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All Journal Englisia Journal JEES (Journal of English Educators Society) Tell : Teaching of English Language and Literature Journal Didaktis: Jurnal Pendidikan dan Ilmu Pengetahuan Borneo Educational Journal (Borju) Academic Journal Perspective : Education, Language, and Literature ADJES (Ahmad Dahlan Journal of English Studies)
Gusti Nur Hafifah
Universitas Muhammadiyah Surabaya
Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Other

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Teachers Perspectives of ICT Integration in English Language Teaching: A Review of Literature Hafifah, Gusti Nur
JEES (Journal of English Educators Society) Vol 5 No 1 (2020): April
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v5i1.205

Abstract

This paper reviews some research articles on the teachers perspective of ICT implementation in education, particularly in English language teaching. It explores the research result based on three scopes; Teachers perspective of ICT in education in general, Teachers perspective of ICT specifically in English language Teaching in Global Context, and The teachers perspectives of ICT in ELT in Indonesian settings. The analysis is based on the research methodology; including the design, subject and instrument used in the research, also the findings and suggestions resulted in the research. Finally, this paper proposes further study on the related topic area on teachers’ cognition of ICT in ELT. HIGHLIGHTS: Teachers have positive perspectives on the use of ICT for education and ELT. There are limited studies on teachers perspectives in higher education level. Teachers perspective on ICT might be contributing factors to teachers professional development.
Technology use in secondary level of English language teaching: A Literature Review Luthfiyyah, Roghibatul; Hafifah, Gusti Nur; Ivone, Francisca Maria; Tresnadewi, Sintha
JEES (Journal of English Educators Society) Vol 6 No 1 (2021): April
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v6i1.1020

Abstract

Technology has been widely used in the education field, especially for teaching language. Many teachers and students believe in the advantages of technology to enhance language learning. There have been many studies investigating the use of technology in secondary language classrooms. Some studies approve that technology can be applied to increase students' language competence. This paper comprehensively analysed the use of technology for English language teaching in the secondary level based on empirical studies. It reviews 57 articles from reputable journals and publishers. The existing literature shows that studying and reviewing the use of technology in ELT leads to a deeper understanding of its potential benefits. Many technology tools have been utilized to support the teaching of English skills. Kinds of learning activities that require technological tools and applications, such as presentation, discussion, assessment are also discussed. Additionally, problems and solutions encountered in the implementation of technology in secondary ELT levels are scrutinized in this study. HIGHLIGTS: Scholars need to set the content and pedagogy first before the technology to obtain meaningful and contextual experiments and discussion in academic circumstances. The finding unveils a fact that technology use in the ELT context contributes more to students' learning strategies, such as learning motivation, engagement, collaborative work, rather than the improvement of students' learning outcomes. This finding can be a rationale to rectify the common logical fallacy encountered among studies that claimed that technology can improve particular language skill.
The policy to state HOTS in Basic Competence (KD) of 2013 English curriculum and English teachers’ practice in developing indicator achievement Purwati, Oikurema; Munir, Ahmad; Hafifah, Gusti Nur
JEES (Journal of English Educators Society) Vol 7 No 2 (2022): October
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v7i2.1662

Abstract

Higher order thinking skills (HOTS) are already a trend in educational sector. The concepts of HOTS are applied in statements of ‘basic competences’ (as known as KD) in the 2013 English Curriculum (syllabus). The purpose of stating HOTS concepts in ‘KD’ to make all of the process of teaching and learning resulted on the students’ ability to be able to think and practice higher order thinking skills in their daily life. As represented in the ‘basic competences’ (KD) of 2013 English curriculum (syllabus revised edition), HOTS can be considered as the significant point in developing indicator (as the objective) of teaching and learning. The development of indicators should be in line with the theory of HOTS, from analyzing, evaluating and creating (based on the revised Bloom taxonomy). However, there are a lot of English teachers who still get difficulties in developing appropriate teaching learning indicators in fulfilling HOTS concepts. In national practice, the policy of implementing HOTS as the basic competences may not be carried out fully by the Indonesian English teachers. There is also a tendency to ignore the discussion of developing appropriate indicator achievement as the learning objectives. HIGHLIGHTS: Curriculum developers should comprehend the concepts of the curriculum and the language theories applied to the curriculum. Basic competence should be developed following the level of Bloom's cognitive skills, particularly to generate students' higher-order thinking. Implementation of Higher Order Thinking Skills (HOTS) as a policy in the 2013 English Curriculum Basic Competencies (KD) and English teachers' practices in developing competency achievement indicators
Co-Authors AHMAD MUNIR Ahmad Zainuddin Amrin Batubara Armeria Wijaya Fitri Puspita Sari Francisca Maria Ivone Igo Rizky Nur Pratama Irma Ramadhani Irmayanti Mufida Linda Mayasari Linda Mayasari Linda Mayasari Miftahul Huda Ni’matul Lailiyah OIKUREMA PURWATI Rahma Puluhulawa Risa Sulfarida Arini Roghibatul Luthfiyyah, Roghibatul Saiful, Jepri Ali Sintha Tresnadewi Sofi Yunianti Wijayanti -