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All Journal Penggunaan Media Sains Flipbook dalam Pembelajaran IPA di Sekolah Dasar Al Ishlah Jurnal Pendidikan Langkawi: Journal of The Association for Arabic and English Register Journal ELS Journal on Interdisciplinary Studies in Humanities International Journal of Language Teaching and Education Indonesian Journal of English Language Teaching and Applied Linguistics English Language and Literature International Conference (ELLiC) Proceedings JOURNAL OF APPLIED LINGUISTICS AND LITERATURE SALEE: Study of Applied Linguistics and English Education Didaktika: Jurnal Kependidikan Studies in English Language and Education REGISTER JOURNAL
Joko Nurkamto
Universitas Sebelas Maret
Arts Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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EFL Teachers' Beliefs and ICT Integration Practices During Distance Learning: Employing Replacement, Amplification, and Transformation Framework Lestarina, Anggi Purwa; Nurkamto, Joko Nurkamto; Ngadiso, Ngadiso Ngadiso
Register Journal Vol 15, No 1 (2022): REGISTER JOURNAL
Publisher : UIN Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/rgt.v15i1.91-108

Abstract

Technology is successfully integrated when technology makes learning effective, efficient, and creative. It cannot be denied that technology positively contributes to teaching and learning. Moreover, in the current pandemic conditions where the learning process must be carried out remotely, technology helps this teaching and learning process more accessible. The objective of the study is to see the EFL teachers’ beliefs and ICT integration practices during distance learning. This study investigates teachers' beliefs of ICT integration based on the current theory and situation. The researchers used a qualitative approach in this case study; three EFL teachers were interviewed and observed. The finding of the study is all EFL teachers had positive beliefs about ICT use for teaching and learning and student-centered belief orientation for pedagogical belief. One of three had low-self efficacy to utilize ICT. ICT was integrated for effective and efficient learning, which means teachers' level of ICT integration was Amplification based on the RAT (Replacement, Amplification, and Transformation) framework. However, overall, teachers' beliefs orientation were positive belief about ICT integration, high self-efficacy belief, student-centered belief. Still, they could not reach the high level of ICT integration linked to creativity in teaching. They also faced some barriers in integrating ICT, such as students' engagement and the learning in the distance still incomplete. They missed the motivation or stimulation stage for their students and the students' learning process was lack of speaking and listening enhancement activities. Additional research should address more people as data objects to corroborate research results.Keywords: ICT integration, RAT framework, Teachers' Beliefs, Self-efficacy beliefs, Pedagogical beliefs 
The Pedagogical Potential of Visual Images in Indonesian High School English Language Textbooks: A Micro-Multimodal Analysis Kautsar Rahikummahtum; Joko Nurkamto; Suparno Suparno
AL-ISHLAH: Jurnal Pendidikan Vol 14, No 4 (2022): AL-ISHLAH: Jurnal Pendidikan
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v14i4.2171

Abstract

Language textbooks mainly guide language learning and teaching activities. Most of the language textbooks used to comprise a range of visual texts, such as pictures, illustrations, and photos. The study adopts the Visual Grammar Theory by Kress and Leeuwen (2006) to elucidate the pedagogical functions of visual images and explore how such images can be exploited for learning tasks from a micro multimodal perspective. The data consist of 142 visual images in Indonesian senior high school EFL textbook grades ten (X) and eleven (XI). The findings pointed out that the textbook uses visual images' full potential to fulfill pedagogical aims. Many visual images or texts in language textbooks serve information and illustrations rather than as a decorative function. Visual images may assist students to engage effectively in learning tasks by emphasizing the meaning of information presented in images and text. This study suggests that learning activities should consider multimodal texts to contribute significantly. This research aims to enhance knowledge about the pedagogical function of visual images in textbooks and can be a reference for further exploration.
Do English Language Textbooks Represent Cultural Diversity? A Critical Discourse Analysis Winda Sari; Joko Nurkamto; Ngadiso
Didaktika: Jurnal Kependidikan Vol. 14 No. 2 Mei (2025): Didaktika Jurnal Kependidikan
Publisher : South Sulawesi Education Development (SSED)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/27454312.2130

Abstract

The representation of moral value in English language textbooks remains an underexplored issue, especially in relation to cultural diversity. This study investigated how moral values, as indicator of cultural diversity, was represented in junior high school English textbooks. Data were collected through documentation of the English for Nusantara Grade VIII textbook and supported by semi-structured interviews with three English teachers. The study employed Critical Discourse Analysis (CDA) based on Fairclough’s (2001) framework within a qualitative approach. Moral values were analyzed using six indicators proposed by Patel and Sharma (2021). The findings revealed that five of these indicators were present in the textbook, with responsibility being the most prominent. Other values such as honesty, fairness, compassion, and self-discipline appeared less frequently. Simplicity as the moral value also found in this study. The teachers emphasized the crucial role of integrating moral values to foster students' social behavior, including empathy, tolerance, respect, and collaboration. This study contributes to understanding how English textbooks promote cultural values and offers insights for enhancing the effectiveness of moral education in language learning.
Co-Authors Adi Irma Suryadi Alam Djati Nugraheni Anggi Purwa Lestarina Ashri Shollina Denty Marga Sukma Dewi Rochsantiningsih Diah Ayuni Ariawan Diah Kristina Dwi Purnanto Endang Setyaningsih Kautsar Rahikummahtum Kristian Adi Putra Lastika Ari Prihandoko Lestarina, Anggi Purwa Lusiana Pratiwi Masyhudi Lathif Mas’ud Madhani Sanjaya Muhammad Ansori Mulati, Dyah Fitri Ngadiso Ngadiso Ngadiso Ngadiso Ngadiso, Ngadiso Ngadiso Nur Arifah Drajati Riyadi Santosa Rizqiyyah Rizqiyyah Rosita Ambarwati Saptiwi Rohayati Septhina Shinta Sari Sri Marmanto Sumardi, Sumardi Sumarlam Sumarlam Suparno Suparno Teguh Sarosa Tri Budiarta Utin Novianti Alawiyah Winda Sari