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INDONESIA
IJEE (Indonesian Journal of English Education)
Published by Universitas Islam Negeri Syarif Hidayatullah Jakarta
ISSN : 23561777     EISSN : 24430390     DOI : -
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
IJEE (Indonesian Journal of English Education) is a peer-reviewed journal of English Education Department, Faculty of Tarbiyah and Teachers Training, UIN Syarif Hidayatullah Jakarta. The journal aims at improving the quality of research on the area of English education which is issued twice in a year.
Arjuna Subject : -
Articles 236 Documents
 10   11   12   13   14 
Teaching Practice during the Pandemic Outbreak: Perceptions of Pre-Service English Teachers Eka Fajar Rahmani
IJEE (Indonesian Journal of English Education) IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION)| VOL. 8 | NO.1 | 2021
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/ijee.v1i1.19890

Abstract

ABSTRACTCurrent studies report that a teaching practice program is important for pre-service teachers of English in providing real teaching experiences at school. However, since the Covid-19 outbreak, all school activities are transferred to online delivery mode, which led to teaching practice implementation to be conducted online. This transference must cause pre-service teachers to have different teaching practice experiences. Therefore, the study aims to discover pre-service teachers' perceptions regarding their teaching practice experience during the pandemic. This research was conducted to 114 seventh-semester students of the English Education Department of FKIP Pontianak. The methodology was a mixed-method where the quantitative procedure was first done, followed by the qualitative procedure. The data were gathered through questionnaires and interviews. The results indicated that the online teaching practice program brought various experiences resulting in “satisfying” and “unsatisfying” perceptions. In detail, more than 50% of participants agreed that despite the challenging situations they faced during the practice, they found the online teaching practice program beneficial, especially in providing broad teaching insights and experience. Hence, despite limitations to its ways of implementation, teaching practice program tends to shape positive teaching mindset and attitudes for pre-service teachers. ABSTRAKStudi saat ini melaporkan bahwa program praktik mengajar penting bagi calon guru Bahasa Inggris dalam memberikan pengalaman mengajar yang nyata di sekolah. Namun, sejak merebaknya wabah Covid-19, seluruh kegiatan sekolah dialihkan secara online, sehingga pelaksanaan praktik mengajar dilakukan secara online. Pemindahan ini harus menyebabkan para calon guru memiliki pengalaman praktik mengajar yang berbeda. Oleh karena itu, penelitian ini bertujuan untuk mengetahui persepsi calon guru tentang pengalaman praktik mengajar mereka selama pandemi. Penelitian ini dilakukan terhadap 114 mahasiswa semester tujuh pada Jurusan Pendidikan Bahasa Inggris FKIP Pontianak. Metodolog yang digunakan adalah metode penelitian campuran di mana prosedur kuantitatif dilakukan pertama kali, diikuti oleh prosedur kualitatif. Pengumpulan data dilakukan melalui kuesioner dan wawancara. Hasil penelitian menunjukkan bahwa program praktik mengajar online memberi berbagai pengalaman yang menghasilkan persepsi “memuaskan” atau “tidak memuaskan”. Secara rinci, lebih dari 50% peserta setuju bahwa meskipun menghadapi situasi menantang selama praktik, mereka menemukan program praktik mengajar online bermanfaat, terutama dalam memberikan wawasan dan pengalaman mengajar yang luas. Oleh karena itu, dapat disimpulkan bahwa terlepas dari cara pelaksanaannya, program praktik mengajar selalu membentuk pola pikir dan sikap mengajar yang positif kepada guru prajabatan.
The Benefits of Backward Design in the English as a Foreign Language Context Carlos Lenin Alvarez Llerena
IJEE (Indonesian Journal of English Education) IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION)| VOL. 7 | NO.2 | 2020
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/ijee.v7i2.17785

Abstract

ABSTRACTThe Backward Design Model (BDM) is a curriculum approach in language teaching, which begins with the specification of learning outcomes that are the basis for developing instructional processes and input (Richards, 2013). This study aims to display a theoretical analysis of how the integration of the BDM has impacted English as a Foreign Language class. Thus, this study provides the results of reviewing research-based articles about how the integration of the BDM has benefited EFL teachers and students. These benefits are related to the main elements of the BDM, namely, designing learning to provide enduring understandings, assessing students’ performance based on acceptable evidence, and planning learning experiences and instructions based on desirable outcomes. The results indicated that the BDM indeed brought benefits to EFL teachers and students, revealing that this model's efficient application can help (a) teachers better understand the procedural knowledge of learning and (b) students improve their English language skills.ABSTRAKBackward Design Model merupakan pendekatan kurikulum dalam pengajaran bahasa yang diawali dengan spesifikasi hasil belajar yang menjadi dasar untuk pegembangan proses dan masukan pembelajaran (Richards, 2013). Penelitian ini bertujuan untuk menampilkan analisis teoritis tentang bagaimana integrasi Backward Design Model (BDM) berdampak pada kelas bahasa Inggris sebagai bahasa asing. Penelitian ini merupakan hasil dari telaah artikel berbasis penelitian tentang bagaimana integrasi BDM bermanfaat bagi para guru dan siswa EFL. Manfaat ini berkaitan dengan elemen utama BDM yaitu merancang pembelajaran untuk pemahaman yang bertahan lama, penilaian kinerja siswa berdasarkan bukti yang dapat diterima, dan merencanakan pengalaman dan instruksi pembelajaran berdasarkan hasil yang diinginkan. Hasil penelitian menunjukkan bahwa BDM memang membawa manfaat bagi para guru dan siswa. Hasil penelitian juga mengungkapkan bahwa penerapan model yang efisien ini membantu para guru untuk memiliki pemahaman yang lebih baik tentang pengetahuan prosedural pembelajaran dan juga membantu siswa untuk meningkatkan kemampuan berbahasa Inggris mereka.
Evaluating Ninth Graders’ EFL Textbook in the Ethiopian EFL Context: Vocabulary and Grammar in Focus Addisu Sewbihon Getie
IJEE (Indonesian Journal of English Education) IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION)| VOL. 7 | NO.1 | 2020
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/ijee.v7i1.15738

Abstract

ABSTRACTThis study was conducted to evaluate the ninth graders’ EFL textbook in the Ethiopian EFL context from the perspective of Lexical Approach. To examine whether the principles of Lexical Approach designed by Lewis (1993, 2000, and 2008) were applied in the textbook, its vocabulary and grammar sections were critically evaluated, and to assess the teachability of the two skills in line with the contemporary literature on the lexical theory, the researcher selected vocabulary and grammar items from the entire textbook. The researcher included grade nine EFL teachers as participants because of their extensive EFL teaching experience at this level. The research data were collected employing documents and interviews as instruments and were analyzed quantitatively and qualitatively. Findings of this study show that vocabulary and grammar skills are not presented lexically in this EFL textbook. In addition, these skills are neither presented in unison in the textbook nor are treated non-dichotomously. Overall, this study's findings indicate that the EFL textbook under study is not suitable for teaching vocabulary and grammar lexically. The researcher, therefore, recommends that extensive research be conducted to explore the impacts of the Lexical Approach on learners' competence of English as a foreign language in this EFL context. ABSTRAKPenelitian ini dilakukan untuk mengevaluasi buku teks EFL siswa kelas sembilan dari perspektif Pendekatan Leksikal. Untuk menguji apakah prinsip-prinsip Pendekatan Leksikal yang dirancang oleh Lewis (1993, 2000, dan 2008) diterapkan dalam buku teks EFL dalam konteks sistem pendidikan Ethiopia, aspek-aspek kosakata dan tata bahasa dari buku teks tersebut dievaluasi secara kritis. Untuk menilai kemampuan mengajar dua keterampilan tersebut apakah sejalan dengan literatur kontemporer tentang teori leksikal, peneliti memilih aspek kosakata dan tata bahasa dari buku teks tersebut. Peneliti memasukkan guru EFL kelas sembilan sebagai responden studi karena mereka telah mengajar siswa EFL di kelas ini selama beberapa tahun. Data penelitian ini dikumpulkan dengan dokumen dan wawancara dan dianalisis secara kuantitatif dan kualitatif. Temuan penelitian ini menunjukkan bahwa kosakata dan keterampilan tata bahasa tidak disajikan secara leksikal dalam buku teks EFL siswa kelas sembilan. Selain itu, keterampilan ini juga tidak disajikan secara serempak dalam buku teks atau diperlakukan secara non-dikotomis. Secara keseluruhan, temuan penelitian ini menunjukkan bahwa buku teks dalam konteks EFL ini tidak sesuai untuk mengajarkan kosakata dan tata bahasa secara leksikal. Peneliti merekomendasikan agar dilakukan penelitian ekstensif untuk mengeksplorasi dampak Pendekatan Leksikal dalam mengembangkan semua aspek kompetensi bahasa Inggris sebagai Bahasa Asing peserta didik dalam konteks EFL ini.  How to Cite: Getie, A. S. (2020). Evaluating Ninth Graders’ EFL Textbook  in the Ethiopian EFL Context:  Vocabulary and Grammar in Focus. IJEE (Indonesian Journal of English Education), 7(1), 1-21. doi:10.15408/ijee.v7i1.15738
An Analysis of Students’ Reading Interest during Learning From Home amidst the Covid-19 Pandemic Sri Utami; Jumaidi Nur
IJEE (Indonesian Journal of English Education) IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION)| VOL. 8 | NO.1 | 2021
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/ijee.v1i1.17157

Abstract

ABSTRACTThis study aimed to analyze students’ reading interest during the learning-from-home policy in the Covid-19 pandemic time, and it was conducted at the English Department of the University of Kutai Kartanegara in Tenggarong. This descriptive study employed a qualitative approach with a survey design that involved 79 students from the second, fourth, and sixth semesters as participants. The data were obtained through a questionnaire and interview, and they were then analyzed descriptively. Results of this study showed that during the learning-from-home policy students liked to read anything but lecture materials. They argued that reading was tedious and difficult. They preferred reading fiction to reading non-fiction and preferred reading online to reading offline. They read 15-30 minutes a day and only read 1-3 books within five months of learning from home. Their reading materials came from online and offline sources, from websites, and print books by using smartphones. The type of material that was mostly read was novels especially romantic ones. This study suggests that teachers should present lecture materials in such a way that students would be interested in reading them for certain reasons academically or personally.ABSTRAKPenelitian ini bertujuan untuk menganalisis minat baca siswa selama belajar dari rumah pada waktu pandemi Covid-19, dan dilakukan di Jurusan Bahasa Inggris Universitas Kutai Kartanegara di Tenggarong. Penelitian ini menggunakan pendekatan kualitatif dengan menggunakan studi deskriptif jenis survei yang melibatkan 79 mahasiswa semester dua, empat, dan enam sebagai partisipan. Data diperoleh melalui angket dan wawancara, kemudian dianalisis secara deskriptif dan disajikan dalam bentuk tabulasi frekuensi dan persentase, serta dalam bentuk naratif. Hasil penelitian menunjukkan bahwa siswa suka membaca apa saja kecuali materi perkuliahan selama belajar dari rumah. Mereka berpendapat bahwa membaca itu membosankan dan sulit. Mereka lebih suka membaca fiksi daripada membaca non-fiksi dan lebih suka membaca online daripada membaca offline. Mereka membaca 15-30 menit sehari dan hanya membaca 1-3 buku dalam waktu lima bulan belajar dari rumah. Sumber bacaan mereka berasal dari online dan offline, dari Website dan buku cetak dengan menggunakan smartphone. Jenis materi yang paling banyak dibaca adalah novel terutama novel romance. Studi ini menunjukkan bahwa terdapat berbagai alasan mengapa fenomena tersebut terjadi.
Narrative Study: Diary of Digital Immigrant EFL Teacher In Myanmar Yam Saroh; Khin Wint War Htun
IJEE (Indonesian Journal of English Education) IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION)| VOL. 7 | NO.2 | 2020
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/ijee.v7i2.17690

Abstract

ABSTRACTTeachers, mainly digital immigrants, find challenges to chase technology to integrate digital learning in the classroom. The previous studies revealed that some digital immigrant teachers, the newcomers of the digital age, lacked the confidence to integrate technology during teaching since they were aware of the fact that their students were more proficient than they were. This study depicts the struggles of a digital immigrant EFL teacher-educator to engage with technology that aims at improving the English teaching performance. A digital immigrant EFL teacher from a high-quality education college in Myanmar was invited to be the research participant. Open-ended questionnaires and semi-structured interviews with both the research participant and students were applied to collect the data. The triangulation data revealed that the digital immigrant EFL teacher found difficulties in creating her digital learning media and improving her teaching technology integration competence due to her insufficient knowledge and IT skills. It also revealed that integrating technology improved the teacher's teaching performance; however, it destructed the objectives of the teaching due to technology deviation on students' attention.ABSTRAKGuru, terutama yang imigran digital, mengalami tantangan besar dalam mengejar ketertinggalan mereka terhadap teknologi yang bertujuan mengintegrasikan pembelajaran digital di kelas. Studi sebelumnya mengungkapkan bahwa beberapa guru imigran digital, pendatang baru di era digital, kurang percaya diri untuk mengintegrasikan teknologi selama mengajar karena mereka menyadari fakta bahwa siswanya lebih mahir. Penelitian ini menggambarkan seorang guru-pendidik EFL imigran digital untuk terlibat dengan teknologi yang bertujuan untuk meningkatkan kinerja pengajaran bahasa Inggris. Seorang guru EFL imigran digital dari perguruan tinggi pendidikan berkualitas di Myanmar diundang untuk menjadi peserta penelitian. Kuesioner terbuka dan wawancara semi terstruktur untuk peserta penelitian dan mahasiswa digunakan untuk mengumpulkan data. Triangulasi data mengungkapkan bahwa guru EFL imigran digital mengalami kesulitan dalam media pembelajaran digital dan meningkatkan kompetensi integrasi teknologi karena pengetahuan dan keterampilannya yang kurang di bidang teknologi informasi. Ia juga mengungkapkan bahwa mengintegrasikan teknologi meningkatkan kinerja mengajar guru. Namun, hal itu merusak tujuan pembelajaran karena adanya penyimpangan teknologi yang menjadi perhatian siswa.
The Benefits of Gamification in the English Learning Context Eka Fajar Rahmani
IJEE (Indonesian Journal of English Education) IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION)| VOL. 7 | NO.1 | 2020
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/ijee.v7i1.17054

Abstract

ABSTRACTThis study aims at displaying the results of reviewing research-based articles about gamification in the context of learning English. The concept of games has changed from a self-entertainment into an edutainment through adjustments and modifications. This notion is adapted by teachers in big countries such as Poland, China, and the US to enhance their English class with surprisingly ensuing positive results (Rothwell & Shaffer, 2019). These results have triggered the writer to find out more about the benefits of gamification and to conduct qualitative research through the review process. The writer collected and analyzed thirteen relevant articles from journals and websites. The results indicated that gamification indeed brought benefits to students. The foremost results included motivation improvement, promoting positive attitudes and better performances, fostering 21st-century skills and better cognitive achievements, encouraging social interaction and independencies, and improving competitiveness among students during the learning process.ABSTRAKPenelitian ini bertujuan untuk memaparkan hasil dari telaah artikel berbasis riset tentang gamifikasi pada konteks pembelajaran Bahasa Inggris. Konsep permainan telah berubah dari hiburan mandiri menjadi edutainment melalui penyesuaian dan modifikasi. Konsep ini, terutama permainan online, diadaptasi oleh para guru di negara-negara besar seperti Polandia, China, dan US untuk meningkatkan aktifitas kelas Bahasa Inggris mereka dengan yang hasil positif yang mengejutkan (Rothwell & Shaffer, 2019). Hasil ini menjadi motivasi penulis untuk menggali lebih dalam tentang manfaat gamifikasi dalam pembelajaran Bahasa Inggris sehingga penulis melakukan penelitian kualitatif melalui proses review. Penulis telah mengumpulkan dan menganalisa tiga belas artikel yang relevan dari jurnal dan situs web. Hasil analisa menunjukkan bahwa gamifikasi memang bermanfaat bagi siswa. Manfaat yang paling utama yaitu meningkatkan motivasi dan penampilan yang baik, mengembangkan keterampilan Abad 21, mendorong interaksi social dan kebebasan, serta meningkatkan daya saing antar siswa selama pembelajaran. How to Cite: Rahmani, E.F. (2020). The Benefits of Gamification in the English Learning Context. IJEE (Indonesian Journal of English Education), 7(1), 32-47. doi:10.15408/ijee.v7i1.17054
Students’ Perceptions on Online Peer Feedback Practice In EFL Writing I Gede Krisna Meialldy Putra; Made Hery Santosa; Ni Putu Astiti Pratiwi
IJEE (Indonesian Journal of English Education) IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION)| VOL. 8 | NO.2 | 2021
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/ijee.v8i2.21488

Abstract

ABSTRACTThis study investigated the implementation of online peer feedback practice, the students’ perceptions toward online peer feedback practice, and the students’ challenges toward online peer feedback practice. The study employed a mixed-method design with SMA PGRI Blahbatuh students as the population, while the sample was 132 students. The data were collected through observing the online classes using an observation checklist, conducting a survey using a questionnaire, and conducting an interview using an interview guide through focus group discussion. The study’s findings imply several strengths and weaknesses in the online peer feedback practice. It was also revealed that the students had positive perceptions toward the online peer feedback practice. Meanwhile, the interview results revealed several contradictory results regarding the students’ challenges. The students preferred the teacher’s feedback after the practice since it would make them feel safe. The students also suggested anonymous peer feedback practice since they could give the comments honestly, with details, and specifics. Through this study, students can learn to improve their skills in communicating and collaborating with their peers. The study also provided the teacher information to create more effective and efficient online peer feedback practice.    ABSTRAKPenelitian ini didesain untuk menyelidiki penerapan praktik umpan balik rekan secara daring, persepsi siswa terhadap praktik umpan balik rekan secara daring, dan tantangan siswa terhadap praktik umpan balik rekan secara daring. Penelitian ini menggunakan desain kombinasi dengan siswa SMA PGRI Blahbatuh sebagai populasi, sedangkan sampelnya hanya 132 siswa. Pengumpulan data dilakukan melalui observasi kelas online menggunakan lembar observasi, survei menggunakan kuesioner, dan wawancara menggunakan pedoman wawancara melalui diskusi kelompok terfokus. Temuan penelitian menyiratkan bahwa ada beberapa kekuatan dan kelemahan dalam praktik umpan balik rekan secara daring. Terungkap pula bahwa siswa memiliki persepsi positif terhadap praktik umpan balik rekan secara daring. Sementara itu, hasil wawancara mengungkapkan beberapa hasil yang kontradiktif terkait tantangan siswa. Siswa lebih menyukai masukan dari guru setelah latihan karena akan membuat mereka merasa lebih aman. Para siswa juga menyarankan praktik umpan balik rekan anonim karena mereka dapat memberikan komentar dengan jujur, dengan detail, dan spesifik. Melalui penelitian ini, siswa dapat belajar meningkatkan keterampilannya dalam berkomunikasi dan berkolaborasi dengan teman sebayanya. Penelitian ini juga memberikan informasi kepada guru untuk menciptakan praktik umpan balik teman secara daring yang lebih efektif dan efisien. 
EFL Teachers' Experiences During the Pandemic: Stories From Rural Area in Tungkal Ilir District Pahrozi Ahmad; Anita Triastuti
IJEE (Indonesian Journal of English Education) IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION)| VOL. 8 | NO.2 | 2021
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/ijee.v8i2.22409

Abstract

ABSTRACTThis article explores the implementation of online learning by English teachers in the age of the coronavirus pandemic in the Tungkal Ilir district, West Tanjung Jabung Regency. This article examines two research questions: (1) How do EFL teachers describe their practices and perceptions of online learning during the pandemic, and (2) What challenges EFL teachers face while implementing online learning during the pandemic. In this small-scale qualitative study, three English teachers took part. Semi-structured interviews were used to gather information. The result revealed that teachers in remote areas used social media and digital platforms to carry out their online teaching. On the other hand, these teachers had some issues incorporating online learning. The problems can be divided into two categories: (a) unfamiliarity with the platforms and (b) inability to respond to students quickly. In addition, some suggestions are also given for further researchers to conduct a similar study. ABSTRAKArtikel ini membahas tentang implementasi pembelajaran online oleh guru bahasa Inggris di era pandemi virus corona di kecamatan Tungkal Ilir, Kabupaten Tanjung Jabung Barat. Artikel ini membahas dua pertanyaan penelitian: (1) Bagaimana guru EFL menggambarkan praktik dan persepsi mereka tentang pembelajaran online selama pandemi, dan (2) Apa tantangan yang dihadapi guru EFL saat menerapkan pembelajaran online selama pandemi. Tiga guru Bahasa Inggris diambil sebagai responden dalam studi kualitatif skala kecil ini.  Wawancara semi terstruktur digunakan untuk mengumpulkan informasi. Hasil penelitian menunjukkan bahwa guru di daerah terpencil telah menggunakan media sosial dan platform digital untuk melaksanakan pengajaran online mereka. Disisi lain, guru memiliki beberapa masalah dalam penerapan pembelajaran online. Masalah dapat dibagi menjadi dua kategori: (a) ketidaktahuan dengan platform dan (b) ketidakmampuan untuk merespon siswa dengan cepat. Selain itu, beberapa saran juga diberikan bagi peneliti selanjutnya untuk melakukan penelitian serupa.
Alternative Learning Methods Employed by Language Teachers in the New Normal of COVID-19 Ida Bagus Nyoman Mantra; Nengah Dwi Handayani; Anak Agung Istri Yudhi Pramawati
IJEE (Indonesian Journal of English Education) IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION)| VOL. 8 | NO.2 | 2021
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/ijee.v8i2.21135

Abstract

ABSTRACTLearning activities should be conducted effectively to create conducive learning conditions to develop students’ creativity and their higher learning competence. Through conducting appropriate and effective learning activities, the learning objectives and learning competencies are easier to achieve. To create effective learning activities, teachers are required to have adequate understanding and competence in employing learning methods. This study aims to explore effective learning methods to create more creative learning activities for the students. This study found several alternative learning methods that can be utilized in the time of the new normal of covid-19 to continually improve the students’ competence. This study implies that teachers should continually expose themselves to various learning methods to establish conducive learning conditions in the classroom. ABSTRAKKegiatan pembelajaran harus dilakukan secara efektif untuk menciptakan kondisi pembelajaran yang kondusif untuk mengembangkan kreativitas dan kompetensi belajar siswa yang lebih tinggi. Melalui pelaksanaan kegiatan pembelajaran yang tepat dan efektif, tujuan pembelajaran dan kompetensi pembelajaran lebih mudah dicapai. Untuk menciptakan kegiatan pembelajaran yang efektif, guru dituntut memiliki pemahaman dan kompetensi yang memadai dalam menggunakan metode pembelajaran. Penelitian ini bertujuan untuk menggali metode pembelajaran yang efektif untuk menciptakan kegiatan belajar yang lebih kreatif bagi siswa. Penelitian ini menemukan beberapa metode pembelajaran alternatif yang dapat dimanfaatkan pada masa new normal covid-19 untuk terus meningkatkan kompetensi siswa. Studi ini menyiratkan bahwa guru harus terus-menerus mengekspos diri mereka kedalam berbagai metode pembelajaran untuk membangun kondisi pembelajaran yang kondusif di dalam kelas.
Engagement Strategies in Electronic Tools English Online Learning: Higher Education Context Rizky Eka Prasetya
IJEE (Indonesian Journal of English Education) IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION)| VOL. 8 | NO.2 | 2021
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/ijee.v8i2.22358

Abstract

ABSTRACTThe study aimed to explore and investigate the versatility, capacity, and adaptability for accommodating online English learning. The qualitative approach was employed in the study with a descriptive research design. 86 participants responded to the survey, and 25 semi-structured interviews were adjusted from the National Survey of Student Engagement (NSSE). The study’s findings have implications for employing online instructors, instructional designers, and administrators to increase online course engagement. The study exposed four recommendations based on the finding, including instructional elements of collaborated and interactive activities, integrated electronic tests applied on mobile phones, and Enhanced Social familiarity. English lecturers preferred to use Moodle and Google classroom as their daily Learning Management System (LMS) in the study context. The interactive tools intended to apply with QuizGame and Wirewax while conference communication instrument approved to the Google Meeting and Skype. Conclusively, the study offered implications for practice by confirming and presenting the online tools approach that might be utilized to engage and implement online English learning education in Higher Education circumstances.ABSTRAKPenelitian ini bertujuan untuk mengeksplorasi dan menyelidiki keserbagunaan, kapasitas, dan kemampuan beradaptasi untuk mengakomodasi pembelajaran daring bahasa Inggris. Pendekatan kualitatif digunakan dalam penelitian ini dengan desain penelitian deskriptif. 86 peserta menanggapi survei, dan 25 wawancara semi-terstruktur disesuaikan dari National Survey of Student Engagement (NSSE). Temuan penelitian ini memiliki implikasi untuk mengenlola instruktur daring, perancang instruksional pembelajaran, dan administrator untuk meningkatkan keterlibatan kelas daring. Studi ini memaparkan empat rekomendasi, termasuk elemen instruksional dari aktivitas kolaborasi dan interaktif, tes elektronik terintegrasi yang diterapkan pada ponsel, dan Peningkatan kedekatan Sosial. Instruktur atau dosen bahasa Inggris lebih menggunakan Moodle dan Google classroom sebagai Learning Management System (LMS) harian mereka dalam konteks belajar daring. Keterlibatan alat interaktif dimaksudkan untuk penerapan dengan QuizGame dan Wirewax sementara instrumen komunikasi konferensi digunakan dalam Google Meeting dan Skype. Secara meyakinkan, penelitian ini menawarkan implikasi untuk praktik dengan mengonfirmasi dan menyajikan pendekatan alat daring sehingga dapat digunakan untuk melibatkan dan mengimplementasikan pendidikan pembelajaran bahasa Inggris daring di lingkungan Pendidikan Tinggi.

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All Issue IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION)| VOL. 12 | NO. 1 | 2025 IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION)| VOL. 11 | NO. 2 | 2024 IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION)| VOL. 11 | NO. 1 | 2024 IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION)| VOL. 10 | NO.2 | 2023 IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION)| VOL. 10 | NO.1 | 2023 IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION)| VOL. 9 | NO.1 | 2022 IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION)| VOL. 8 | NO.2 | 2021 IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION)| VOL. 8 | NO.1 | 2021 IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION)| VOL. 7 | NO.2 | 2020 IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION)| VOL. 7 | NO.1 | 2020 IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION)| VOL. 6 | NO.2 | 2019 IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION)| VOL. 6 | NO.1 | 2019 IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION)| VOL. 5 | NO.2 | 2018 IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION)| VOL. 5 | NO.1 | 2018 IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION)| VOL. 4 | NO.2 | 2017 IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION)| VOL. 4 | NO.1 | 2017 IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION)| VOL. 3 | NO.2 | 2016 IJEE (Indonesian Journal of English Education)| Vol. 3 | No.1 | 2016 IJEE (Indonesian Journal of English Education)| Vol. 3 | No.1 | 2016 IJEE (Indonesian Journal of English Education)| Vol. 2 | No.2 | 2015 IJEE (Indonesian Journal of English Education) | Vol. 2 | No.1 | 2015 IJEE (Indonesian Journal of English Education)| Vol. 1 | No.2 | 2014 IJEE (Indonesian Journal of English Education)| Vol. 1 | No.1 | 2014 More Issue