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All Journal Abjadia, International Journal of Education International Journal of Humanity Studies (IJHS) Journal of Information Systems and Technology Research Indonesian Journal of English Language Teaching and Applied Linguistics
Baskara, Risang
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Arts Humanities Computer Science & IT Control & Systems Engineering Education Electrical & Electronics Engineering Languange, Linguistic, Communication & Media Social Sciences Other

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Rethinking Pedagogy in the Digital Age: Analyzing the Effectiveness of E-Learning Strategies in Higher Education Sain, Zohaib Hassan; Baskara, Risang; Vorfi Lama, Alma
Journal of Information Systems and Technology Research Vol. 3 No. 1 (2024): January 2024
Publisher : Ali Institute or Research and Publication

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55537/jistr.v3i1.772

Abstract

This paper delves into the multifaceted challenges posed by the intersection of infrastructure, education, and technology integration in the context of enriching the learning experience. Rather than displacing educators, technology is positioned as a valuable tool to augment learning, necessitating a nuanced approach. Universities are confronted with the complexities of E-Learning, prompting the adaptation of course structures to accommodate diverse educational needs. Consequently, educators adjust teaching styles, leading to heightened workloads that demand proactive management. The impact of E-Learning extends beyond individual classrooms, challenging traditional university frameworks and compelling institutions to reconsider physical facilities and lecture-centric methodologies. Anticipated benefits of E-Learning must be balanced with a thorough evaluation of its implications. Despite the widespread adoption of technology, some implementations need to be more actively engaging learners, functioning more as content repositories than dynamic learning environments. This underscores the importance of establishing a robust pedagogical foundation when embracing E-Learning, ensuring that technology aligns with, rather than supersedes, student progress and engagement objectives.
NATURAL LANGUAGE PROCESSING-BASED BLENDED LEARNING IN THE EFL FLIPPED CLASSROOM: A CONCEPTUAL FRAMEWORK AND PROPOSED DESIGNS Baskara, Risang
Abjadia : International Journal of Education Vol 9, No 1 (2024): Abjadia
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/abj.v9i1.18795

Abstract

The use of Natural Language Processing (NLP) in the English as a Foreign Language (EFL) flipped classroom has the potential to support blended learning and enhance learner autonomy and language development. However, there is a need for more research on the use of NLP in the EFL flipped classroom. This paper addresses this research gap by proposing a conceptual framework for using NLP in the EFL flipped classroom and a set of proposed designs and activities incorporating NLP to enhance learner autonomy and language development. This paper aims to provide a conceptual framework for using NLP in the EFL flipped classroom and propose a set of designs and activities incorporating NLP to enhance learner autonomy and language development. This paper's methodology involves reviewing the literature on NLP and the flipped classroom and developing a conceptual framework and proposed designs and activities. The product of this paper is a conceptual framework for using NLP in the EFL flipped classroom to support blended learning and a set of proposed designs and activities that incorporate NLP to enhance learner autonomy and language development. This paper concludes that NLP has the potential to support blended learning and enhance learner autonomy and language development in the EFL flipped classroom. However, further research is needed to evaluate these approaches' effectiveness and identify best practices for using NLP in the EFL flipped classroom.
VIRTUAL FLIPPED CLASSROOM FOR DEVELOPING EFL STUDENTS SPEAKING SKILLS: DESIGN AND IMPLEMENTATION Baskara, Risang
International Journal of Humanity Studies (IJHS) Vol 8, No 1 (2024): September 2024
Publisher : Sanata Dharma University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/ijhs.v8i1.5509

Abstract

In Indonesia, English as a Foreign Language (EFL) students often struggle with developing speaking skills due to limited classroom time and cultural tendencies towards passive learning. This study investigated the effectiveness of a virtual flipped classroom in addressing these challenges and enhancing EFL students' speaking abilities. The research involved 40 Indonesian university students, divided equally into experimental and control groups. The experimental group participated in a virtual flipped classroom, completing pre-class online activities and engaging in in-class speaking exercises, while the control group received traditional instruction. Pre- and post-tests assessed speaking skills, supplemented by student surveys. Results revealed significantly higher post-test scores in the experimental group compared to the control group. Furthermore, survey data indicated that students perceived the virtual flipped classroom as effective in promoting active learning and enhancing their speaking skills. This approach shows promise in overcoming cultural barriers to active participation and maximizing limited class time for speaking practice in Indonesian EFL contexts. However, further research is needed to explore long-term effects and optimal implementation strategies across diverse EFL settings.
Exploring the Implications of ChatGPT for Language Learning in Higher Education Baskara, Risang; Mukarto, Mukarto
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 7, No 2 (2023): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/ijeltal.v7i2.1387

Abstract

Recent developments in natural language processing have led to the creation of large language models, such as ChatGPT, which could generate human-like text. In this paper, we explore the potential implications of ChatGPT for language learning in higher education. We first provide an overview of ChatGPT and discuss its capabilities and limitations. For instance, ChatGPT can generate coherent and fluent text on various topics but may have difficulties comprehending more complex or abstract ideas. We then consider how ChatGPT could be integrated into language courses and programs in higher education and the potential benefits and challenges of doing so. For example, ChatGPT could provide personalised language instruction or generate authentic language material for learners to engage with. However, using ChatGPT in language learning may also raise concerns about the potential substitution of human language teachers and the ethical implications of using a machine learning system to generate text. Finally, we offer suggestions for future research on using ChatGPT in language learning in higher education, such as studying the effectiveness of ChatGPT-assisted language instruction and exploring the pedagogical implications of using large language models in the language classroom.
Co-Authors Mukarto, Mukarto Sain, Zohaib Hassan Vorfi Lama, Alma