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All Journal Jurnal Pendidikan Bahasa Inggris Beyond Words : a journal on language education, applied linguistics and curriculum & instructions International Journal of Education BAHASA DAN SASTRA IJEE (Indonesian Journal of English Education) Celt: A Journal of Culture, English Language Teaching & Literature OKARA: Jurnal Bahasa dan Sastra Journal on English as a Foreign Language (JEFL) Journal of English and Education ELT Echo EDULITE: Journal of English Education, Literature and Culture E-Dimas: Jurnal Pengabdian kepada Masyarakat Journal of Foreign Language Teaching and Learning Indonesian Journal of English Language Studies (IJELS) IJIET (International Journal of Indonesian Education and Teaching) Jurnal Pengabdian UntukMu NegeRI LLT Journal: A Journal on Language and Language Teaching Jurdimas (Jurnal Pengabdian Kepada Masyarakat) Royal Proceedings of ISELT FBS Universitas Negeri Padang Elsya : Journal of English Language Studies IJOLTL (Indonesian Journal of Language Teaching and Linguistics) Diseminasi : Jurnal Pengabdian kepada Masyarakat ELTR Journal Journal of English Teaching and Learning Issues DEDIKASI PKM Abdimas Altruis: Jurnal Pengabdian Kepada Masyarakat Jurnal bahasa, sastra, seni, dan pengajarannya JEELS (Journal of English Education and Linguistics Studies) Jurnal Pengabdian Pada Masyarakat Jurnal Pengabdian Masyarakat dan Riset Pendidikan Jurnal Pengabdian Masyarakat Jurnal bahasa, sastra, seni, dan pengajarannya
Yustinus Calvin Gai mali
Universitas Kristen Satya Wacana
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Journal : Journal of English Teaching and Learning Issues

 1 
The Exploration of EFL Teachers’ Technological Practices in Indonesian Schools Mali, Yustinus Calvin Gai
Journal of English Teaching and Learning Issues Vol 6, No 2 (2023): December
Publisher : Institut Agama Islam Negeri Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/jetli.v6i2.22298

Abstract

Indonesian schools in the post-pandemic situation and after the release of the national policy in Indonesia encourage teachers to integrate technology into their teaching practices. This study involved 111 EFL teachers from 21 provinces in Indonesia to answer a set of questions in an online closed-ended questionnaire that specifically asked about the teachers’ frequency of using technology for EFL teaching and learning purposes, the kinds of technology they used, specific purposes of using the technology, and perceptions and challenges of using technology for the teaching and learning purposes. All the responses were exported and analyzed using Microsoft Excel to perform descriptive statistics to answer the research questions of this study. The data analysis showed that the teachers spend around 4 hours a week using various technology for their EFL teaching and learning practices. They also have positive perceptions towards the use of technology regardless of the limited time to use the technology and various external factors (i.e., limited school facilities, school policy about bringing phones to school, and students’ lack of technological skills) that might pose potential challenges when integrating technology in their classrooms. Notably, sharing English learning materials, giving tasks to their students, and finding material resources related to lessons are the most common reasons for teachers to use technology. Practical recommendations to enhance the teachers’ skills in using technology in Indonesian school settings and directions for future research are discussed.
Reflective Practice in Language Teaching and Learning: A Literature Review Mali, Yustinus Calvin Gai
Journal of English Teaching and Learning Issues Vol 8, No 2 (2025): December
Publisher : Institut Agama Islam Negeri Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/jetli.v8i2.25463

Abstract

Language teachers have been interested in reflecting on their teaching and learning practices to improve their professional skills. This study aims to locate, analyze, and synthesize the current state of research on reflective practice (RP) specifically related to English language teaching and learning. Using a set of rigorous criteria that encompassed the quality, content, and types of articles, the researcher selected and reviewed thirty-seven scholarly articles published in fifteen international journals between 2012 and 2022. Employing the holistic approach, the researcher examined the body of RP-related literature, including research goals, methods, contexts, participants, and RP practices. The analysis identified five main themes: collaborative reflection, teaching and learning experiences, reflection techniques, self-study, and written reflection analysis. Each theme was further sub-categorized into different research strands and discussed in light of the relevant literature. As a result, this study has detailed how various forms of RPs were implemented, along with their potential implementation challenges and weaknesses, which should be of interest to language teachers or practitioners who plan to operationalize RP in their pedagogical practices. Methodological implications, empirical voids in RP-related studies, and directions for further research are presented.
Co-Authors Adventi, Arinda Luthyara Anita Kurniawati Hadiyanto Anne Indrayanti Timotius Antonina Anggraini Setiamunadi Ardiyarso Kurniawan Daniel Kurniawan Debora Tri Ragawanti Dewani, Meta Sekar Januardi, Josephine Ilona Joseph Ernest Mambu Kisnanto, Yustina Priska Kritandani, Weny Listyani Lokollo, Natalia Christy Emy Made Frida Yulia Made Hery Santosa Neny Isharyanti Pakiding, Risdy Wijaya Paramitha, Nathasa Gracia Picauly, Irma Amy Putra, Angga Widitama Putri, Yohanna Amanda Setyarini, Maria Christina Eko Swara, Sanditya Jati Tanore, Jose Argo Wardani, Candra Dewi Dwika