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All Journal Journal of Education and Learning (EduLearn) Journal on English as a Foreign Language (JEFL) Journal of English and Education ELT Echo EDULITE: Journal of English Education, Literature and Culture EDUVELOP (Journal of English Education and Development) Edulangue JEES: Journal of English Educational Study PengabdianMu: Jurnal Ilmiah Pengabdian kepada Masyarakat Journal of English Education and Teaching (JEET) Journal of English Language Teaching Innovations and Materials (Jeltim) SALEE: Study of Applied Linguistics and English Education ABDI MOESTOPO: Jurnal Pengabdian pada Masyarakat Journal of English Education Program (JEEP) AL-TARBIYAH: Jurnal Pendidikan (The Educational Journal) Communications in Humanities and Social Sciences
Murtafi'ah, Banatul
English Education Department, Universitas Islam Indonesia
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Public Health Social Sciences Other

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Journal : ELT Echo

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CULTIVATING EFL PRE-SERVICE TEACHERS’ SOCIAL PRESENCE IN ONLINE CLASSROOM MANAGEMENT PRACTICE THROUGH PROJECT-BASED LEARNING Banatul Murtafi'ah; Ferbiana Nerissa Arvenina
ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol 6, No 2 (2021): DECEMBER
Publisher : IAIN Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eltecho.v6i2.8979

Abstract

The current pandemic situation has forced EFL preservice teachers to conduct their teaching practice virtually. By teaching virtually means that they must have the ability to manage classroom online. However, to the best of researchers’ knowledge, these pre-service teachers did not get any preparation related to online classroom management. One of the must-have abilities for pre-service teachers to manage online classroom is social presence. Since during online teaching the social contact between teachers and students weaken, then the ability for the teachers to socially present before their students is urgent. Though several studies have proposed that students’ social abilities could be supported through project-based learning, there is a limited study investigating project-based learning and social presence. Therefore, through this research, the researchers attempted to develop a course focusing on developing pre-service teachers’ social presence while practicing online classroom management through four stages of project-based learning activities. Using a social presence questionnaire adapted from Swan et al. (2008) and Arbaugh (2008), after one semester, the results show that there was a significant difference between preservice teachers’ pre-test and post-test score of social presence. It is also found that female pre-service teachers have higher social presence level than male pre-service teachers. In addition, 87% of the pre-service teachers joining the study also acknowledged that the project-based learning activities they did during the course help them develop their social presence. At the end, several implications related to the research findings are proposed in this paper.
WILLINGNESS TO COMMUNICATE (WTC) AMONG TERTIARY ENGLISH EDUCATION STUDENTS: A SURVEY STUDY Risma Dwi Mulyaningsih; Banatul Murtafi'ah
ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol 7, No 2 (2022): DECEMBER
Publisher : IAIN Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eltecho.v7i2.11703

Abstract

Most of the research under the topic of Willingness to Communicate (WTC) was mostly found in the context of speaking outside the classroom and in everyday communication. Therefore, the researchers conducted a study on WTC among English Education students which focused on the classroom context. This is a survey study which is quantitative in nature. This study used the instrument from Khatib and Nourzadeh (2014). To obtain the data, questionnaires were distributed to students majoring in the English Education department. 169 students were involved in this study. The data then were analyzed by using descriptive statistics from SPSS. The results revealed that overall, the biggest reason for students' willingness to communicate is learning responsibility (M=4.06) while the lowest reason is the context of using English (M=3.77). Specifically, students are willing to communicate in several circumstances, such as: 1) students are more likely to want to talk when in group work; 2) students were more willing to speak when they discussed English and Indonesian culture as a group; 3) students will be willing to speak when it involves personal experience; 4) students prefer to talk about films and series rather than talking about sports; 5) students were more willing to ask their classmates about the correct pronunciation of a word than to raise their hands to ask the teacher; and 6) students are more willing to talk to students sitting next to them before the lecturer enters class than to talk to foreign students from other classes.
Co-Authors Akhyari, Muhammad Wafa Al Ghaniy, Roro Millatu Anandayu Suri Ardini Aulia Fachriyany Dian Febriany Putri Erna Andriyanti Fadhila Intan Mawarni Ferbiana Nerissa Arvenina Hardianti, Meisela Jeane Tuilan Khofifah Novitasari Nakul, Devi Syahfira Nisa Cahyani Nur Hidayanto Pancoro Setyo Putro Puji Rianto Regita Septyani Rahmi Risma Dwi Mulyaningsih Rochma, Anis Firdatul Sofia, Nanum Tawrofie, Nindi Assabila Willy Prasetya Zudianto, Hardian