Undergraduate Students� Perspectives in Using Edmodo as an Educational Social Network

Insani, Hikmah Nur; Suherdi, Didi; Gustine, Gin Gin

doi:10.25134/erjee.v6i2.1254

Cited by 11 publications

(11 citation statements)

References 9 publications

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“…Similarly, [5] and [6] conducted conceptual research on the use of ICT, for instance, Edmodo and Facebook in the teaching and learning process. Second, [7], [8], [9], [10] and [11] who conducted the research on the perception or belief of using ICT either from the students' view or teachers' view. The results of those studies showed that the students and the teachers had a positive response toward ICT utilization.…”

Section: Introductionmentioning

confidence: 99%

Implementing E-learning Training toward English Virtual Lecturers: The Process, Perspectives, Challenges and Solutions

Apriani

Syafryadin

Inderawati

et al. 2021

Int. J. Emerg. Technol. Learn.

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This study was aimed to know the e-learning training implementation which involved the lecturers’ perspective, the barriers and its solution. This study involved 50 postgraduate lecturers, however only 9 Master of English education lecturers who participated in this training. The research design of this study was qualitative research which applied observation checklist, interview and note taking as the instruments to collect the data. The data analysis of this study used qualitatively which comprise several steps, such as collect the data, think about the data, code the data, did reflection on data, organizing the data, and interpreting the data. The findings showed that the implementation of e-learning has been done by the trainer, however, there were problems that occurred during the implementation of this training, such as discipline of time, the understanding of the material, electricity, internet connection, module and the age. These problems had been solved by the trainer. The trainer provided the assistant to help them in handling this training. Another finding was most the lecturers had positive perspective about e-learning training because this e-learning training could assist them in teaching, but there were still two until four participants who gave negative perspective about the training.

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Section: Introductionmentioning

confidence: 99%

Implementing E-learning Training toward English Virtual Lecturers: The Process, Perspectives, Challenges and Solutions

Apriani

Syafryadin

Inderawati

et al. 2021

Int. J. Emerg. Technol. Learn.

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“…However, teachers have willingness to bring technology in their classes to improve language teaching and learning. They realize that technology, if used effectively, can help teachers to explore their creativity and make the activities in the classroom authentic (Fitriah, 2018), give a new experience in teaching and learning, and help students to acquire 21st-century skills (Insani, Suherdi, & Gustine, 2018).…”

Section: Introductionmentioning

confidence: 99%

“…Since learners today are 21st-century learners or digital natives as they possess high technology (Prensky, 2001;Trilling & Fadel, 2009), bringing technology into the classroom will meet the needs and increase their motivation especially in learning the language (Pazilah, Hashim, & Yunus, 2019;Ramadhiyah & Lengkanawati, 2019), and provide a great opportunity for them to study autonomously and collaboratively (Benson, 2001;Gilakjani, 2014;Insani et al, 2018;Rinekso & Kurniawan, 2020;Yeh & Lan, 2018).…”

Section: Introductionmentioning

confidence: 99%

The Use of Technology to Promote Learner Autonomy in Teaching English

Melvina¹,

Lengkanawati²,

Wirza³

2021

Advances in Social Science, Education and Humanities Research

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This study aimed at investigating EFL teachers' perceptions of the use of technology to promote learner autonomy in teaching English. A focus group research was used as its design with qualitative analysis for data interpretation. The participants of the study were five English teachers who teach English as a foreign language in Indonesia. The data were collected from an online discussion forum and analysed through data reduction, data display for categorization, and conclusion. The study reveals that EFL teachers had positive perceptions of the use of technology in promoting learner autonomy in teaching English. Dealing with the use of technology in the teaching language classroom, the majority of teachers have already used technology such as the Internet, and some applications (Quizlet, Grammarly, English Central, Padlet, Mentimenter) with the potential for promoting learner autonomy. Moreover, the interviewed teachers reported that using technology in teaching and learning English in the classroom is not without constraints. The main problem is the limited internet connection. These results indicate that EFL teachers understand and are aware of technology to promote learning autonomy in teaching English.

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“…Therefore, learning strategies using computers and software applications as learning media are very popular with students. As a result, second and foreign language teachers have the options to use technology in the classroom (Insani, Suherdi, & Gustine, 2018). Therefore, technology is indicated as one of factors in the 21st century education.…”

Section: Dila Charisma and Khomarudinmentioning

confidence: 99%

The Effect of MS Photo Story 3 on Students� Speaking Achievement

Charisma

Khomarudin

2019

IEFLJ

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Technology information and communication now takes the best attention from educators. It plays to be good or even better media in teaching and leraning process. Therefore, prospective English teachers should have good skill in creating new class atmosphere toward technology. They need to use technology to be the suitable media in learning English, especially speaking, since speaking is considered to be one of difficult skill. Ms Photo Story 3 is one of many computer applications that can be used as a media in teaching speaking. This present study focuses on the effect of Ms Photo Story 3 in improving prospective English teachers� speaking and the response of using Ms Photo Story 3 in learning English, especially speaking. Experiment with one group, pre-test, treatment and post-test were employed in this study. The results showed that there are increasing prospective English teachers� scores. It can be seen from the comparison score of pretest and posttest. Furthemore, the result from the questionaire revealed that the participants� response after using Ms Photo Story 3 in speaking class is categorized good. Thus, it can be concluded that Ms Photo Story 3 is effective in giving prospective English teachers experiences to create digital speaking.Keywords: Ms Photo Story 3; prospective English teachers; speaking; teaching media; technology.

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Undergraduate Students� Perspectives in Using Edmodo as an Educational Social Network

Cited by 11 publications

References 9 publications

Implementing E-learning Training toward English Virtual Lecturers: The Process, Perspectives, Challenges and Solutions

Implementing E-learning Training toward English Virtual Lecturers: The Process, Perspectives, Challenges and Solutions

The Use of Technology to Promote Learner Autonomy in Teaching English

The Effect of MS Photo Story 3 on Students� Speaking Achievement

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