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All Journal ETERNAL(english, teaching, learning, and Research Journal) IJoLE: International Journal of Language Education JOURNAL OF APPLIED LINGUISTICS AND LITERATURE Journal of English Language Teaching and Linguistics
Ismail Anas
Politeknik Negeri Ujung Pandang
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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 1 
Engaging Novice Writers in Online Collaborative Review through Peer-Review Circles Nur, Sahril; Anas, Ismail; Rahayu, Rahayu
International Journal of Language Education Vol. 6, No. 1, 2022
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijole.v6i1.26141

Abstract

In response to the Covid-19 pandemic, this article presents online Peer-Review Circles (PRC) as an innovative and collaborative approach to academic writing, mainly proofreading and copy-editing processes. It aims to engage novice second language (L2) writers in online joint review and increase their understanding of pre-reviewing scholarly papers before submission. The authors had observed that a large number of doctoral students are still considered novice writers. Therefore, there was a need for a practical approach to improve their review skills and engage them in online PRC activities. Grounded in Monologue-Dialogue-Discussion (MDD) Circles (Manning & Jobbitt, 2018), this article extends its potential to be adopted and used beyond the classroom and mandatory ELT contexts. MDD requires three consecutive stages: 1) primary reviewer’s monologue, 2) primary and secondary reviewer’s dialogue, and 3) writer and the reviewers perform a group discussion. These activities will help the writers to look after the manuscripts simultaneously from a PRC perspective. We also developed peer review Feedback Questions (FQs) to guide the reviewers to perform meaningful discussions. The output of the PRCs will likely be an initial review or a pre-evaluation process to improve the manuscript quality, readability, and publishability.   
INVESTIGATING THE STUDENT-TEACHER TECHNOLOGY COMPETENCY FOR ENGLISH LANGUAGE TEACHING: DOES IT MATTER? Ismail Anas; Akhmad Akhmad
ETERNAL (English, Teaching, Learning and Research Journal) Vol 6 No 2 (2020)
Publisher : Universitas Islam Negeri Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/Eternal.V62.2020.A8

Abstract

The availability of technological tools, the Student and Teacher Technology Competency (STTC) are the essential considerations for the effective use of technology integration in ELT. However, these three aspects are closely interrelated as the key indicators of successful teaching English with technology.  This paper reports on the result of an investigation on STTC involving 6 English lecturers and 80 students across the multidisciplinary courses at a vocational higher education setting. The survey is concerned with four domains of technology competencies, they are 1) basic technology operation, 2) personal/ professional use of technology tools, 3) social, ethical, and human issues, and 4) application of technology in instruction (classroom and web-based technology in instruction). This study’s implications call for an inclusion of technological literacy skills in pre-service and in-service EFL teacher professional development programs and education.
Being an E-Teacher: Preparing the ESL Teacher to Teach English with Technology Ismail Anas; Andi Musdariah
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 3(1), April 2018
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (509.328 KB) | DOI: 10.21462/jeltl.v3i1.102

Abstract

In response to the extensive use of technology in the field of education particularly in English language teaching (ELT) context, both the pre-service and in-service ESL teachers are expected to use ICT tools in their teaching and learning environment. It is important to have a closer look at the use of ICT tools and the ease of access to the internet to see the opportunities to harness the technology resources for effective blended learning. Recently, although many studies revealed merely to promote the student’s self-directed learning and the successful of CALL, it is the teacher as a key role to blend such technologies into an effective teaching strategy. This study strives to develop a conceptual framework for teaching English with technology.  The framework delineates six perennial aspects of e-teacher development; they are; (1) teacher technology competency, (2) professional use of ICT tools, (3) professional use of the Internet, (4) web-based technology skills, (5) ESL teacher’s digital literacy, and (6) ESL materials and resources development.  This concept will bring many contributions to the way ESL teacher exploit the technology resources for an adaptive and interactive teaching strategy.  This paper also provides the implications for the practice, teacher, and student
Educational Technology and Teacher-Student Technology Competency: a Pathway to Teaching English with Technology Ismail Anas
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 4(2), August 2019
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (413.839 KB) | DOI: 10.21462/jeltl.v4i2.270

Abstract

This article presents a pathway to teaching English with technology which focuses on the elaboration of three essential approaches; they are 1) the technology tools (TT), 2) the teacher technology competency (TTC), and 3) the student technology competency (STC). Although EFL teachers have wide access to the high-end technology tools, however, their application in instruction will not be successful without being supported by the teacher professional use and student acceptance of the technology. Preparing the EFL teachers for teaching English with technology requires a continuing evaluation regarding the readiness of the technology tools, TTC, and STC. These three approaches should be taken into account seriously to transform TEFL into technology in instruction. The implications for research, teachers, students, practice, curriculum developers, and EFL teacher educator will also be discussed.
Local English teachers’ voices from a marginalized lens: Inequality practices and identity construction in the workplace Sahril Nur; Ismail Anas; Reski Pilu; Nurfajriah Basri
JOALL (Journal of Applied Linguistics and Literature) Vol 7, No 1: February 2022
Publisher : Universitas Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/joall.v7i1.20418

Abstract

This article reports on a narrative case study that showcases the local English teachers’ perceived inequality practices and identity construction in Indonesia’s micro-reality context of a private language school domain. Grounded in the social theory of power, privilege, and positional identities, three synchronous online interviews were conducted to explore the LETs voices about what it means to experience the equality of rights and obligations in the workplace. As a result, the study revealed four inequality issues: (1) dissatisfaction with the payroll system, (2) the representation of gender and race in promotional endorsement, (3) the call for decolonizing pedagogy in ELT materials and resources, and (4) perceived identity as legitimate and qualified English teachers. Regarding the workload capacity and role as professional English teachers, they recognized that they deserve equal treatment as their native counterparts. However, this type of discrimination will further widen the gap between LETs and NESTs dichotomy and impede the construction of language teacher identity. This study suggests exploring dedicated strategies to develop information literacy skills for school principals, parents, teachers, students, and policymakers. This study will also contribute to the growth of critically oriented literature and scholarship on teacher identity and critical anti-racist language teaching pedagogy.
The Impact of English Educational Tourism on the Growth of Local Economy: A Systematic Literature Review Muhammad Basri; Farzana Sharmin Pamela Islam; Muhammad Azwar Paramma; Ismail Anas
International Journal of Language Education Vol. 7, No. 2, 2023
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijole.v7i2.45783

Abstract

This systematic literature review (SRL) examines the impact of English educational tourism (EET) on the growth of local Small-Medium Enterprises (SMEs). Through a comprehensive search of academic databases and systematic assessment of study quality, a total of 49 studies were selected for inclusion. The studies varied in design, location, and intervention, but all focused on the relationship between English educational tourism and the growth of local SMEs. This SLR focuses on the typology of SMEs in EET, its impact on rural economy and local community empowerment, and SMEs’ challenges in growing their businesses. The findings suggest that English educational tourism can have a positive impact on local SMEs and rural communities, including increased revenue, community empowerment, cultural preservation, and poverty reduction. However, it is crucial to ensure that the benefits of EET are distributed fairly and that local communities are actively involved in the decision-making process to maximize positive impacts and mitigate potential negative impacts. Overall, the results suggest that English educational tourism can be a promising strategy for promoting the growth of local economy, but more research is needed to fully understand the conditions under which this impact is most effective.
Digital mind mapping as a pedagogical tool to support the student’s business plan writing performance Farida Amansyah; Sahril Nur; Ismail Anas
JOALL (Journal of Applied Linguistics and Literature) Vol. 8 No. 2: August 2023
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/joall.v8i2.27757

Abstract

The article presents a study focusing on using Digital Mind Mapping (DMM) by students to develop a business plan concept and enhance their ability to plan and organize a new business roadmap. In line with the task-based language teaching approach and Ellis's framework for designing task-based lessons, the study investigates the students' practices of creating meaning and their reflections on using DMM. The research consists of three main stages: pre-task, during-the-task, and post-task activities. Twenty-three students enrolled in a Business English course participated in the study, and qualitative data, including business plan diagrams, student-created business plans, and reflection sheets, were collected and analyzed. The findings reveal that the students reflected positively on their experience with DMM, as the task stimulated their active participation, exploration, autonomy, and engagement throughout the writing process. This study contributes to the existing literature on task-based language teaching by examining the effectiveness of Digital Mind Mapping in facilitating students' business planning and organizational skills. Additionally, it provides insights into exploring the long-term impact of utilizing DMM in various language learning contexts and investigates potential strategies for optimizing its implementation in business English courses.
Co-Authors Akhmad Akhmad Andi Musdariah Farida Amansyah Farzana Sharmin Pamela Islam Muhammad Basri Nurfajriah Basri Paramma, Muhammad Azwar Rahayu Rahayu Reski Pilu Sahril Nur