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TEACHING ONLINE IN PANDEMIC TIME:THE EXPERIENCE OF INDONESIAN EFL TEACHERS Aji Budi Rinekso; Ahmad Bukhori Muslim; Okta Lesagia
ETERNAL (English, Teaching, Learning and Research Journal) Vol 7 No 1 (2021)
Publisher : Universitas Islam Negeri Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/Eternal.V71.2021.A9

Myriad studies reported abrupt transition of face-to-face classrooms to online learning due to pandemic and the results were various, contextually-bounded from country to another. Yet, studies exploring the aforementioned issue in Indonesian EFL context are still scarce. This study explores issues and challenges experienced by Indonesian EFL teachers in conducting English online learning during the pandemic within qualitative approach. Twenty-five secondary English teachers from urban, suburban, rural and remote area participated in this study. Subsequently, online questionnaire and semi-structured virtual interviews were employed to collect data. Then, the data were analyzed descriptively and thematically. The results showed that the participants had positive responses to online learning to maintain learning processes in pandemic time. In terms of teaching language skills, the participants argued that speaking is the most challenging to teach online. Moreover, the study identified three types of online learning challenges related to technical aspects, teachers and students. Pedagogically, this study implied that pandemic time has given teachers disguised blessings as they had an opportunity to upgrade their information technology skills and literacies.

ENGLISH EDUCATION DEPARTMENT GRADUATES’ JOB PREFERENCES: A CASE STUDY ON ENGLISH LANGUAGE LEARNING CENTER TEACHERS Aji Budi Rinekso; Nurin Afifah; Ari Nur Widyantoro
SAGA: Journal of English Language Teaching and Applied Linguistics Vol 1 No 2 (2020): August 2020
Publisher : English Language Education Department, Universitas Kristen Duta Wacana (UKDW), Yogyakarta, Indonesia

The demands of English as an international language keep increasing along the time. Through time, the needs for learning English vary for different purposes. Then, the realization comes to the surface that not all groups of learners need to learn general English. Thus, the design of English courses is developed for specific purposes as they are best known as English for Specific Purpose (ESP). The needs for learning English in specific purpose enable English teachers to pose themselves in different challenges other than in formal education. This paper aims at investigating the motivation of some English Education Department graduates for working as English instructors at English courses. The qualitative data was obtained by conducting an interview to some English instructors in an English course in Yogyakarta. After analyzing the data, it was found that despite its challenges, some English Education graduates prefer to work in English courses to regular schools. With all privileges of working in an English course, some general motives underlie their working preferences. Among of the factors are flexible teaching situation, more chances for improving personal competence, higher salary and moderate career prospect.

FOSTERING LANGUAGE LEARNER AUTONOMY THROUGH THE INVOLVEMENT OF ICT: TEACHERS’ PERCEPTION Aji Budi Rinekso; Eri Kurniawan
ELTR Journal Vol. 4 No. 2 (2020)
Publisher : English Language Education Study Program Association (ELESPA) or Asosiasi Program Studi Pendidikan Bahasa Inggris (APSPBI), Indonesia

Learner autonomy has become a key issue in promoting effective language teaching. Besides, ICT has contributed to the betterment of English language teaching. In fact, there is still limited research which focuses on investigating English teachers’ perception on the use of ICT to promote learner autonomy. This study aimed to investigate the English teachers’ perception on the involvement of ICT for promoting learner autonomy. A Qualitative research design was employed in this study. The data were collected through online questionnaires and interviews. Thirty English teachers were voluntarily involved to participate in this research. The results of the study revealed that the majority of the English teachers saw ICT as an opportunity for them to promote learner autonomy since it helped the students to be more independent and engaged with the lessons. Further research focusing on students’ perspectives about learner autonomy was suggested to enrich the literature of language learner autonomy.

IMPROVING VOCABULARY WHILE WATCHING KOREAN DRAMAS: A CASE OF INDONESIAN EFL UNIVERSITY STUDENTS Aji Budi Rinekso; Okta Lesagia; Dian Setiawati
ELTR Journal Vol. 5 No. 1 (2021)
Publisher : English Language Education Study Program Association (ELESPA) or Asosiasi Program Studi Pendidikan Bahasa Inggris (APSPBI), Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37147/eltr.v5i1.106

Myriad studies have been discussing the role of subtitle for improving students’ vocabulary mastery. Yet, the use of English subtitle in Korean dramas is scarcely explored. Within a qualitative approach, this study aims at investigating how Indonesian EFL university students employ Korean dramas with English subtitle for improving their vocabulary. Twenty-three EFL university students were involved to participate in this study. Interview and questionnaire were applied as data collection methods. The results of the study revealed that the students enjoyed learning vocabulary through English subtitle while watching Korean dramas. They were motivated to learn vocabulary because of interesting storyline, editing effect and scene/setting served by Korean dramas. Pedagogically, this study implies that learning vocabulary can be done in regards with the students’ interests, including watching Korean dramas. Further research focusing on the employment of English subtitle for improving reading skill is interestingly to be carried out.

Exploring the Typology, Teachersâ€™ Perceptions, and Challenges of EMI Implementation at a Private Primary School Saufika Handayani; Sri Setyarini; Aji Budi Rinekso
JET ADI BUANA Vol 7 No 01 (2022): Volume 7 Number 01 April 2022
Publisher : Universitas PGRI Adi Buana Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36456/jet.v7.n01.2022.4544

The trend of implementing EMI is getting raised across countries including Indonesia. Yet, the majority of previous studies merely focused on exploring EMI practices in tertiary education rather than primary-secondary education. Thus, this study is intended to uncover the implementation of EMI in a private primary school by focusing on three main issues: typology, teachersâ€™ perceptions, and challenges. Qualitative approach featured with semi open-ended questionnaire and semi structured interview were applied in this study. The results reported the kind of EMI implemented in the school. Also, teachersâ€™ perceptions and challenges of implementing EMI, and pedagogical implication are discussed in this study.

Digital literacy practices in tertiary education: A case of EFL postgraduate students Aji Budi Rinekso; Rojab Siti Rodliyah; Intan Pertiwi
Studies in English Language and Education Vol 8, No 2 (2021)
Publisher : Universitas Syiah Kuala

Over the past few decades, technologies grew rapidly, transforming traditional instructions to be more digitalized and stimulating many researchers to study digital literacy practices in a school-educational context. However, studies exploring digital literacy practices in the context of tertiary education are still scarce. Within the qualitative approach, this study investigated digital literacy practices by EFL (English as a Foreign Language) postgraduate students. Moreover, it intensively discusses the kinds of digital tools used by the participants and the purposes of using them. Additionally, the way the participants conceptualized digital literacy was also elaborated. Thirty-four EFL Master students of a public university in Bandung, Indonesia, participated in this study. An online open-ended questionnaire and semi-structured interviews were applied in data collection. Meanwhile, eight dimensions of digital literacy in the Hague and Payton’s frameworks were used as the basis of the thematical analysis of the interview data. Results showed that the participants conceptualized digital literacy as soft skills for managing digital information covering the acts of searching, comprehending, evaluating, creating, and sharing. The prominent result of this study relates to how the participants used digital tools for academic/research and general purposes. Subsequently, this study recommends that tertiary education institutions provide more training on maximizing digital tools for academic writing and broader access to prepaid journal articles. Further exploration of lecturers’ digital literacy practices is highly recommended.

Digital literacy practices in tertiary education: A case of EFL postgraduate students Aji Budi Rinekso; Rojab Siti Rodliyah; Intan Pertiwi
Studies in English Language and Education Vol 8, No 2 (2021)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v8i2.18863

Over the past few decades, technologies grew rapidly, transforming traditional instructions to be more digitalized and stimulating many researchers to study digital literacy practices in a school-educational context. However, studies exploring digital literacy practices in the context of tertiary education are still scarce. Within the qualitative approach, this study investigated digital literacy practices by EFL (English as a Foreign Language) postgraduate students. Moreover, it intensively discusses the kinds of digital tools used by the participants and the purposes of using them. Additionally, the way the participants conceptualized digital literacy was also elaborated. Thirty-four EFL Master students of a public university in Bandung, Indonesia, participated in this study. An online open-ended questionnaire and semi-structured interviews were applied in data collection. Meanwhile, eight dimensions of digital literacy in the Hague and Payton’s frameworks were used as the basis of the thematical analysis of the interview data. Results showed that the participants conceptualized digital literacy as soft skills for managing digital information covering the acts of searching, comprehending, evaluating, creating, and sharing. The prominent result of this study relates to how the participants used digital tools for academic/research and general purposes. Subsequently, this study recommends that tertiary education institutions provide more training on maximizing digital tools for academic writing and broader access to prepaid journal articles. Further exploration of lecturers’ digital literacy practices is highly recommended.

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