The Students’ Needs in Developing EFL Materials ICT Based

--, Muthmainnah; Aeni, Nur; Galal, Mohamed; Varghese, K. J.; Castillo, Fides del; Ghofur, Abd.

doi:10.19105/ojbs.v15i2.4679

Cited by 16 publications

(8 citation statements)

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“…al, 2020) For teachers teaching online, readiness emerged to be one of the reasons why they do not side with online teaching. Teachers do not have rigid trainings and only few have stable internet connection (Moralista & Oducado, 2020;Muthmainnah et al, 2021). Another, the length of teaching experience and specialization and geographic location can also be a factor as Lapada, et.…”

Section: Teachers' Challenges Amidst the Pandemic: Basis For Strategi...mentioning

confidence: 99%

Teachers’ challenges amidst the pandemic: Basis for strategic intervention program

Akol¹

2022

IJRSE

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This study determined to identify challenges of teachers amidst the COVID-19 pandemic and addressed those challenges through interventions. This study employed a sequential exploratory mixed-methods strategy. Qualitative analysis of the responses provided by the teacher participants during the first phase and provided intervention based on the results of survey. This was conducted at Bacoor National High School-Main in Bacoor City during the SY 2021-2022 with 68 participants were chosen using purposive sampling technique. The qualitative data were subjected to theme analysis by the researcher and assigned pseudonyms like T1, T2, and so on to protect their privacy. Their responses were classified and categorized by themes. All the challenges encountered during pandemic were provided intervention. In the quantitative data, the researcher utilized frequency and percentage for the descriptive analysis for the results of the different intervention programs. There were nine (9) themes identified as the challenges encountered by the teachers during pandemic namely: communication, submission of output, authenticity of assessment, connectivity, gadgets/tools, use of technology, parental support, learning environment and financial problem. The different programs were implemented by the school which produced a positive result. Among the programs implemented the Oplan Kalinga, produced highest result. Out of 172 identified unreachable learners, 89 or 51.74% responded and 83 or 55.66% % were increased the performance.

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Section: Teachers' Challenges Amidst the Pandemic: Basis For Strategi...mentioning

confidence: 99%

Teachers’ challenges amidst the pandemic: Basis for strategic intervention program

Akol¹

2022

IJRSE

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“…Technological advancements and the incorporation of technology into education are issues that the Indonesian government is acutely aware of. Therefore, there are several indicators of teacher professionalism, one of which is that teachers must be able to use ICT in their teaching and learning by (Muthmainnah, et., al., 2021). This means that teachers can pick and choose what works best for them and their students.…”

Section: Introductionmentioning

confidence: 99%

Expanding on the use of YouMiMe as technology instructional design in learning

2023

pegegog

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Incorporating YouMiMe or Youtube and MindMeister applications as pedagogical innovations is investigated in this study, which aims to acquire students' English skills for the first semester of academic year 2021 in higher education. The quantitative study method was employed in this study. The group includes 57 students from the computer science faculty. Students were required to watch the teaching materials through video via You Tube. The students pay attention to pronunciation, vocabulary, listening and reading carefully. Then the students discuss in groups to write sentences to paragraph, which they insert into the MindMeister application. So, the students share their knowledge and record the presentation. The final step is that the team submits their video presentation to the You Tube apps as part of the application process. Course outcomes were linked to video content on the You Tube channel. Videos on You Tube, participant responses, and achievement tests were used to gather the data. Descriptive statistics and a questionnaire were used to examine the data. Students' grades had risen significantly on the posttest, according to the results. In addition, it was discovered that the students used their online smartphones to analyses, organize, and evaluate the information they were given, as well as the tools and equipment they already had in their labs, and that they did so collaboratively. This authentic experience, according to the students, also allowed them to develop ICT skills in the context of their learning. The t-test analysis yielded the value t = -10.184 with sig (2-tailed) = 0,000, which is smaller than the significance level of 0.05, according to the findings. According to the results, using YouMiMe as a technology-based instructional method has a significant impact on students' English skills.

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“…Learners' needs are areas beyond the learners' necessities only, but even those of the teachers and the language used are also two important variables within. Thus, exploring students' needs when teachers want to arrange the lesson plan is necessary (Muthmainnah et al, 2021).…”

Section: A Introductionmentioning

confidence: 99%

Can Humanizing Classroom Meet EFL Learners’ Needs?

Muthmainnah¹,

Hasbi²

2022

INSANIA : J. Pemikir. Alternatif Kependidikan

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Humanizing classroom is a learning model which emphasizes the students’ involvement in the classroom and considers the students’ characters, learning style, and background in every phase of teaching-learning activities. This descriptive study investigates the implementation of humanizing classroom practices by high school EFL teachers and looks for the kinds of humanism values being applied as well as their impacts on their pedagogical practices. The subjects of this study were six English teachers at MAN Salatiga. The data is gathered from classroom observation, interviews, and documents. The finding shows that humanizing classroom values is reflected in every aspect and phase of the EFL teaching-learning process, where teachers do not only apply the values during the teaching-learning activities but also in their lesson plan and evaluation. Secondly, positive impacts from the practice exist, proven by the positive feelings shown by the teachers (appreciated) and the students (more confident and comfortable) in their English classes. In addition, when teachers implement the humanizing classroom, students could freely share what they need and feel in the EFL classroom.

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The Students’ Needs in Developing EFL Materials ICT Based

Cited by 16 publications

References 0 publications

Teachers’ challenges amidst the pandemic: Basis for strategic intervention program

Teachers’ challenges amidst the pandemic: Basis for strategic intervention program

Expanding on the use of YouMiMe as technology instructional design in learning

Can Humanizing Classroom Meet EFL Learners’ Needs?

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