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All Journal JEES: Journal of English Educational Study Jurnal Ilmiah Spectral
Lasito Lasito
English Education Study Program Universitas Negeri Jakarta
Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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INSTRUCTIONAL PRACTICES IN ONLINE LEARNING: REFLECTION FOR TEACHER PROFESSIONAL DEVELOPMENT Lasito Lasito; Susan Ayu Hidayat; Magpika Handayani
Journal of English Educational Study (JEES) Vol 6, No 1 (2023): May Edition
Publisher : STKIP Persada Khatulistiwa Sintang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31932/jees.v6i1.2258

Abstract

As online education is in a growing demands these days, however, shifting roles from face to face to online teaching is considerably problematic. This paper explores teachers’ instructional practices in their efforts to assimilate with online teaching. Using questionnaires and interviews, this study elicited teachers’ strategies to adjust their instructional practices in online learning. Pedagogical strategies to guide students’ knowledge and scaffolding were becoming their main concern besides effective communication – through their lexical choices when giving instructions. This study also shed lights on teacher professional development they had received to prepare them for online learning and areas of professional development they expected to have to support their new roles in online educations. While most of the professional development groundwork was to do with technical issues, they also claimed that pedagogical and content knowledge were in needs for their continuous professional development.    
STUDENTS’ INTERACTION IN COMPUTER MEDIATED LEARNING: ANALYSIS OF PRACTICAL INQUIRY MODEL Lasito Lasito; Husam Husam; Magpika Handayani
Jurnal Ilmiah Spectral Vol 9, No 2 (2023): Jurnal Ilmiah Spectral
Publisher : STBA Pontianak

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47255/spectral.v9i2.143

Abstract

Students’ collaboration is essential for the construction of effective, deep, and reflective learning. In the context of computer-mediated learning, students’ collaboration was facilitated by discussion forum. While discussion forum is used among distanced learners, there is still lack of knowledge on what really happens when students participate in the discussion forum. This study shed lights on students’ engagement in three discussion forums of two language skill courses (Speaking 1 and Writing 1) conducted asynchronously. The engagement was measured from (i) students’ posts or comments to see how much students’ participation in the forum, (ii) engagement patterns they formed, and (iii) how such collaboration reflected the phases of practical inquiry in online-mediated learning. Results showed that during online-asynchronous seminars, students’ participation was minimal and teachers’ posts were prevalent with posts on confirming students’ answers. This type of interaction, in turns, resulting in a one-way serial monologue – students did not response to each other posts. Analysis on practical inquiry model also confirmed the findings that students’ engagements were in the level of triggering event by which students only responded to the teacher’s thread and did not respond to each other posts. Students’ exchange of information was not negotiated, thus not allowing students to move forwards to integration and resolution phases. The findings were linked with the tasks set out by the teachers in both courses.
Co-Authors Husam Husam Magpika Handayani Magpika Handayani Susan Ayu Hidayat