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All Journal Journal of English Language Teaching Innovations and Materials (Jeltim) IDARAH : Jurnal Pendidikan dan Kependidikan
Hikmatullah, Nanak
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Religion Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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English Language Teaching Development: Emergency Remote Teaching Challenges in the Covid-19 Era Santiana, Santiana; Hikmatullah, Nanak; Pujasari, Ratu Sarah; Khan, Tariq; Ispina, Jacqueline Inting; Marzuki, Abdul Gafur
Idarah (Jurnal Pendidikan dan Kependidikan) Vol. 8 No. 2 (2024): Idarah (Jurnal Pendidikan dan Kependidikan)
Publisher : Institut Agama Islam Negeri Lhokseumawe

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47766/idarah.v8i2.2537

Abstract

To limit the spread of the Covid-19 virus, rapid modifications in instructional delivery transitioned from in-person to online education. The Covid-19 outbreak sparked a historic global push to learn and teach remote languages via Internet venues. The rapid transition from face-to-face to remote learning is significantly distinct from planned online learning. Due to a shortage of resources and preparation chances, both language teachers and students have quickly shifted to depending on online learning in the overwhelming majority of cases. Their tales demonstrate endurance, resourcefulness, and bravery under extremely difficult circumstances. Understanding the nature of this transition can help to advance Online Teaching (hereinafter OT) and Emergency Remote Teaching (hereafter ERT). This qualitative and descriptive study looks into the unexpected and radical changes in English ERT, with a focus on the conceptual framework for developing relevant and engaging ERT and student engagement during ERT. Several studies have been conducted in various regions of the world to investigate the methods and procedures created by English Language Teaching (hereinafter ELT) to help students strengthen their English language and literacy skills. These conceptual advances are studied and shown, as are the various ways how ELT responded to the difficulties raised. Different conceptual shifts necessitate a variety of ELT approaches to the challenges identified, which are demonstrated and addressed. This report summarises the investigation's primary findings and offers recommendations for teaching English remotely.
Learners’ metacognitive strategies amid machine translation post-editing practices: An Indonesian EFL context Tandiana, Soni Tantan; Abdullah, Fuad; Andriani, Agis; Rosmala, Dewi; Maakafi, Noha; Hikmatullah, Nanak
Journal of English Language Teaching Innovations and Materials (Jeltim) Vol. 8 No. 1 (2026): Vol 8(1)
Publisher : UPT Bahasa Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jeltim.v8i1.100844

Abstract

The rapid advancement of information, communication and technology (ICT) has revolutionised translation from translating from scratch (TfS) to machine translation (MT). However, little research has been addressed on how learners apply metacognitive strategies while performing Machine Translation Post-editing (MTPE). As a result, this study was intended to fill this void. Five learners of the English Education Department were involved as investigative participants. The data were gathered through Zoom-mediated Think Aloud Protocols (TAP) as audiovisual recordings of the think-aloud activities, transcript of TAP results and the input event loggings. They were analysed using Arndt's categories of ESL writing strategies, which covered planning, global planning, rehearsing, repeating, rereading, questioning, revising, and editing (Arndt, 1987; Mu, 2005). The findings reported that the learners adopted relatively similar metacognitive strategies while practising MTPE both in English-Indonesian output and Indonesian-English output, except for global planning. In particular, they applied editing (44,2%), rereading (24,1%), repeating (14%), rehearsing (10,4%), questioning (7,1%), revising (0,9%), and planning (0,3%). Given these facts, metacognitive strategies in MTPE practices allow learners to produce more accurate and contextual translation output generated by MTs (e.g. Google Translate, DeepL etc.) and foster high-order thinking skills, self-regulatory strategies and motivation.
Co-Authors Abdul Gafur Marzuki Abdullah, Fuad Andriani, Agis Dewi Rosmala, Dewi Ispina, Jacqueline Inting Khan, Tariq Maakafi, Noha Ratu Sarah Pujasari, Ratu Sarah Santiana Santiana Tandiana, Soni Tantan