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All Journal Al Ishlah Jurnal Pendidikan Jadila: Journal of Development and Innovation in Language and Literature Education
Ma'rifatul Ilmi
Universitas Sebelas Maret
Education Languange, Linguistic, Communication & Media Mathematics Other

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Exploring Students’ Perceptions of EFL Teachers’ TPACK Knowledge in Online Classroom Environment Ma'rifatul Ilmi; Nur Arifah Drajati; Kristian Adi Putra
AL-ISHLAH: Jurnal Pendidikan Vol 15, No 1 (2023): AL-ISHLAH: Jurnal Pendidikan
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v15i1.2494

Abstract

Many studies have investigated students’ perceptions of experiencing technology-based English as Foreign Language (EFL) learning, particularly as a result of the Covid-19 Pandemic period. Only a few studies have considered the students’ perceptions of the teachers’ knowledge of integrating technology into the teaching and learning process. Thus, this study explored how students perceived their teacher’s knowledge of technology integration in teaching, especially in the case of technology pedagogy and content knowledge (TPACK) in the online classroom. A case study was applied in this study with five participants selected purposively. This study was mainly guided by six survey items validated by Chuang et al. (2018) about assessing teachers’ TPACK from the students’ perspectives. These six items were used as the guiding questions during the semi-structured interview. Further, this study also gathered data from the students’ responses or written reflections after class. Data were then analyzed thematically. The results indicated that these students perceived the teacher as having sufficient knowledge of teaching the subject matter. The TPACK knowledge, however, needed more attention to developing. It implied that educational policymakers, not limited to the institutional stakeholders and practitioners, should provide a TPACK-based professional development program to strengthen the teachers’ proficiency in technology-enhanced foreign language teaching.
Facilitating disabled athletes’ English learning through an intensive English-speaking coaching program Nur Arifah Drajati; Fadilah Umar; Febriani Fajar Ekawati; Ma'rifatul Ilmi; Hilda Rakerda
Jadila: Journal of Development and Innovation in Language and Literature Education Vol. 3 No. 4 (2023): Jadila: Journal of Development and Innovation in Language and Literature Educat
Publisher : Yayasan Corolla Education Centre

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52690/jadila.v3i4.562

Abstract

Increased communication possibilities and access to vital social capital make English proficiency crucial in sports and the larger society. As a result, athletes must be proficient in speaking English to expand their communication opportunities, particularly disabled athletes. In response, this case study explored the implementation of an English-speaking coaching program for disabled athletes in Indonesia, focusing on its impact on facilitating their speaking skills. It explored the nuanced experiences and perspectives of disabled athletes participating in the program, shedding light on the effectiveness of tailored language coaching in improving their communication abilities. The study employed in-depth interviews and participant observations to capture the lived experiences of disabled athletes engaged in the coaching program. Fifteen national disabled para-cycling athletes participated in this study. We designed the coaching program to accommodate their needs, incorporating interactive sessions, role-playing scenarios, and real-life communication simulations. We identified four themes in this study: increased confidence, enriched vocabularies, enhanced professional opportunities, and improved English proficiency. The results indicated that the tailored coaching program positively facilitated the disabled athletes’ English-speaking skills. Through rich narrative accounts, athletes expressed increased confidence in using English, a more remarkable ability to communicate effectively with coaches and peers, and a heightened sense of empowerment. This study further concludes that English-speaking skills for athletes with special needs matter and that language coaching program needs to be further organized to support athletes’ language skills.
Co-Authors Fadilah Umar Febriani Fajar Ekawati Hilda Rakerda Kristian Adi Putra Nur Arifah Drajati