Virtual Reality for Supporting Authentic Learning in  21st Century Language Classroom

Utami, Luh Putu Restu Adi; Suwastini, Ni Komang Arie; Dantes, Gede Rasben; Suprihatin, Christina Turut; Adnyani, Kadek Eva Krishna

doi:10.23887/jptk-undiksha.v18i1.32376

Cited by 18 publications

(21 citation statements)

References 31 publications

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“…Virtual Reality can bring reality to the classroom because of the environment in which Virtual Reality can be built. Related to the increasingly widespread use of Virtual Reality in the 21st century (Utami, Suwastini, Dantes, Suprihatin, & Adnyani, 2021).…”

Section: Introductionmentioning

confidence: 99%

“…Among them the research conducted by (Dharma et al, 2018) on early childhood (PAUD) who found that there was an effect of using virtual reality media on student learning outcomes. Other researchers have revealed that the use of virtual reality provides several benefits in authentic learning in 21st century language classes (Utami et al, 2021); (Andre, Handriyantini, & Oktavia, 2019) in their research conclusion stated that virtual reality technology can be implemented into an educational game on the android platform by using Unity 3D as the game engine.…”

Section: Introductionmentioning

confidence: 99%

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Virtual Reality-Supported Drilling Strategy In Teaching English Vocabulary To Young Learners

Halimah¹,

Nurviyani²,

Saepulah³

et al. 2022

acit.j.teach.educ.

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This present research intent to discover the implementation of Virtual Reality (VR) media in supporting drilling strategy to teach English vocabulary to young learners modeled by a current teacher who is taking Independent Learning-Campus Merdeka (Merdeka Belajar-Kampus Merdeka or MBKM) as the participant of this study. She is holding a responsibility to teach English lesson to a school partnership. The school that is in partnership is Trikarya Public Elementary School of Cipanas district. This research collected the data through observation on teaching praxis using VR media. As the data were collected, the writer analyzed them. There were six steps in analyzing the data; (1) preparing the data to be analyzed, (2) reading or viewing all data, (3) coding the data, (4) generalizing the code, (5) creating tables based on the data code, and (6) interpret the data code. Over the observation the writers found a new procedure on implementing VR media in teaching English vocabulary to elementary students. There are three stages in this procedure that is called PMP. PMP stands for Pre-Activity, Main Activity, and Post-Activity. Furthermore, there are four activities in the main stage; Watch, Collect, Sharing, and Practice and hereafter is called WCSP. The last finding uncovers that the teacher is using drilling as the teaching strategy to activate the students.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Virtual Reality-Supported Drilling Strategy In Teaching English Vocabulary To Young Learners

Halimah¹,

Nurviyani²,

Saepulah³

et al. 2022

acit.j.teach.educ.

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show abstract

“…It is essential in areas where English is not part of the daily interaction, such as rural and frontier areas. Indonesia has a broad coverage of such regions, where books are rare, and internet connections are scarce (Puspitasari, Suwastini, Blangsinga, Dantes, & Tuerah, 2021;Utami, Suwastini, Dantes, Suprihatin, & Adnyani, 2021). In such a situation, reading aloud can be very practical for honing children's listening skills and getting them accustomed to hearing English words.…”

Section: Reading Aloud For Training Listening Skillsmentioning

confidence: 99%

The Benefits of Reading Aloud for Children: A Review in EFL Context

Senawati

Suwastini

Jayantini

et al. 2021

IEE Ind. J. Eng. Edu.

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Although reading aloud is an old teaching strategy, its relevance has been vouched by research from time to time. The present study aimed to critically review experts' opinions and results of previous research on the definition and characteristics of reading aloud and its benefits for young children in the EFL contexts by employing George’s (2008) model of literature review. The review revealed that the teacher plays the most crucial role in reading aloud, acting as the bridge between the text and the student's comprehension. A good design of reading aloud demands the teacher’s competence in choosing the text to meet the students’ interest and level; planning the tempo of the reading and the pauses to pose questions and comments; and making connections with the text and the children. Reading aloud benefits children’s English regarding their vocabulary, pronunciation, comprehension, listening skills, reading skills, speaking skills, communicative skills, and motivation, literacy, and critical thinking skills. These results imply that reading aloud is still relevant to be implemented nowadays because of the benefits it brings to children’s English. ABSTRAKMeski sering dianggap metode lama, membaca nyaring memberi banyak manfaat. Artikel ini bertujuan untuk melakukan kajian kritis terhadap pendapat ahli dan penelitian terdahulu mengenai pengertian, ciri khas, serta manfaat membaca nyaring, dengan mengikuti model penelitian kajian pustaka George (2008). Diungkapkan bahwa guru menjadi penentu kesuksesan kegiatan membaca nyaring sebagai jembatan yang menghubungkan siswa dengan teks yang dibaca. Kegiatan membaca nyaring bergantung pada kemampuan guru untuk memilih teks yang sesuai dengan minat dan kemampuan siswa, serta merancang proses pembacaan terkait tempo dan penempatan jeda untuk memberi komentar, bertanya, maupun membuat kaitan-kaitan antara teks dan siswa. Ahli dan penelitian terdahulu berpendapat bahwa kegiatan membaca nyaring berkontribusi secara positif terhadap siswa terkait pembentukan kosakata, pelafalan, pemahaman, keterampilan mendengar, membaca, berbicara, dan berkomunikasi, serta motivasi, literasi, dan kemampuan berpikir kritis berkomunikasi mereka. Jadi, membaca nyaring sangat relevan diimmplementasikan pada jaman sekarang karena kegiatan ini sangat positif untuk perkembangan Bahasa Inggris siswa.

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“…One of the commonly used learning modalities is the visual modality. It is closely related to the audiovisual trend that affects a lot of students to enjoy visual audio and visual stimuli better than textual ones (Ariantini, Suwastini, Adnyani, Dantes, & Jayantini, 2021;Hutapea & Suwastini, A 2019;Listiani, Suwastini, Dantes, Adnyani, & Jayantini, 2021;Puspawati, Suwastini, Hutapea, Dantes, & Adnyani, 2021;Suwastini, Dantes, Jayanta, & Suprihatin, 2020;Suwastini, Lasmawan, Artini, & Mahayanti, 2020;Suwastini, Utami, & Artini, 2020;Utami, Suwastini, Dantes, Suprihatin, & Adnyani, 2021).…”

Section: A Introductionmentioning

confidence: 99%

Comic Strips for Language Teaching: The Benefits and Challenges According to Recent Research

Wijaya

Suwastini

Adnyani

et al. 2021

ETERNAL

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Recent studies have argued for the use of comic strips in language teaching, while concerns with the challenges in its application are also frequently highlighted. Using George’s (2008) model of literature review, the present study will elaborate on the use of comic strips as a medium of learning, its benefits, and the challenges in its implementation. The data sources are research articles related to the implementation of comic strips for language teaching, published in reputable international journals and accredited national journals from 2011 to 2020. The review reveals that previous studies have proven that comic strips in language teaching can promote students’ vocabulary, improve students' grammar competence, support the students' reading skills, and help the students who lack writing skills. However, these studies also show concerns on challenges in implementing comic strips in language teaching, such as its relevance, the choices of the topics, and how it cannot support spoken skills as much as it would support the written skills. It implies that while comic strips can be good media for teaching language, teachers should also find strategies in overcoming the challenges that may occur during its implementation.

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Virtual Reality for Supporting Authentic Learning in 21st Century Language Classroom

Cited by 18 publications

References 31 publications

Virtual Reality-Supported Drilling Strategy In Teaching English Vocabulary To Young Learners

Virtual Reality-Supported Drilling Strategy In Teaching English Vocabulary To Young Learners

The Benefits of Reading Aloud for Children: A Review in EFL Context

Comic Strips for Language Teaching: The Benefits and Challenges According to Recent Research

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