ICT ACCEPTANCE OF INDONESIAN TEACHERS IN TEFL: A CASE STUDY OF SENIOR HIGH SCHOOL EFL TEACHERS

ABSTRACT Adin Fauzi. 2017. ICT Acceptance of Indonesian Teachers in TEFL: A Case Study of Senior High School EFL Teachers. Consultants: (1) Dra. Dewi Rochsantiningsih, M. Ed, Ph.D. (2) Prof. Dr. Sri Samiati Tarjana. Thesis. Graduate Program of English Education Department, Sebelas Maret University Surakarta. This study seeks to investigate ICT acceptance of EFL teachers in Indonesia particularly in the level of Senior High School by discovering ICT tools used by EFL teachers; examining the levels of EFL teachers’ acceptance of ICT in TEFL; identifying the factors that affect EFL teachers’ acceptance of ICT in TEFL as well as the barriers that EFL teachers encounter in integrating ICT in TEFL; and exploring the roles of ICT in TEFL. This case study was carried out in the context of a private Senior High School in Surakarta known to have an excellent ICT infrastructure. Using simple purposive sampling, three EFL teachers at the school who were familiar with ICT and had experienced teaching English with ICT were selected as the participants of this study. Some techniques of qualitative data collection were employed in this study such as questionnaire interview, observation, and documentation. The data were initially explored by coding the data and grouping the codes into categories based on the themes. Then, the data were displayed by using tables, figures, and narratives. Finally, the conclusion was drawn. Several major findings of this study were: (1) several types of ICT tools and devices used by EFL teachers in this study were laptop, smartphone PowerPoint, video, application dictionary, video game, learning platform, email, and Open Education Resources; (2) the majority of the teachers successfully achieved high level of ICT acceptance either in terms of the frequency of use or the impact of ICT adoption on teaching and learning; (3) the factors that affected EFL teachers’ acceptance of ICT sourced from both external factors such as ICT characteristics, training, teaching in digital age, and school’s support, and internal factors such as teachers’ perception towards the usefulness of ICT and the level of difficulties of ICT, and teachers’ personal experience with ICT; (4) the barriers to ICT integration in TEFL included lack of excellent ICT facilities, lack of ICT-related pedagogical events for teachers, the restriction on language laboratory use, lack of smartphone in the classroom, and teachers’ sense of incredulity at students; and (5) ICT had crucial roles in TEFL in which its adoption could support teaching strategies, increase students’ motivation and interest, facilitate teachers and students’ interactions, foster students’ centeredness, and enhance students’ performance and achievement. Apart from the problems in the implementation of ICT in TEFL, the evidence would appear to suggest that the benefits of ICT far outweigh any risks. To effectively integrate ICT in TEFL, EFL teachers should have a willingness to work on their initiatives. Keywords: ICT, Acceptance, Indonesian EFL Teachers, TEFL

Challenges in Teaching Integrated-Listening Skill in the University

This research describes challenges encountered by EFL instructor in teaching integrated-listening skill in the university. To deal with this issue, a qualitative approach notably a basic interpretive study was deployed as the research design. Conducted in a private university in Blitar, East Java, this study took 23 students enrolled in Advanced Listening course as the participants. The data were collected through observation, interview, and document analysis. The result revealed that EFL instructor experienced some challenges in teaching integrated-listening skill to university students. The challenges included difficulties in locating appropriate materials, the students’ low level of English proficiency, and the students’ problematic attitude. Those problems hindered the students’ ability in both speaking and writing activities as a follow-up to listening activity. Current gap in listening-related study is recognized, and suggestions for both practitioners and future researchers are proposed.

DEVELOPING AN EXTENDED FLIPPED CLASSROOM FOR TEACHING ENGLISH AT PRIMARY SCHOOL: THE PLAN, FLIP, ASSESS, REFLECT (PFAR) MODEL

It is widely known that teacher-centered learning still dominates the current teaching and learning practice. This practice leads to an ineffective learning process since the students are not optimally engaged in it. Additionally, the teachers’ challenge is growing due to the implementation of online learning during the Covid-19 pandemic.To address these challenges, this study developed a flipped classroom named the Plan, Flip, Assess, and Reflect (PFAR) model for teaching English at primary school. This model is able to transform the traditional learning into an interactive learning process by mixturing online and face-to-face learning. The PFAR model consists of four steps: 1) planning the lesson; 2) flipping the lesson; 3) assessing learning; and 4) reflecting upon learning. The steps in developing this model include 1) need analysis; 2) design and development; 3) validation and revision; 4) preliminary field test; 5) product revision; 6) main field test; and 7) final revision and dissemination. These processes lead to a production of the PFAR model. The result of validation revealed that the quality of the PFAR model was between good and excellent. They agreed that the PFAR model is beneficial for English teachers at primary school.The result of experiment also indicated that the PFAR model had a significant effect on the students’ English speaking skill. It significantly improved the students’ speaking skill. English teachers of primary school can directly adopt or adapt the PFAR model to create an effective and interactive learning process after the Covid-19 pandemic

DEVELOPING CofiD-20 GAME FOR TEACHING READING COMPREHENSION TO THE TENTH GRADE STUDENT: RESEARCH AND DEVELOPMENT

The purpose of this study was to determine the game as a medium for learning reading comprehension that focuses on descriptive text, to determine English reading skills for learning reading comprehension, and to determine the ability of teachers and students' responses to the use of these media for learning reading comprehension in high school. The researcher adapted Sugiyono's research and development framework as a research reference. Adaptation is formulated in three phases, namely: basic research; design and development; and perception and finalization tests. The results showed that the game-based learning media had been validated by media and material experts and the responses of teachers and students had been carried out. The results of media experts 88.5% are included in the "Very Valid" category and an average of 81.3% material experts are included in the "Very Valid" category. The average teacher response was 87.2% included in the "Very Good" category and the average student response was 87.75% included in the "Very Good" category. From the results of the research above, it can be concluded that CofiD-20 Game as a learning media is valid and feasible to be used as a learning medium for learning reading comprehension. &nbsp

REDEFINING LEARNING PROCESS THROUGH FLIPPED CLASSROOM

This study addresses the implementation of the flipped classroom in redefining the traditional learning process in higher education. The data were collected by observing the learning process of Advanced Listening course, which was set up in a flipped classroom mode. The data of observation showed that the steps in the flipped classroom were as follows: (1) learning the materials (beyond the classroom); (2) taking notes and preparing questions (beyond the classroom); (3) presenting the materials (inside the classroom); and (4) discussing the materials (inside the classroom). The findings suggest that educators should start flipping the classroom since it provides a lot of educational benefits

GO GOLD GENERATION WEB-BASED QUIZ FOR TEACHING AND LEARNING GRAMMAR IN SENIOR HIGH SCHOOL: RESEARCH AND DEVELOPMENT

  This research aims to establish the Go Gold Generation (3G) Web-Based Quiz for teaching and learning grammar that focused on simple past tense, present perfect tense, and past continuous tense, to discover the appropriateness of 3G web-based quiz for teaching and learning grammar, and to find out the teachers’ and students’ responses toward the use of 3G web-based quiz for teaching and learning grammar to the tenth-grade students. The researchers adapted Sugiyono’s research and development framework as a reference. The adaption has been formulated into three phases, which were: foundational research; design and development; and perception test and finalization. The research result showed that the validation score was 89,73% included in the “Very Valid” category. The result of teachers’ and students’ responses score was 89,09% included in the “Very Good” category. It means that a 3G web-based quiz can be applied as an alternative media for teaching and learning grammar to the tenth-grade students in senior high school. Furthermore, the final product of the model consisted of 3G Web-Based Quiz, guidebooks for teachers and students, and assessment guidelines

IMPLEMENTASI WAWASAN DAN PERILAKU RAMAH LINGKUNGAN SISWA SDN SUMBERJO 1 KABUPATEN BLITAR SEBAGAI PENERIMA SEKOLAH ADIWIYATA

Natural events or phenomena that occur naturally in various parts of the world are known as environmental problems. Adiwiyata is a government policy implemented by the Ministry of the Environment. Adiwiyata aims to increase environmental awareness of Indonesian society. By implementing the adiwiyata program and encouraging environmental awareness and environmentally friendly behavior, schools can shape students' personalities and other elements of life. This will help students become unique individuals while maintaining a healthy living environment. This research was carried out at UPT SDN Sumberjo 01 which is located in Sumberjo Village, Blitar Regency, Sanankulon District. The research was carried out in May-June 2023. Instilling environmentally conscious knowledge and attitudes in students at SDN Sumberjo 01 receiving Adiwiyata schools at the district level was the main emphasis of this research. This research has a research objective, namely to understand the cultivation of knowledge and caring attitudes of SDN Sumberjo 01 students towards the environment as recipients of district level Adiwiyata schools. Qualitative descriptive methodology was used in this research because it is classified as qualitative research. Based on research findings, this research is different from several previous studies because it has an element of novelty. This research analysis focuses on four main topics, namely (1) implementation of an environmentally based curriculum, (2) management of environmentally friendly supporting infrastructure, (3) implementation of environmentally friendly school regulations, and (4) involvement in participatory environmental activities.   Keywords: adiwiyata school, environment, implementatio

LEARNING MATERIALS: THE “NUCLEUS” OF LANGUAGE TEACHING

Among some components of effective language classroom, learning materials indisputably play a focal role. They improve the quality of language teaching; facilitate teachers in doing their duties, and lead students to a higher level of understanding in learning. This research aims to discuss the notion of materials in language teaching. It made use of works of literature to outline the importance of materials in language teaching, and to analyze kinds of materials, which are relevant to language teaching. The analysis resulted in the classification of materials into two broad categories namely (1) created materials, which include course book, audio materials, and video materials; and (2) authentic materials, which cover authentic texts, movie/film, radio broadcasting, television program, graphs, maps, tables, and charts. This paper serves as an invaluable resource to facilitate language teachers in selecting appropriate materials for effective language teaching

Pengembangan Literasi Menulis Siswa MIS Darul Ulum Genengan: Pelatihan Penulisan Kalimat Efektif dan Penggunaan Tanda Baca

This community service aims to develop students' writing literacy in the form of training. The main focus of this community service is to train students to write effective sentences and apply punctuations. This training involved 15 grade VI students of MIS Darul Ulum Genengan who had taken the Minimum Competency Assessment (AKM). They were selected as training participants to follow up on the results of the AKM. The training was held for 6 meetings in the period from August 1–31, 2022. The training activities include: pretest (writing text); vocabulary identification; sentence analysis; punctuation analysis; vocabulary, sentence, and punctuation exercises; and posttest (writing text). These activities were carried out in groups and individually by applying attractive learning strategies and media. After participating in the training, 80% of students were able to reach a proficient level in writing. This result far exceeds the pre-training achievement; that is, 73% of students were only able to reach the basic level. With these results, it is highly recommended for the school to intensify literacy activities, especially writing. Those who are talented can continue to hone their skills, and those who still need special intervention can continue to develop their abilities

A Model of Digital Vo-Book with Crossword for Teaching and Learning Vocabulary in Seventh Grade Junior High School t Blitar: Research and Development

This research objectives are to develop a model of Digital Vo-Book with Crossword for Teaching and Learning Vocabulary, to find out the appropriateness of Digital Vo-Book with Crossword for Teaching and Learning Vocabulary, and to know the teachers' and students' perceptions toward the use of development Digital Vo-Book with Crossword for Teaching and Learning Vocabulary in Seventh Grade Junior High School. This research adapted Sugiyono's R & D model. These research problems consisted of six steps: (1) data collections and finding potential and problem, (2) design and development, (3) expert validation and revision, (4) teachers’ and students’ perceptions, (5) evaluation by experts and revision, and (6) final product and publication. The result of material validation 90.6% and media validation 85.7% included in the "Very Valid" category. The result of the teacher's perception of 88.2% and the student’s perception 86.98% included in the "Very Good" category. It means that Vo-Book can be applied as an alternative media for teaching and learning vocabulary to seventh-grade students in Junior High School. The final product of the model consisted of a digital Vo-Book with a crossword,  and 3 guidebooks for student, teacher, and public