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Promoting pre-service English teachers’ technological awareness in ELT: narratives from a border area of Indonesia Lita Liviani Taopan; Renol Aprico Siregar
Journal on English as a Foreign Language Vol 11, No 2 (2021): Issued in September 2021
Publisher : Institut Agama Islam Negeri (IAIN) Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v11i2.2866

The need for preparing quality teachers with all essential technological competencies is considered crucial. The present study aims to analyze and reveal how a design activity could raise the technology awareness of pre-service English teachers for language teaching. Taking a case in a border area of Indonesia, this study was qualitatively conducted as a narrative inquiry research model. Data were collected through participatory observation, in-depth interview, and written narrative from a lecturer’s journal. Fifteen pre-service English teachers of a university located in East Nusa Tenggara Indonesia were involved in the study. However, only six participants were interviewed to elicit detailed stories about how the activities in ELT media class could promote their technological awareness. Furthermore, thematic analysis with multiple case studies was applied to analyze the data. The results reveal that the pre-service English teachers develop their awareness of the prominence of technology by experiencing the use of technology provided by their lecturer. Furthermore, peer collaboration is essential during the process of developing technological awareness. The findings provide insights for educators and researchers focusing on the technology integration for teaching and learning in remote areas. Further researches highlighting the evaluation of technology integration is needed regarding remote areas.

The Effective 21st-century Pedagogical Competence as Perceived by Pre-service English Teachers Renol Aprico Siregar
Jurnal Pedagogy Vol 8 No 1 (2020): Pedagogy: Journal of English Language Teaching
Publisher : State Institute for Islamic Studies IAIN of Metro

As teaching is considered as a lifelong process, teachers should always intend to develop themselves to be able to effectively conduct the teaching and learning process. This study aimed at exploring the view of pre-service English teachers towards the effective 21st-century teachers’ pedagogical competence and how they develop their pedagogical competence for their future teaching. The data were obtained through interviews and questionnaires. The study was qualitatively conducted as a case study by involving 12 pre-service English teachers purposively chosen due to their familiarity with the study issue. The results indicated that in terms of 21st-century education, the participants perceived that the pedagogical competence focused on teachers’ capability of integrating the technology in classrooms and teachers’ ability to exploit adjusted methods and materials which furnish students with skills appropriate to their future real-life careers. Further, there were eight very crucial traits of effective 21st-century pedagogical competence perceived by the participants. They were extended to; facilitating and inspiring students to learn creatively, utilizing, designin

Promoting pre-service English teachers’ technological awareness in ELT: narratives from a border area of Indonesia Lita Liviani Taopan; Renol Aprico Siregar
Journal on English as a Foreign Language Vol 11, No 2 (2021): Issued in September 2021
Publisher : Institut Agama Islam Negeri (IAIN) Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v11i2.2866

The need for preparing quality teachers with all essential technological competencies is considered crucial. The present study aims to analyze and reveal how a design activity could raise the technology awareness of pre-service English teachers for language teaching. Taking a case in a border area of Indonesia, this study was qualitatively conducted as a narrative inquiry research model. Data were collected through participatory observation, in-depth interview, and written narrative from a lecturer’s journal. Fifteen pre-service English teachers of a university located in East Nusa Tenggara Indonesia were involved in the study. However, only six participants were interviewed to elicit detailed stories about how the activities in ELT media class could promote their technological awareness. Furthermore, thematic analysis with multiple case studies was applied to analyze the data. The results reveal that the pre-service English teachers develop their awareness of the prominence of technology by experiencing the use of technology provided by their lecturer. Furthermore, peer collaboration is essential during the process of developing technological awareness. The findings provide insights for educators and researchers focusing on the technology integration for teaching and learning in remote areas. Further researches highlighting the evaluation of technology integration is needed regarding remote areas.

An Exploration on EFL Teachers’ Perceptions Of effective 21st- Century Pedagogical Competencies Renol Aprico Siregar; Endang Fauziati; Sri Marmanto
JEELS (Journal of English Education and Linguistics Studies) Vol. 7 No. 1 (2020): JEELS May 2020
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat IAIN Kediri

The need for preparing highly qualified teachers with all the quintessential pedagogical competencies has been acknowledged as a preeminent priority in the educational world. This present study is intended to scrutinize the EFL teachersâ€™ perspectives and preferences in the 21st century pedagogical competence. The study was qualitatively conducted as a case study to retrieve a reputable understanding of the phenomenon. A semi-structured interview and a five-Likert scale questionnaire were used to collect the necessary data.Â The data of this study were taken from the purposively chosen informants regarding their familiarity and apprehension with the issue of this study. The results demonstrated that the teachers perceived the rapid development of technology and information as the key feature of the 21st-century learning, which is beneficial to furnish more comprehensive learning. Moreover, they predominantly conceived that the term 21st-century pedagogical competence focused on how teachers assimilate technology in the classroom and how to facilitate the studentsâ€™ creativity due to the widely opened sources of information which positively affect studentsâ€™ proficiency. It is suggested to consecutively provide more courses and training about confronting the 21st-century education to keep teachers voguish of any adjustments, innovations, and modifications in education.

THE EFFECT OF GROUP INVESTIGATION METHOD ON STUDENTS’ WRITING ACHIEVEMENT Renol Aprico Siregar; Willem Saragih
GENRE JOURNAL : Journal of Applied Linguistics of FBS Unimed Vol 4, No 1 (2015)
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/genre.v4i1.3958

The objective of the study was to find out the effect of Group Investigation method on students’ writing achievement on narrative text. The study was conducted by using experimental research design. The population of this study was eight classes of the eleventh grade students of SMA Negeri 1 Kotapinang. The samples were taken by using clustering technique and two of the eight classes which was consisted of 60 students used as the samples, one class as experimental group and the other class as control group. In the treatment, the experimental group was taught by using Group Investigation method, the control group was taught without using Group Investigation method. Writing narrative text test was used as the instrument for collecting the data. Therefore, after analyzing the data, it was found that the value of was 3.02 with the degree of freedom (df) = 58 at that level of significance (α=0.05) = 2.00. It means that was considerably higher than (3.02 > 2.00). The result of this study shows Group Investigation method has a significant effect on students’ achievement in writing report text. Key words : Group Investigation, Narrative text, Writing achievement

METACOGNITIVE STRATEGIES IN MEDIATING EFL ADULT LEARNERS’ SELF-REGULATED LANGUAGE LEARNING: A SYSTEMATIC REVIEW Siregar, Renol Aprico; Lengkanawati, Nenden Sri; Damayanti, Ika Lestari
LLT Journal: A Journal on Language and Language Teaching Vol 27, No 1 (2024): April 2024
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/llt.v27i1.5502

Although many studies focus on enhancing resource assistance and the advancement of adult learners' knowledge and abilities, there is a paucity of studies on the theoretical views that define strategies for assisting adults in learning independently. To fill this gap, this study draws on previous research to elaborate on why metacognitive strategies are suitable for adults’ self-regulated learning (SRL), and how metacognitive strategies promote SRL. As this study employed a systematic review, a rigorous search scheme was implemented across multiple databases, resulting in the selection of relevant studies based on predetermined inclusion and exclusion criteria. The selected articles were assessed for quality, and data extraction was performed to identify key characteristics of the studies. The synthesis of the existing literature underscores the suitability of metacognitive strategies in EFL adult learners' self-regulated learning. The findings reveal that incorporating metacognitive strategies helps cultivate SRL in EFL adult learners, owing to their cognitive maturity, pre-existing knowledge, and life experiences. In addition, the metacognitive strategy helps EFL adult learners enhance their awareness of cognitive processes, regulate learning behaviours, and optimize language learning outcomes. Regarding the role, metacognitive strategy is one of the key components of SRL. Some practical recommendations are made to support teachers in facilitating adults’ self-regulated language learning.

Pre-Service English Teachers’ Attitude Towards Hots to Prepare Better Assessment Siregar, Renol Aprico
JEELS (Journal of English Education and Linguistics Studies) Vol. 6 No. 1 (2019): JEELS May 2019
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat IAIN Kediri

Although Higher-Order Thinking Skill (HOTS) has currently been an ongoing topic of interest among educational researchers, there has been no wide exploration of such notion and its relation to the learning assessment. This instrumental case study aimed to investigate attitudes of Indonesian pre-service English teachers with reference to using HOTS-based test to prepare better assessment. The study was qualitatively conducted to scrutinize the participants’ attitudes on using the HOTS framework in designing more qualified assessment for students. The data were obtained through interview and questionnaire. The total of 10 preservice teachers participating in the study were purposively chosen regarding their familiarity and comprehension with the study issue. The data were analyzed by employing descriptive qualitative data analysis. The result indicated that in spite of some situational restrictions, all of the participants shared their positive attitude towards HOTS principles to be adopted in providing better assessment from the affective, behavioral and cognitive points of view due to some influencing factors. More researches on the area of HOTS and its implementation on the area of assessment were also expected to furnish more contributive information in this issue.

"I'm not a tech-savvy teacher": An English teacher's journey in applying TPACK in Indonesia Taopan, Lita Liviani; Siregar, Renol Aprico; Lenga, Klemens Maksianus
Journal of Research in Instructional Vol. 4 No. 2 (2024): Journal of Research in Instructional
Publisher : Univeritas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/jri.v4i2.434

Although research on TPACK in education has been done, limited studies have explored the application of TPACK in the EFL classroom within an Indonesian context. The aim of this research was to narrate the story of an experienced English teacher who encountered challenges in implementing the TPACK framework, and to reveal the advantages of utilizing the TPACK framework in the Indonesian teaching context. The researcher collected data using a set of steps consist semi-structure interviews, observations, and document analysis. An English teacher working in an Indonesian setting was selected to take part in this narrative inquiry. The interview information was examined using thematic analysis. The research discovered that applying the TPACK model was a complicated process hindered by internal and external barriers. On the other hand, using the TPACK framework offers advantages to both students and teachers, including increased motivation, a more engaging and flexible learning environment, and prospects to create multimedia resources. The results offer valuable insights for English teachers in developing nations about integration of TPACK in English instruction.

Unveiling the Linguistic Landscape of Educational Spaces in a Remote Indonesian Area Raja, Fransiskus Dinang; Sina, Maria Wisendy; Siregar, Renol Aprico
Journal of Language and Literature Vol 25, No 2 (2025): October
Publisher : Universitas Sanata Dharma

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/joll.v25i2.11926

The signs materialized in the linguistic landscape (LL) symbolize what people believe about the language. Hence, most studies of LL focus on both language use and language ideology. While the study of LL is quite general worldwide, it is relatively new in East Nusa Tenggara, especially for those investigating LL in the educational setting. This study aimed to 1) find what language patterns and languages are exposed in the LL of the educational setting in Maumere City, NTT province, and 2) find the language ideology as the basis of why certain language was used and other language was rarely used. This research employed a qualitative case study. Data were obtained through documentation and interviews with 9 informants from 8 high schools and 1 university. The data were analyzed in three steps of qualitative data analysis: data condensation, data display, and conclusion drawing. The results indicated that there were three sign patterns, namely, monolingual, bilingual, and multilingual signs. There were 7 languages used in the three sign patterns above, namely Indonesian, English, Indigenous languages, Sanskrit, Japanese, German, and Latin. The situation represented through the school and university landscape manifested the language ideology. Interviews with informants revealed four main themes: language policy influencing language practice, language as a learning tool, language as a school identity marker, and language as a symbol of culture. These results are expected to provide a wider insight into the LL study in Indonesia.

Pre-Service English Teachers’ Attitude Towards Hots to Prepare Better Assessment Siregar, Renol Aprico
JEELS (Journal of English Education and Linguistics Studies) Vol. 6 No. 1 (2019): JEELS May 2019
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v6i1.1072

Although Higher-Order Thinking Skill (HOTS) has currently been an ongoing topic of interest among educational researchers, there has been no wide exploration of such notion and its relation to the learning assessment. This instrumental case study aimed to investigate attitudes of Indonesian pre-service English teachers with reference to using HOTS-based test to prepare better assessment. The study was qualitatively conducted to scrutinize the participants’ attitudes on using the HOTS framework in designing more qualified assessment for students. The data were obtained through interview and questionnaire. The total of 10 preservice teachers participating in the study were purposively chosen regarding their familiarity and comprehension with the study issue. The data were analyzed by employing descriptive qualitative data analysis. The result indicated that in spite of some situational restrictions, all of the participants shared their positive attitude towards HOTS principles to be adopted in providing better assessment from the affective, behavioral and cognitive points of view due to some influencing factors. More researches on the area of HOTS and its implementation on the area of assessment were also expected to furnish more contributive information in this issue.

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