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TEACHING ENGLISH AS A FOREIGN LANGUAGE IN INDONESIA: THE URGE TO IMPROVE CLASSROOM VOCABULARY INSTRUCTION Francisca Maria Ivone
TEFLIN Journal: A publication on the teaching and learning of English Vol 16, No 2 (2005)
Publisher : TEFLIN

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This article addresses some important issues regarding the teaching of foreign vocabulary. It draws on the literature reviews in this field and is also based on personal reflections and experiences of the writer. This article critically highlights the teaching of English vocabulary in Indonesian schools and universities. More particularly, it discusses issues dealing with curriculum, teaching techniques, instructional media, and vocabulary assessment. Finally, this article provides recommendations for the improvement of the teaching of English vocabulary in the Indonesian context

BLENDED LEARNING UNTUK PENGUATAN KOMPETENSI GURU SMA DALAM MENYONGSONG ABAD 21 Ivone, Francisca Maria; Mukminatien, Nur; Tresnadewi, Sintha
Jurnal Graha Pengabdian Vol 2, No 1 (2020)
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat (LP2M) Universitas Negeri Malang

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Abstrak: Artikel ini adalah laporan kegiatan pengabdian kepada masyarakat yang bertujuan untuk mengembangkan keterampilan guru dalam menginovasi pembelajaran dengan Blended Learning, pendekatan yang digunakan praktek, diskusi, presentasi, dan refleksi.Â Â Peserta berjumlah 64 orang, terdiri atas guru SMA berbagai bidang studi, laboran, kepala sekolah dan wakilnya.. Pasca pelatihan tatap muka, penugasan membuat rancangan pembelajaran dilanjutkan secara online. Melalui kuesioner, peserta menyatakan bahwa pelatihan Blended Learning memberi mereka wawasan baru tentang Blended Learning yang sangat bermanfaat, dan sesuai dengan kebutuhan mereka. Berdasarkan hasil refleksi dan kuesioner, peserta memerlukan program tindak lanjut dan menyarankan penyelenggaraan pelatihan Blended Learning lanjutan dengan waktu yang lebih memadai serta disediakan modul sebagai pegangan belajar mandiri.Abstract: This article is a report on community service activities aimed at developing teacher skills in innovating learning with Blended Learning, approaches used in practice, discussion, presentation, and reflection. There were 64 participants, consisting of high school teachers in various fields of study, laboratory assistants, school principals and their representatives. After face-to-face training, the assignment of making learning plans was continued online. Through the questionnaire, participants stated that the Blended Learning training gave them new insights about Blended Learning that were very useful, and suited their needs. Based on the results of reflections and questionnaires, participants need a follow-up program and suggest the implementation of Blended Learning training with more adequate time and modules provided as a guide for independent learning.

Information and Communication Technology to Help Students Create Their Own Books the Dialogic Way Ivone, Francisca Maria; Jacobs, George M; Santosa, Made Hery
Beyond Words Vol 8, No 2 (2020): November
Publisher : Widya Mandala Catholic University Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/bw.v8i2.2545

The use of Information and Communication Technology (ICT) in language learning allows students to be more engaged and innovative. The present article explores the potential use of technology in the planning, drafting, reviewing, and publishing stages of studentsâ€™ own book creation. First, the use of digital tools to create books in an interactive and engaging process and format is discussed. Then, the varieties of multimedia books created using ICT are explored. Next, the use of technology for sharing ideas, communicating opinions, collaborating, and reviewing othersâ€™ books is explained. The article also describes some collaborative methods students may employ in creating books. Finally, it discusses learnersâ€™ development of technology and media literacy in the creation of their own books.

EFL University Students' Reading Strategy Use across Personality Types in Understanding English Online Texts Merliyani Putri Anggraini; Bambang Yudi Cahyono; Mirjam Anugerahwati; Francisca Maria Ivone
English Language and Literature International Conference (ELLiC) Proceedings Vol 5 (2022): Innovative Practices in Language Teaching, Literature, Linguistics, and Translation
Publisher : Universitas Muhammadiyah Semarang

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Reading strategies are the crucial factors in determining the success of reading comprehension, moreover in an online environment. However, previous research moderating participants' personalities in determining the reading strategy use is still inconclusive. This study aimed to explore the reading strategies used by EFL university students across personality types in understanding English online texts, and to examine the relationship between personality types and reading strategies. A quantitative study was administered to answer the research questions using a survey of online reading strategies (SORS). The research participants included 248 second-year university students in one of the universities in Indonesia. They were asked to attend the personality test to know whether they were extroverts or introverts. The findings revealed that extroverted students tended to use socio-affective strategies. Meanwhile, introverted students preferred to use global strategies. Interestingly, both types of students were noticed to employ support reading strategies occasionally. The significant but weak relationship between personality types and strategy use was merely found in global and socio-affective strategies. The results suggest that teachers in online reading classes should train their students to use various reading strategies so that the students with extroverted or introverted personalities can maximize their online reading comprehension

Student-to-Student Cooperation in Virtual Learning without Breakout Rooms Made Hery Santosa; Francisca Maria Ivone; George M Jacobs; Jenett C. Flores
Beyond Words Vol 10, No 1 (2022): May
Publisher : Widya Mandala Surabaya Catholic University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33508/bw.v10i1.3774

Education has increasingly turned to virtual learning in response to greater awareness of the benefits of virtual learning, increased technology to support learning outside of educational institutions, and, sadly, the advent of the COVID-19 pandemic. At the same time, awareness has also increased of the benefits of student-student cooperation, and technology to facilitate that cooperation has multiplied. Unfortunately, not all students have access to that technology. This article shares ideas, both low-tech and high-tech, to enhance the functioning of groups in virtual learning environments.

Peningkatan Kualitas Asesmen Guru Bahasa Inggris SMP Melalui Pelatihan dan Pendampingan Online Francisca Maria Ivone; Sintha Tresnadewi; Nur Mukminatien
Jurnal KARINOV Vol 5, No 2 (2022): Mei
Publisher : Institute for Research and Community Service (LP2M), Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um045v5i2p139-145

Kegiatan pengembangan profesionalisme guru menjadi kegiatan wajib bagi semua guru untuk meningkatkan pengetahuan dan keterampilan mereka secara berkala. Kegiatan yang diadakan secara daring dan berupa rangkaian kegiatan pelatihan dan pendampingan sejawat belum banyak dilaksanakan. Kegiatan pelatihan yang biasanya hanya sekali dilakukan tanpa kegiatan lanjutan hanya meningkatkan pengetahuan guru, tetapi tidak memberi mereka kesempatan untuk mengimplementasikan pengetahuan baru ini di kelas mereka masing-masing. Kegiatan pengembangan profesionalisme guru yang dilaksanakan sebagai kegiatan pengabdian kepada masyarakat selama lebih kurang satu bulan ini berpotensi untuk membantu guru merefleksi dan berkolaborasi dengan guru sejawat mereka di sekolah yang sama sehingga mereka dapat lebih percaya diri dalam mengimplementasikan pengetahuan baru mereka. Kendala teknis maupun kurangnya komitmen guru untuk mengikuti kegiatan ini secara utuh terjadi dalam program ini. Dampak nyata dari rangkaian kegiatan pelatihan dan pendampingan ini belum dapat dirasakan dalam jangka pendek, akan tetapi dengan dibukanya peluang untuk para guru membentuk komunitas belajar diantara sejawat mereka, diharapkan mereka dapat saling memberikan dukungan baik secara pengalaman maupun emosi. Kata kunci—Pendampingan sejawat, Pengembangan profesionalisme guru, Guru Bahasa Inggris SMP Abstract Teacher professional development activities are mandatory activities for all teachers to improve their knowledge and skills regularly. Activities held online and in a series of training activities, and peer coaching have not been widely implemented. Training activities usually carried out only once without follow-up activities only increase teachers' knowledge but do not allow them to implement the newly acquired knowledge in their language classes. The reported teacher professional development program, carried out as a community service activity for approximately one month, can help teachers reflect on their teaching and collaborate with their peer teachers at the same school so that they can be more confident in implementing new knowledge. Technical obstacles and lack of commitment of teachers to participate in this activity as a whole occurred in this program. The real impact of this series of training and coaching activities cannot be observed in the short term, but with the opening of opportunities for teachers to form learning communities in their own school and collaborate among their peers, it is hoped that they can provide mutual support both experientially and emotionally. Keywords— Peer coaching, Teacher professional development, Junior high school English teacher

EFL secondary school teachers’ conceptions of online assessment in emergency remote teaching: A phenomenographic study Roghibatul Luthfiyyah; Bambang Yudi Cahyono; Francisca Maria Ivone; Nunung Suryati
Studies in English Language and Education Vol 9, No 3 (2022)
Publisher : Universitas Syiah Kuala

The investigation of teachers' conceptions of online assessment during a global pandemic has received relatively scarce attention in the current literature. Situated in an emergency remote teaching, this phenomenographic study aims at identifying and describing EFL secondary school teachers' qualitative different ways of understanding online assessment. A cohort of fifteen EFL teachers from different Indonesian secondary schools were recruited purposively using a set of criteria. They were invited to involve in online semi-structured interviews to explore their online assessment conceptions. Then, the interview data were analyzed qualitatively in an iterative process to discern categories of description and an outcome space. The findings point out five categories of teachers' conceptions. The participants view online assessment in emergency remote teaching (ERT) as a means of (1) measuring knowledge, (2) checking learning targets, (3) enhancing online interaction, (4) facilitating authentic tasks, and (5) reflecting the teaching and learning process. Furthermore, an analysis of relationships among those categories is reported hierarchically, ranging from accountability to enhancement assessment purposes. Some implications promote our understanding to consider several mediating factors affecting teachers' conceptions. Although emergency remote teaching situation is provisional, the findings bring out the possibility of implementing assessment for learning, as an alternative to assessment of learning, in the context of online assessment after the pandemic.

EFL secondary school teachers’ conceptions of online assessment in emergency remote teaching: A phenomenographic study Roghibatul Luthfiyyah; Bambang Yudi Cahyono; Francisca Maria Ivone; Nunung Suryati
Studies in English Language and Education Vol 9, No 3 (2022)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v9i3.23459

The investigation of teachers' conceptions of online assessment during a global pandemic has received relatively scarce attention in the current literature. Situated in an emergency remote teaching, this phenomenographic study aims at identifying and describing EFL secondary school teachers' qualitative different ways of understanding online assessment. A cohort of fifteen EFL teachers from different Indonesian secondary schools were recruited purposively using a set of criteria. They were invited to involve in online semi-structured interviews to explore their online assessment conceptions. Then, the interview data were analyzed qualitatively in an iterative process to discern categories of description and an outcome space. The findings point out five categories of teachers' conceptions. The participants view online assessment in emergency remote teaching (ERT) as a means of (1) measuring knowledge, (2) checking learning targets, (3) enhancing online interaction, (4) facilitating authentic tasks, and (5) reflecting the teaching and learning process. Furthermore, an analysis of relationships among those categories is reported hierarchically, ranging from accountability to enhancement assessment purposes. Some implications promote our understanding to consider several mediating factors affecting teachers' conceptions. Although emergency remote teaching situation is provisional, the findings bring out the possibility of implementing assessment for learning, as an alternative to assessment of learning, in the context of online assessment after the pandemic.

A Prototype of Web-based Supplementary Writing Instructional Media for Upper-Secondary Level Learners Anisatul Faizah; Bambang Yudi Cahyono; Francisca Maria Ivone
Jurnal Onoma: Pendidikan, Bahasa, dan Sastra Vol. 10 No. 1 (2024)
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/onoma.v10i1.3049

In an era characterized by a symbiotic relationship between the rapid growth of technology and extensive use of English, English as a Foreign Language (EFL) learners are tremendously exposed to digital forms of the language. Digital writing, consequently, has become a fundamental EFL skill to master. Ironically, it has not proliferated in ways that give access to all, notably for most upper-secondary school learners in Malang, Indonesia, where one might expect that technology is widely accessible. To address such an adverse situation and to support learners in enjoying EFL writing activities, a research and development (R&D) design was carried out to develop a prototype web-based supplementary writing materials that incorporate instructional strategies and learning approaches that enhance EFL writing skills and develop effective writing strategies in an authentic setting. The R&D process implemented Dick and Carrey’s instructional design framework (2001) which was integrated with Lee and Owen's instructional multimedia design framework (2004). The study resulted in the development of an E-Writing Site (EWS) to which the target users are encouraged to enjoy writing texts of their own choice at their own pace, as they engage in free voluntary writing within a social constructivist atmosphere. Experts and target users involved in the formative evaluation of the prototype perceived it to be useful and educative as it provides EFL learners with holistic, authentic, and meaningful writing practice. Moreover, some aspects of the prototype and its principles that require enhancement are addressed.

English teachers’ beliefs and practices in integrating digital literacy in the language classroom Much Deiniatur; Bambang Yudi Cahyono; Francisca Maria Ivone; Johannes Ananto Prayogo
International Journal of Evaluation and Research in Education (IJERE) Vol 13, No 2: April 2024
Publisher : Institute of Advanced Engineering and Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/ijere.v13i2.25733

This case study investigates teachers’ beliefs (i.e., behavioral, normative, and control beliefs) and practices in integrating digital literacy in English as foreign language (EFL) classroom. A descriptive study on EFL teachers is used in this research. Four participants were purposively selected to give sufficient information to answer the research questions. Data from the participants were collected by using interviews, observation, and documentation. In terms of the teachers’ beliefs, the finding shows that the behavioral belief was related to the benefits of using digital literacy; normative belief dealt with the expectation in the social context of both superiors and peers; while control belief was about the availability of particular digital technology to be implemented in the classroom and the ability of teachers. With regard to the teachers’ practices, it was found that the teachers used several digital tools for searching for information, communication, collaboration, creativity, critical thinking, cultural understanding, and e-safety. It was evident that teachers’ strong beliefs in integrating digital literacy influence the implementation of digital literacy in the classroom. The findings of this study highlight the importance of cultivating teachers’ beliefs toward the actual implementation of the integration of digital literacy in the EFL classroom.

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