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All Journal Journal of English Literacy Education Indonesian Journal of English Language Teaching and Applied Linguistics Indonesian Journal of EFL and Linguistics
Sofendi Sofendi
Sriwijaya University
Education Languange, Linguistic, Communication & Media Social Sciences

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Technology Integration of the In-Service EFL Teachers: A Study at a Teacher Profession Education Program Fatimah Tuzahra; Sofendi Sofendi; Machdalena Vianty
Indonesian Journal of EFL and Linguistics Indonesian Journal of EFL and Linguistics, 6(1), May 2021
Publisher : Pusat Pelatihan, Riset, dan Pembelajaran Bahasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (298.365 KB) | DOI: 10.21462/ijefl.v6i1.396

Abstract

Utilizing technology in the classroom characterizes the 21st century teachers. Therefore, teachers are demanded to be able to use technology in pedagogical practices in order to fulfill their students’ needs facing rapidly digitalized life. This study was designed to investigate the perceptions of a group of in-service English as Foreign Language (EFL) teachers who studied at a Teacher Profession Education program at a state university, concerning the application of technology within challenges they faced during their study. This study used qualitative research with narrative approach as a strategy of inquiry. The data were obtained by using a semi-structure interview with the in-service teachers and documentation. The data were analyzed using thematic analysis. The results of the study showed that the participants generally perceived positively the technology integration taught by their university instructors during their study time at the Teacher Profession Education program although there was a negative response when they were firstly introduced with the technology. It might have been caused by their lack of technological knowledge. The result also revealed that the participants found it challenging when it came to the use of novel technology as introduced and applied by their university instructors. In addition, their own integration of technology during their Teaching Practice was a challenge due to the students’ low motivation to engage in the online learning activity which was the mode of learning. The findings of this study suggest that teachers need to advance their skills and knowledge to utilize technology in supporting their pedagogical practices.
The Correlations among Reading Habit, Multiple Intelligences, and Writing Mastery of English Education Study Program Students of Sriwijaya University Ayu Lestari; Sofendi Sofendi; Ismail Petrus
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 2, No 2 (2018): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (360.045 KB) | DOI: 10.21093/ijeltal.v2i2.99

Abstract

The objectives of this study were (1) to describe the students’ Reading habit, multiple intelligences, and writing mastery, (2) to find out whether or not there was significant correlation among the students’ Reading habit, multiple intelligences, and writing mastery, and (3) to find out whether or not the students’ Reading habit and multiple intelligences contributed to their writing mastery. In this study, 76 undergraduate EFL students of English Education Study Program of Sriwijaya University in the academic year 2017/2018 were chosen as a samples by means of purposive sampling. This study applied correlational research design. The data were collected by using questionnaires and test, and were analyzed by using Pearson Product Moment correlation coefficient and regression analysis. The results showed that (1) most of the students (50%)  were in the average level of reading habit; most of the students (15.7%) had six dominant intelligences; most of the students (57.8%) were in the good level of writing mastery; (2) reading attitude was the only habit which had a negative and significant correlation to the students’ writing mastery (r= -271, p< 0.018); reading attitude also had positive and negative and significant correlation to the students’ ideas  (r= 0.367, p< 0.001) and thesis voice audience (r= -0.236, p=< 0.040); logical intelligence was the only intelligence which had negative and significant correlation to the students’ writing mastery (r= -0.238, p= 0.038); ideas was the only the aspect of writing had a positive  and significant correlation to the students’ logical intelligence (r= 0.267, p= 0.020) and intrapersonal intelligence (r= 0.250, p= 0.029); (3) reading attitude became the best predictor and influenced the students’ writing mastery with 7.3% contribution (R2 = 0.073).
SELF-REGULATION IN THREE TYPES OF ONLINE INTERACTION: A STUDY AT A TEACHER PREPARATION PROGRAM AMIDST COVID-19 PANDEMIC Machdalena Vianty; Sofendi Sofendi; Zahra Alwi; Didi Suhendi
The Journal of English Literacy Education: The Teaching and Learning of English as a Foreign Language Vol 10, No 1 (2023): The Journal of English Literacy Education
Publisher : Faculty of Teacher Training and Education, Universitas Sriwijaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36706/jele.v10i1.21126

Abstract

Having done the online learning mode for the conduct of teaching and learning activities for more than a year as the impact of covid-19 pandemic, this article presents a report on how the students have managed their learning. Specifically, this present study was aimed to describe the three aspects of self-regulation in three types of online interaction: students’ self-regulation in interaction between them and content; students’ self-regulation in interaction between them and their teacher; and students’ self-regulation in interaction between them and their peers. In addition, this present study also looked at the correlation between self-regulation and the students’ academic performance and find out which aspect was significantly correlated with the academic performance. Involving 205 students of a teacher preparation program as the participants and used the Online Self-Regulated Questionnaire (OSRQ) to collect the data, it was found that the average mean score for the online interaction was above 5, suggesting that the students tended to agree with the statements in the three types of online interaction. The finding also revealed that a weak and positive, but not significant correlation existed between the students’ self-regulation of online interaction and their academic achievement.
Co-Authors Aresti Randika Ayu Lestari Didi Suhendi Fatimah Tuzahra Ismail Petrus Machdalena Vianty Putri Erwani Soni Mirizon Zahra Alwi