The Experiences of EFL Teachers Teaching English Skills and Contents in the Midst of Covid-19 Pandemic

The major purpose of this research was to obtain the voices of EFL senior teachers regarding the use of the WhatsApp- group tool. The researchers applied a qualitative method design by practicing two instruments: semi-structured interview and indirect observation. The case study design was undertaken by engaging two EFL senior teachers who actively implemented the WhatsApp group tool in the learning process in the midst of the outbreak of COVID-19. Four designs of qualitative frameworks were convenience aspect (ease of use) and usefulness aspect (Interaction and motivation), educational aspect, and technical aspect was simultaneously utilized to draw their experience in teaching English skills and content courses. The result of research discussions declared that the EFL teachers claimed the different voices toward the utilizing WhatsApp-group tool. Grammar lecturers claimed that this digital tool is a learning management system, integrating the tools for educational aims, and perceiving advantages in boosting the effectiveness and efficiency of the teaching and learning process. In addition, Grammar lecturers as educators emphasized to their learners that the young generation does not only learn the academic aspects but also build a good attitude, critically-thinking, social caring, and high tolerance the society. The learning strategy is well-known as the maternity reflective method. In contrast, the Prose lecturer claimed several obstacles; junk notifications, flooding irrelevant chats in the WhatsApp forum, poor signal, and consuming extra time. Furthermore, he added that interactions in the WhatsApp-group tool as supportive learning cannot boost learners to be active due to some factors. This evidence became a significant challenge in applying WhatsApp as a management teaching media. Thus, the pedagogical implication of utilizing WhatsApp- group L tool in EFL classroom should be carefully tackled to minimize the overuse of this mobile applicatio

Webquest: the transformation and innovation in ELT

This paper aims at describing the use of modern technology for language teaching.The idea of webquest in language teaching has had colossal changes in recent decades. Advancements in technology, the prominence of the internet and its simple accessibility in numerous parts of the world has made a suitable device for teacher improvement. Web based media place new requests with respect to language which can advance varieties in language utilized (Halliday, 1990). The core issue of this paper will surely encourage the language teachers to find out the interesting and beneficial method of teaching and learning in the academic English classroom. Thus, the use of webquest in language teaching is one effective tool to promote variations in language teaching. The five main components of Webquest, namelythe introduction, task, process, resources, evaluation, and conclusion are significatlyinnovative teaching and learning strategies in EFL context

EFL learner’s perception about utilizing technology-driven learning in the midst of Covid-19 outbreak

The COVID-19 Pandemic is having a massive impact in the world of education. This current research investigates the learners’ perceptions of utilising technology of WhatsApp application in the midst of a COVID-19 pandemic. The usefulness aspects are ease of use, an ease of learning and satisfaction were investigated on this basis. A descriptive method and questionnaire developed by Lund, A. M (2001) were used in this study. The subjects of this study were 33 participants from three different levels of academic years. They perceived the use of online learning via WhatsApp was not intensely useful in the middle of the Covid 19 pandemic. The main response of participants’ perception is that WhatsApp application is not useful, is hard to use, not user-friendly and is an unsatisfactory tool used by teachers and students. Thus, WhatsApp shall not be implemented in EFL learning system

Independent vocabulary learning features and strategies of Indonesian EFL learners

Shifting the independent learning style becomes nowadays trend. Regarding to its positive impact, Maulana Malik Ibrahim State Islamic University, Malang (MMISIUM), has encouraged students to join language training in Ma’had Ali (MA) Sunan Ampel on-Campus Halls of Residence. Then, this study is (1) to identify the features of independent learning strategies used by the Indonesian EFL learners at MA, and (2) to identify the learning strategies as the characteristic manner to approach any learning task and figuring out the strategies selected to approach the vocabulary learning tasks. This case study aims at exploring the the Indonesian EFL learners’ strategies occurred in foreign language learning contexts. The data were gathered through interview, observation, and field notes. The findings showed that the independent learners (a) employ individually rather than in groups learning, (b) control their learning by keeping themselves focused in learning process, (c) use memorization and guessing, and (d) are willing to accomplish the tasks in certain amount of time. On the vocabulary performance task, the students use different strategies for memorizing the list of vocabulary

BEST PRACTICES ON BILINGUAL LANGUAGE TEACHING:21ST CENTURY EDUCATION PERSPECTIVES

One of the most prominent methods commonly employed for English Language Teaching (ELT) isbilingual, an outstanding program which has proven its worth in terms of language acquisition and broad applicability in both local and national settings. This paper aims at reviewing on best practices of implementing bilingual program that can successfully promote positive academic outcomes toward the nonnative English-speaking students in the bilingual classroom. A bilingual classroom is one in which both the majority language (Indonesia) and the minority language (English) are spoken in the classroom. The subject matter is usually taught in Indonesia while English is taught as a separate subject. As students' second language abilities develop, more of the subject matter may be discussed and taught in English. Therefore, a large variety and types of materials are required to meet the needs of bilingual teaching in the tertiary classroom. Basic language communication skills and interactive conversation are types of materials that can be applied. Promoting positive bilingual interactions between teachers and students is an important instructional objective.Thus, promoting highly proficient oral language skills necessitates providing both structured and unstructured opportunities for oral production

EXPLORING EFL LEARNER`S VOCABULARY LEARNING STRATEGIES AT DARUSSALAM ISLAMIC ISTITUTES

EFL students should have vocabulary mastery as basic unit to  support the understanding of the English learning process. This study is focused on several aims Those are to find out the features of vocabulary learning strategies, to find the most strategy which is used by efl learners, and to know the least common vocabulary learning strategy which is made by EFL  Darussalam Islamic Institute. The study was carried out to 61 students as samples to collecting data.  The majority of the respondent consist of 53 female respondents and 8 male respondents. The data collection involved observation, questionnaire, and interview instruments. Afterward, main instrument is a set of questionnaires which was adapted on Schmitt‘s (1997) taxonomy; determination strategy (DET), social strategy (SOC), memory strategy (MEM), cognitive strategy (COG), and metacoginitive strategy (MET). The 33 questions are adapted. The overall implication of vocabulary learning strategies indicated that the most strategy applied is a cognitive strategy which is preferably used strategy by EFL learners with the highest total average score among others 3.27. And the least vocabulary learning strategy used is social strategies with the lowest total average scores 2.81 And the features shown by the respondents are they tend to use a mechanical means. Keywords: “Language Learning Strategy (LLS)”, “Vocabulary learning strategies (VLSs)”, “EFL students”

The implementation of digital storytelling using discovery learning in EFL listening class: middle school students’ and teachers’ voices

Due to the rapid elevation of technology, teachers are expected to integrate technology into the classroom to engage students considered digital natives. Digital storytelling is an alternative medium for teaching listening skills. This case study investigated students’ and teachers' voices of the implementation of digital storytelling using discovery learning. An in-depth interview, classroom observation, and open-ended questionnaire were applied to explore the implementation of digital storytelling using discovery learning. This case study involved a middle school English teacher and 30 students from a junior high school level in Bali, Indonesia. The qualitative data from students and teachers interviews and observations showed that the students perceived that digital storytelling is more engaging, interesting, and motivating to improve their listening skills. The most challenging activities rested on students' limited vocabulary during the communication stage using Bahasa Indonesia. The pedagogical implication of this study is that EFL teachers need to provide learners with relevant vocabulary to support learners' communication skills during the classroom session during the implementation of digital storytelling. Since learners' limited vocabulary becomes one of the hindering factors in teaching listening, it is recommended for a further researcher to address this issue. 

Utilizing WhatsApp-driven learning during COVID-19 outbreak: EFL users’ perceptions and practices

The COVID-19 pandemic required an abrupt shift to online education. In Indonesia,where WhatsApp is a popular communication tool, teachers moved from face-to-face delivery to sharing teaching materials via WhatsApp. This study investigated teachers’and learners’ perceptions, practices, and challenges of utilizing WhatsApp as a primary teaching and learning tool amid the COVID-19 pandemic. A mixed quantitative and qualitative method was used to identify 119 EFL teachers’ and 198 learners’ perceptions, practices, and challenges of using WhatsApp in East Java senior high schools. Thefindings revealed discrepancies in perceptions between EFL teachers and learners regarding WhatsApp's overall perceptions, ease of use, and usefulness. Results indicate that WhatsApp can be a suitable primary tool for teaching and learning, rather than being limited to its more traditional role as a supporting tool. Considerations for increasing the effectiveness of WhatsApp for teaching and learning are discussed

A SURVEY OF ACADEMIC NEEDS OF ESP LEARNERS ACROSS DIFFERENT MAJOR

English for Specific Purposes (ESP) is one of the predominant approaches to language teaching in tertiary education, since it is directed towards the specific needs of the particular specialty students. The aim of the present study is to report the results of an academic English needs analysis carried out at the State Islamic University, Malang (SIUM) Indonesia through two different majors, Islamic banking and management department. Through the implementation of a needs analysis questionnaire in ESP classes the felt academic needs of learners in terms of skills and sub-skills are specified. The results of the survey revealed that 24 (60%) respondents needed English for higher education. Twenty respondents (50%) claimed that they needed speaking as the priority for their future career. In addition, the students’ preferred learning indicated that pair work/group work, games and projects were more innovative learning. The paper concluded with some pedagogical implications to improve and develop ESP course material and methodology