Article Per Year (5 Year)
p-Index From 2020 - 2025
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All Journal Journal of English Education and Teacher Trainer
Kuraesin, Cicin
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Education Languange, Linguistic, Communication & Media

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Edtech Implementation at English Teachers Competencies Development Program (PKGBI) 2024 conducted by Kelas Kreatif Trainers Kuraesin, Cicin; Khoirotusyarifah
Journal of English Education and Teacher Trainer Vol. 2 No. 1 (2025): Journal of English Education and Teacher Trainer
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/educater.v2i1.2058

Abstract

English Teacher Competencies Development Program (PKGBI), a national initiative aimed at enhancing teacher competence, has adopted several digital tools to improve training delivery and participant engagement. This paper examines the integration of educational technology (Edtech) in the PKGBI 2024 program, facilitated by trainers from the Kelas Kreatif Personal Development Community. Through a case study approach, this paper explores how Edtech solutions were implemented by trainers to enrich the learning experiences of educators joined the program. Key technologies, including Learning Management Systems (LMS), application, platforms, and tools, are evaluated for their effectiveness in meeting training objectives. Findings indicate that Edtech implementation during synchronous and asynchronous sessions covers variations of Edtech namely Pearson English Portal (PEP), Google meet, Google drive, Wordwall, Canva, Quizizz, Wheel of names, Genially, Learning apps, Padlet, Bamboozle, Gslide, Microsoft Power Point, Mentimeter, Bookwidgets, Youtube, Edpuzzle, Nearpod, and Kahoot. Wordwall was found to be the most frequent used by trainers, while Genially is the least used by trainers. In Addition, Canva is the most recommended edtech to use in online setting classroom, specifically PKGBI classroom setting. It was found that Education technology implementation prominently requires practicality followed by interactivity and familiarity resulted in favorability. The paper concludes best practices for edTech implementation in large-scale teacher training programs and its potential to transform professional development in education.
The Study of the Ethical and Practical Barriers to Using ChatGPT for Academic Writing Kuraesin, Cicin; Fauziyyah, Gesha Lailatul; Ruminda, Ruminda; Rohadi, Tedi
Journal of English Education and Teacher Trainer Vol. 2 No. 2 (2025): Journal of English Education and Teacher Trainer
Publisher : UIN Sunan Gunung Djati Bandung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/educater.v2i2.2299

Abstract

This study investigates the ethical and practical barriers to using ChatGPT for academic writing from students' perspective. This study used a qualitative research design to examine the ethical and practical challenges that university students face when using ChatGPT for academic writing. Fifteen participants were randomly selected from undergraduate and master's programs at ten universities in West and Central Java who used ChatGPT for their academic writing. The result showed ChatGPT’s use in academic writing presents both ethical and practical challenges. Ethical issues include the risk of plagiarism, undermining critical thinking, and maintaining research authenticity, along with concerns about unreliable information and unclear institutional policies. Practical barriers involve limitations like the need for a professional version (ChatGPT-Pro), difficulty in verifying accuracy, formatting issues, lack of depth in analysis, and repetition of content. To ensure responsible use, these barriers require clear institutional guidelines and ethical standards.
Co-Authors Fauziyyah, Gesha Lailatul Khoirotusyarifah Ruminda Ruminda Tedi Rohadi, Tedi