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All Journal Journal of English Language Studies Register Journal UICELL Conference Proceeding Voices of English Language Education Society JOLLT Journal of Languages and Language Teaching REGISTER JOURNAL
Endang Setyaningsih
Sebelas Maret University
Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Journal : REGISTER JOURNAL

 1 
EFL Students’ Interpretations of E-Learning during COVID-19 using GETAMEL: Indonesian Higher Education Context Dedy Yulianto; Endang Setyaningsih; Sumardi Sumardi
Register Journal Vol 14, No 2 (2021): REGISTER JOURNAL
Publisher : UIN Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/rgt.v14i2.203-224

Abstract

While the use of e-learning has been around for decades, the global pandemic increased the number of investigations on e-learning exponentially. Earlier studies have given useful insights into the benefits/ impacts of e-learning. However, students’ acceptance of technology within the context of emergency EFL remote teaching is still under-researched. A qualitative study framed within the General Extended Technology Acceptance Model for E-Learning (GETAMEL) aims to shed light on the students’ acceptance of technology during pandemics based on their perceived experience. It reports the challenges, opportunities of e-learning, and projections on future use based on the current experience. To collect the data, a questionnaire consisting of open and closed questions was distributed to 89 participants. In-depth interviews were conducted with focal respondents after gaining their consent. The data were then analyzed using the interactive model of data analysis. This study reveals that regardless of the negative experiences and challenges in the use of technology in e-learning, the students held positive perspectives and saw opportunities to use technology during the COVID-19 pandemic. They projected their future practice using the technology. These indicate that the students well accept the use of technology in the e-learning context. The study concluded that using e-learning during a pandemic is the ideal way to continue learning. However, given the challenges that students face, some changes in the implementation of distance learning are still needed. Additional studies should address GETAMEL on EFL teachers in an Indonesian school, so we know about the acceptance of e-learning by in-service teachers.Keywords: COVID-19, EFL students, e-learning, GETAMEL, higher education
Developing Thinking Reading Classrooms: Insight from Pre-Service EFL Teachers’ Lesson Plans and Classroom Instructions Dwi Puji Hastuti; Diah Kristina; Endang Setyaningsih
Register Journal Vol 15, No 2 (2022): REGISTER JOURNAL
Publisher : UIN Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/rgt.v15i2.201-221

Abstract

Numerous studies have investigated the integration of critical thinking in EFL classrooms and textbooks. Still, relatively few have investigated the integration of critical thinking into reading lesson plans and classroom instructions. The current study adopted a qualitative case study approach to provide insight into how pre-service EFL teachers infused critical thinking skills into online reading classrooms. The study also gives information on pre-service EFL teachers' challenges in critical thinking integration into reading classrooms. Eight pre-service EFL teachers who completed all three phases of the faculty-mandated teaching practicum program participated in the study. Document analysis, virtual classroom observations, and semi-structured interviews were used as data collection techniques to fulfill the research objectives. As the study framework, Bloom's revised taxonomy was applied to lesson plan data to examine how critical thinking components are incorporated. Virtual classroom observations illuminated the incorporation of critical thinking into reading lessons. In addition, semi-structured interviews were conducted to gather more information regarding the challenges of integrating critical thinking skills. The present study reveals that pre-service EFL teachers integrated critical thinking aspects into reading online classes with a greater emphasis on lower-order cognitive than higher-order cognitive processes. It implies that pre-service EFL teachers had insufficient preparation for teaching practicum programs. Due to the significance of critical thinking skills for EFL students, this study recommends that teacher training institutes strengthen the critical thinking abilities of pre-service EFL teachers so that they are more equipped to teach and promote critical thinking in EFL classrooms.Keywords: classroom instructions, critical thinking, lesson plans, pre-service teachers 
Examining Gender Representation in an Indonesian EFL Textbook Zango Anisa Agni; Endang Setyaningsih; Teguh Sarosa
Register Journal Vol 13, No 1 (2020): REGISTER JOURNAL
Publisher : UIN Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/rgt.v13i1.183-207

Abstract

Considering its influential role in students’ behavior and attitudes, a textbook has to reflect balanced images and information about males and females. It also has to support broad choices and many roles for both sexes to avoid unjust or bias gender issues. This study aimed at examining whether an EFL textbook published by the Indonesian government promotes gender equity by (1) mapping the proportion of textual and visual representation of males and females in the textbook; (2) describing how males and females are treated in the textbook. Through content analysis, the study revealed that the book is gender-biased as indicated from unbalanced (1) textual and visual representation (2) variety of activity, role, and occupation, (3) order of mention, and (4) adjectival portrayal. In all indicators, the female is underrepresented, hidden, and framed within traditional gender stereotyping.  Reflecting on these findings, revision by the government and/ or careful treatment by teachers when using the book are ushered.  Keywords: bias, content analysis, gender representation, gender stereotype, textbook.
Co-Authors Adib Aminul Hakim Arrizalu Arsa Ringotama Dedy Yulianto Dewi Cahyaningrum Dewi Sri Wahyuni Diah Kristina Dwi Puji Hastuti Ellisa Indriyani Putri Handayani Hasan Zainnuri Kristiandi Kristiandi Ni'matul Farikhah Ni’matul Farikhah Paulus Krisna Wisnumurti Sumardi Sumardi Teguh Sarosa Zango Anisa Agni