles and proceedings in the 2017-2021 publications according to the topic. The results of this study are a systematic classification of mentality of online learning, ELT challenges, strategy proposed from pre-pandemic to post-pandemic especially in Indonesian context and presented into several subsections; (a) technical challenges, (b) pedagogical challenges, (c) socio-economic challenges, (d) institutional and governmental policies challenges. It is fundamental to identify these challenges in order to come up with the best formula of ELT strategies, such as reconstructing the mentality of learning and integrating roles of various parties. The results of this study provide a comprehensive picture regarding with the reality of ELT during pre-to-post pandemic and as the literature for EFL teachers to develop their professionalism as well as become the considerations for education stakeholders.

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Online Learning in ELL: Barriers and Perceptions of Indonesian Students

Cited by 3 publications

References 17 publications

English Language Teacher’s Multimedia Knowledge in Teaching Using Technology

English Language Teacher’s Multimedia Knowledge in Teaching Using Technology

Merdeka Belajar Kampus Merdeka: Tantangan Atau Hambatan Ditinjau Dari Tuntutan Pembelajaran Abad 21?

Bridging up challenges and mentality of online learning from pre to post-pandemic to develop ELT performance

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