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INDONESIA
Indonesia Technology-Enhanced Language Learning (iTELL) Journal
Published by Indonesia Technology-Enhanced Language Learning
ISSN : -     EISSN : 30642841     DOI : https://doi.org/10.66611/itell
Core Subject : Humanities, Education,
Humanities Education Languange, Linguistic, Communication & Media Other
Aims & Scope The Indonesia Technology-Enhanced Language Learning (iTELL) Journal is a scientific journal published by the Indonesia Technology-Enhanced Language Learning (iTELL) Association, in collaboration with the Faculty of Language and Arts (Fakultas Bahasa dan Seni), Universitas Kristen Satya Wacana (UKSW). This collaboration is formalized through a joint agreement on the management of the journal. The iTELL Journal publishes scholarly articles focusing on digital learning in language education contexts. It is published biannually, with issues released in June and December. The journal is registered with an E-ISSN 3064-2841. Specifically, the scope of iTELL Journal includes: Active learning Adaptation to a flexible learning environment Artificial Intelligence in language instruction Chatbots in language instruction Collaborative technologies applied to language instruction Cyber-culture, identity, and language Design thinking and technology Digital game-based learning Digital learning Distance education and MOOCs Educational simulations and games E-learning and the challenges Ethics in digital environments Flipped learning and virtual flipped learning Impact of technology use related to language instruction Innovative/digital/hybrid pedagogies Learning experience design Mobile learning in language instruction National, regional and international challenges and/or reforms in digital learning Online systems in support of education Teacher education and technology integration Teaching learning practices with social media technologies and beyond Technology Enhanced Language Learning (TELL) Technology-based assessment and practices in language instruction Technology-based media development and evaluations in language instruction The role of teacher and learner in technology-mediated learning Virtual communities and teaching-learning practices Xtended Reality (Virtual, Augmented, and Mixed reality systems)
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 25 Documents
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Developing Android-based Application for Vocational High School Students in Learning Tense Indri Nilam Atika; Marzul Hidayat; Fortunasari
Indonesia Technology-Enhanced Language Learning (iTELL) Journal Vol. 1 No. 1 (2024)
Publisher : Indonesia Technology Enhanced Language Learning (iTELL) Association

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66611/700089

Abstract

The students at one of Vocational High Schools in Sarolangun, Jambi, have some difficulties understanding the English Tense which is very essential in understanding sentence meaning related with time activities. This research aimed to develop an android-based application to help them overcome their difficulties. The development of the application made use of the Kodular website. The research method used was Research and Development (R&D) which followed the five stages of the ADDIE model as the developmental procedure. The stages of the ADDIE model in accordance with Branch theory are 1) Analysis, 2) Design, 3) Development, 4) Implementation, and 5) Evaluation. The data related with developmental process were collected using questionnaire then analyzed quantitatively and qualitatively. The result of this research was in form of an android-based application called FunTense which accommodates students’ needs and preferences in the learning English Tense. The result indicated that the development was valid proved by the result of media validation with 78% score percentage and content validation with 91% score percentage. Further, the students response indicated as excellent with total score percentage 92,95%. It can be concluded that the FunTense application developed in this research was valid and can be used as a learning media.
EFL Teachers' and Students' Perceptions of Using Google Jamboard as Creative Media in English Classroom Alfi Nur Diniyah; Hertiki
Indonesia Technology-Enhanced Language Learning (iTELL) Journal Vol. 1 No. 1 (2024)
Publisher : Indonesia Technology Enhanced Language Learning (iTELL) Association

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66611/700100

Abstract

Creativity is any activity that brings the results that are innovative, useful, and easy to understand. In classroom, the teacher needs an application to support the teaching and learning process. Google Jamboard is a digital whiteboard that has been integrated with various cloud services to facilitate collaboration between teachers and students to make learning more interesting and interactive in the classroom. Google Jamboard application is an alternative for English teachers in teaching materials that require detail and help students explore their ideas. More specifically, this research discusses teachers and student perceptions of Google Jamboard as a creative medium in English classroom. The research method is qualitative and used a case study design. Participants were teachers and students of grade eleventh in SMA Negeri 4 Sidaorjo. The data in this research were obtained from interviews as primary data, and observation as supporting data. The results from teachers’ perceptions were Google Jamboard is interactive media for collaborative learning in teaching English, Google Jamboard helps teachers to be more creative in English classroom, and Google Jamboard supports teachers to present material in English class. The results of students’ perceptions were Google Jamboard supports student creativity in the classroom, The students understand the material easily using Google Jamboard, Google Jamboard supports teacher-students interaction when learning in classroom. Based on the results, it can be concluded that Google Jamboard is the appropriate medium for teachers and students to be more creative in English classroom.
Innovating a Telecollaboration Programme to Prepare Learners with 21st Century Skills: A Case Study Leviana Vinanda
Indonesia Technology-Enhanced Language Learning (iTELL) Journal Vol. 1 No. 1 (2024)
Publisher : Indonesia Technology Enhanced Language Learning (iTELL) Association

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66611/700090

Abstract

This paper discussed the ways a telecollaboration programme can be innovated as a learning model that integrates technology into language learning to enrich the learners’ 21st century skills. These skills include competencies to communicate and collaborate with multilingual and multicultural speakers and criticality as a part of global citizen education. Pedagogical lingua franca and task-based language teaching were opted to provide principles for innovating the telecollaboration programme. The study was carried out in a general English class for adolescent learners in Indonesia in partnership with a foreign language school in Russia. The findings indicated the importance of enabling multimodality on digital platforms alongside well-defined and well-structured task design when creating a telecollaboration programme. The teacher’s roles as a programme designer, learning facilitator, and mentor, and finally as a researcher who utilised stages in action research and an insider perspective to reflect on the creation and implementation process of the telecollaboration programme, were also elaborated.
Artificial Intelligence (AI) News Anchor: How AI’s Performance in Journalistic Sector? Tira Nur Fitria
Indonesia Technology-Enhanced Language Learning (iTELL) Journal Vol. 1 No. 1 (2024)
Publisher : Indonesia Technology Enhanced Language Learning (iTELL) Association

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66611/700091

Abstract

This research reviews Artificial Intelligence (AI) news anchors in the journalistic sector. This research uses library research. The analysis shows that the rise of the AI news anchor/newsreaders marked a milestone in journalism. However, at the same time, it also sparked discussion and concern. In April 2023, one of Indonesia's private television stations, TvOne, introduced several news anchors alias AI news anchors, named Sasya and Nadira, and Bhoomi later. Several news agencies and media in various countries have previously demonstrated innovation with AI newsreaders such as China, South Korea, Russia, Kuwait, and India. The appearances of male and female AI newsreaders are presented to resemble the human appearance and given data that can be read using text-to-speech technology. The emergence of AI anchors has presented traditional announcers and presenters with new opportunities and challenges. Therefore, it is necessary to confront the formidable obstacles that AI anchors present to presenters. AI's application to the AI news anchor allows AI technologies to give a synthesized voice and digitally manipulated visage based on developer-supplied content. However, AI technology is still immature, and its adoption in the media faces numerous obstacles. Future AI news anchor trends may include interactive broadcasting and effective news anchors. Various jobs may be represented by robots with AI. AI may be able to replace the work of human journalists and even replace humans as news presenters. However, we need to understand that AI is cannot a substitute for humans, but it is a tool that can help improve human performance.
Exploring Game-Based Language Learning Applications: A Comparative Review of Quizwhizzer, Oodlu, Quizalize, and Bamboozle Afif Ikhwanul Muslimin; Francisca Maria Ivone
Indonesia Technology-Enhanced Language Learning (iTELL) Journal Vol. 1 No. 1 (2024)
Publisher : Indonesia Technology Enhanced Language Learning (iTELL) Association

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66611/700101

Abstract

The rapid growth of technology has affected sectors of human life, including English Language teaching (ELT). Hence, English language teachers (ELLs) should garb the benefits of technology to elevate their teaching outcomes i.e., creating a more engaging classroom. Nevertheless, selecting the most suitable applications to support teaching is not easy. Hence, this research aims to review four Game-Based Language Learning (GBLL) Applications: Quizwhizzer, Oodlu, Quizalize, and Bamboozle to assist ELLs to make decisions. This study employed a comparative review method based on Chapelle's (2001) technology evaluation criteria. These criteria include language learning potential, meaning focus, learner fit, authenticity, impact, and practicality. Through the application of these criteria, the article explores and assesses the features, pedagogical approaches, user experiences, and language learning outcomes facilitated by each application. The findings showed that all applications had the potential to support English language teaching. Then, the majority exhibited positive impacts based on scientific research findings and reflected positive analysis from the lens of Chapelle’s (2001) evaluation criteria. However, drawbacks appeared due to each application’s special feature i.e., the limited uploadable file formats and getting full access to application features. Hence, this study suggests further investigations due to its limitation.
Technological Tools Used in the EFL Teaching in Indonesia Bambang Yudi Cahyono
Indonesia Technology-Enhanced Language Learning (iTELL) Journal Vol. 1 No. 1 (2024)
Publisher : Indonesia Technology Enhanced Language Learning (iTELL) Association

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66611/700099

Abstract

Nowadays, technology has developed tremendously, and various technological tools have been applied in education, more particularly in English as a foreign language (EFL) teaching. However, there has been no comprehensive report on the types of technological tools that have been used so far and how beneficial they have been. This article aims to review the development and application of technological tools by connecting them to the development of the stages of the World Wide Web, starting from Web 1.0 to Web 4.0 entailing Artificial Intelligence, and the outbreak of the Covid-19. The exploration of the varieties of the technological tools used in the EFL teaching will give insights to EFL teachers on the varieties of technological tools and their benefits for EFL teaching, especially in Indonesia. Reflecting upon the results of the exploration, it is suggested that EFL teachers consider any of the technological tools in their classrooms either for practical purposes or research.
The Effect of Pop-up Dictionary Tools for Vocabulary Learning Aid on the "Language Reactor" Chrome Web Extension Lifa Nur Cahyani; Mutiara Bilqis; Areta Puspa
Indonesia Technology-Enhanced Language Learning (iTELL) Journal Vol. 1 No. 2 (2024)
Publisher : Indonesia Technology Enhanced Language Learning (iTELL) Association

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66611/700092

Abstract

Language application to learn vocabulary has gained a lot interest in the past years including “Language Reactor”, a Chrome web extension based application. This extension offering learning language through movies or videos using dual subtitles and pop-up dictionary. Previous studies focuses on the Pop-up dictionary tools showed benefit for vocabulary learning aids integrated with reading skills, while the research about the benefit of Pop-up dictionary for vocabulary learning aids integrated with listening skills is limited. This research aimed to know the effect of Pop-up dictionary tools in “Language Reactor” for vocabulary learning aid that integrated with listening skills. Using quasi-experimental research design, the population were divided into two groups with the experimental group using “Language Reactor” and the control group using “GOM Player”to viewing the video materials. Pretests in the form of vocabulary tests were administered before the four-meeting experiment in a public senior high school in Indonesia, followed by posttest for both group. Because the data obtained show unpaired sample size, the Independent Samples T-test was used to analyze the data. The result revealed that the significant value (2-tailed) was 0.522, indicating that there was no positive effect on the use of Pop-up dictionary in the “Language Reactor” Chrome extension as vocabulary learning aid. This demonstrates that using technology in the classroom do not always enhanced learning. Therefore, carefully choosing the technology to use for learning vocabulary in the classroom is suggested, particularly when integrated with different language skills.
An Analysis of Students’ Perception Regarding to the Use of Role Play Technique in Learning Speaking Skills Michael Wijaya; Ika Handayani; Yusti Fargianti
Indonesia Technology-Enhanced Language Learning (iTELL) Journal Vol. 1 No. 2 (2024)
Publisher : Indonesia Technology Enhanced Language Learning (iTELL) Association

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66611/700093

Abstract

This study aimed to find out how are the perception of students regarding to the use of role play technique in learning speaking skills and also what are strengths and weaknesses of it according to students’ perception at SMP Negeri 1 Kelapa Dua, Tangerang. The objectives of the research were to comprehend about how are the perception of students regarding to the use of role play technique in learning speaking skills and also to find out about what are strengths and weaknesses of using role play technique in learning speaking skills according to students’ perception. The research employed a case study method. The data were collected by observation, questionnaire, and interview. The results of the research showed that it helped them in English Vocabulary, English Grammar, English Comprehension, English Pronunciation, and also their English fluency. Moreover, it was more fun and helped them to cultivate their knowledge, made them interested and more enthusiastic, more optimistic, more motivated, taught them about teamwork, involved them directly, and more active. However, it still made them shy and afraid when playing roles. It is also proven to be efficient as a technique in learning speaking skills, but less effective in fostering their self-confidence.
A Book Review: AI in Education Guidance for Policy Makers Angga Widitama; Dahlia Linuwih; Elisha Giovanni Dyanu Permana
Indonesia Technology-Enhanced Language Learning (iTELL) Journal Vol. 1 No. 2 (2024)
Publisher : Indonesia Technology Enhanced Language Learning (iTELL) Association

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66611/700094

Abstract

This book delves into AI's potential to revolutionize teaching, learning, and assessment while addressing ethical concerns and policy implications. The review commends the book's emphasis on equity, inclusion, and ethical considerations in AI adoption. It highlights the importance of interdisciplinary collaboration and robust governance frameworks to ensure AI's responsible and equitable implementation. The review also underscores the book's practical recommendations for leveraging AI to enhance educational management, empower educators, and foster lifelong learning. Overall, this review provides valuable insights into the transformative potential of AI in education and emphasizes the need for thoughtful and ethical approaches to maximize its benefits for all learners.
Leveraging Technology in English Language Learning Bianca Maria Talitha Karsudjono
Indonesia Technology-Enhanced Language Learning (iTELL) Journal Vol. 1 No. 2 (2024)
Publisher : Indonesia Technology Enhanced Language Learning (iTELL) Association

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66611/700095

Abstract

Technology gets through all aspect of life, and it is inevitable. So, it is mandatory to put technology such as artificial intelligence (AI) in teaching learning activity, especially in high school. In SMA Banua Kalsel where students rarely got their gadgets to study in class, devices such as, laptop and phone is limited. The scope of this study is technology applications (ChatGPT, Quizizz, and Wordwall) in teaching learning activity, students’ engagement, and students’ understanding of learning English with technology. This research is descriptive research with qualitative method. It will gather, structure, and interpreting data on teaching learning English in class with AI technology. Action research is used to conduct the research. The action research format involves initial exploratory analysis and action strategy development. After doing the research there are some ideas which can be concluded. When the learning activity use AI, Students have more active engagement in learning activity and enhance students understanding. Limited time in using devices does not limited students’ ability to operate and use technology applications. Using technology on test gives extra enhancement on students score. Even though most of students enhance their understanding when learning with technology, there are students who doesn’t match with technology.

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