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This Author published in this journals
All Journal International Journal of Evaluation and Research in Education (IJERE) Journal of Education and Learning (EduLearn) Ahmad Dahlan Journal of English Studies English Language Teaching Educational Journal Prosiding Seminar Nasional Program Pengabdian Masyarakat Teaching English as a Foreign Language Journal
Hatmanto, Endro Dwi
Universitas Muhammadiyah Yogyakarta
Agriculture, Biological Sciences & Forestry Arts Humanities Chemical Engineering, Chemistry & Bioengineering Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Library & Information Science Medicine & Pharmacology Social Sciences Other

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Journal : English Language Teaching Educational Journal

 1 
Understanding EFL Teachers’ Beliefs about Lesson Study and Their Knowledge Development Viewed from Social Cultural Theory of Vygotsky Eko Purwanti; Endro Dwi Hatmanto
English Language Teaching Educational Journal Vol. 2 No. 2 (2019)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/eltej.v2i2.1241

Abstract

Lesson study has been implemented in Indonesian classrooms since more than a decade ago, and it is seen as a means to improve teacher knowledge. This study aims to investigate secondary English teachers’ opinions about lesson study in relation to their knowledge development viewed from the lens of Social Cultural Theory of Vygotsky. Using a descriptive qualitative design, the study involved twelve secondary English teachers from two different cities as the participants. In collecting the data from the participants, group interviews were used. The findings showed that most of the participants developed their teaching capacity, particularly in terms of English language knowledge, teaching pedagogy, and teaching innovation. This implies that lesson study is worth to be conducted in different contexts of teaching and learning process. 
Metaverse magic: Unveiling the pedagogical potential and transformative effects on intercultural communication in English language teaching Endro Dwi Hatmanto; Bambang Widi Pratolo; Mariska Intan Sari
English Language Teaching Educational Journal Vol. 6 No. 1 (2023)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/eltej.v6i1.8627

Abstract

The emergence of Metaverse, a three-dimensional virtual space that enables users to interact in computer-generated environments, has opened up new possibilities for language learning and instruction. This study explored the pedagogical potential and transformative effects of incorporating Metaverse environments in English language teaching, with a specific focus on intercultural communication. Drawing on theories such as social constructivism, intercultural communication, and autonomous language learning, this research investigated the impact of Metaverse on language acquisition, intercultural competence, and learner autonomy. The study employed a qualitative approach, including interviews with experts in Metaverse development and English language instructors. The findings revealed several pedagogical implications, including the promotion of immersive language learning experiences, enhanced interaction and collaboration, personalized learning opportunities, and increased motivation. Additionally, the study uncovered the positive impacts of Metaverse environments on intercultural communication and cultural understanding in English language learning. The research contributed to the understanding of how Metaverse could support language education and provides valuable insights for language teachers and students to optimize their language learning experience in virtual environments.
Co-Authors Bambang Widi Pratolo Cahyo Baskoro Eko Purwanti Mansir, Firman Parinduri, Muhammad Abrar Rahmawati, Fitria Sari, Mariska Intan Sri Sudarsi Tumin Tumin