Mobile Technology for Language Learning and Instruction: Investigating Beliefs and Attitudes of Indonesian EFL Preservice Teachers

This study is primarily aimed to investigate beliefs and attitudes of Indonesian EFL preservice teachers toward the use of mobile devices such as smartphones or tablets for learning and instructional practice in Indonesia. Furthermore, this phenomenological study attempted to reveal the factors affecting these two constructs from 20 Indonesian EFL preservice teachers through semi-structured interviews. The findings revealed participants’ beliefs that mobile devices could positively contribute to the development of language performance as learning tools and the development of language instruction as instructional tools. Regarding attitudes of EFL preservice teachers toward the use of mobile devices for learning and teaching, this study revealed mixed responses. As learning tools, all participants expressed their positive attitudes toward this technology and intention to use this technology more intensively. As for teaching tools, the majority of the participants expressed their negative attitudes which were reflected in their disappointment through their experience during their student teaching program and their lack of interest to adopt this technology for their future classes. However, they acknowledged that this technology was helpful to facilitate online learning and agreed that this technology would become more popular in the future. Analysis of the data also revealed factors affecting beliefs and attitudes of preservice teachers toward the use of mobile devices as learning and instructional tools comprising perceived ease of use and perceived usefulness and other influencing elements of self-efficacy: enactive mastery, vicarious experience, and physiological arousal. Finally, this study presents implications and recommendations which can be a reference to optimize the integrated mobile technology for class instruction and identifies which aspects in the implementation of mobile technology that require further investigation

Pelatihan Membaca Simbol Phonetiks dengan Kamus Oxford Sebagai Upaya Peningkatan Akurasi Pengucapan dalam Bahasa Inggris

  Kesalahan dalam pengucapan kata akan berdampak tidak tersampaikannya makna dari suatu pesan. Dengan kata lain, seseorang mungkin akan memiliki interpretasi yang berbeda terhadap pesan yang disampaikan dikarenakan pengucapan kata yang tidak sesuai. Dalam komunikasi bahasa Inggris, permasalahan pengucapan yang sering muncul adalah adanya ketidakteraturan pengucapan huruf dimana apa yang diucapkan seringkali tidak sesuai dengan apa yang tertulis. Hal ini tentu saja menjadi kendala dalam pembelajaran bahasa Inggris di sekolah. Penggunaan kamus Oxford bisa menjadi salah satu pilihan untuk mengatasi permasalahan pengucapan kata dengan yang dialami siswa. Berbeda dengan kamus yang sering dipakai pleh siswa, kamus Oxford berisi konten yang seluruhnya dalam bahasa Inggris. Hal ini memberikan tantangan tersendiri kepada siswa. Selain itu, siswa juga harus mengenal simbol phonetik jika ingin mampu mengucapakan kata yang ada di dalamnya secara akurat. Kegiatan IbM ini ditujukan untuk memperkenalkan kamus Oxford serta melatih siswa untuk belajar membaca simbol phonetik yang merupakan acuan dalam pengucapan kata yang tepat dalam Bahasa Inggris. Selama kegiatan pelatihan, siswa menunjukkan antusiasme yang baik dan kegiatan pelatihan dapat berjalan dengan lancar. Diharapkan kedepannya siswa akan menjadi lebih terbiasa dalam menggunakan kamus oxford dan kesalahan pengucapan kata dapat dihindari.Mistakes and errors in pronunciation will affect meaning distribution of certain words. In other words, one might have different interpretation for a certain message because of mispronunciation. In communication using English, pronunciation issues are mostly triggered by irregularity of letters’ pronunciation in which the sounds might be different from the letters. It surely becomes a hindrance in classroom English learning. The use of Oxford dictionary employing phonetiks symbols can be an alternative to overcome mispronunciation problems. Different from common Indonesian-English dictionary, its contents are entirely presented in English. It offers certain challenges to students. Besides, students must also be able to read phonetiks symbols in order to pronounce words appropriately. This Community Service is aimed at introducing oxford dictionary as well as training students to read phonetiks symbols which are the reference in pronouncing English words correctly. During the workshop, students showed a great enthusiasm and all activities ran well. It is expected that form that point forward, students will be used to using Oxford dictionary and mispronunciation problems can be avoided

PELATIHAN PENYUSUNAN RENCANA PELAKSANAAN PEMBELAJARAN (RPP) BERBASIS KURIKULUM 2013 DI SMP MUHAMMADIYAH 1 PURWOKERTO

This community service aimed at training teachers of SMP Muhammadiyah 1 Purwokerto in developing lesson plans which are based on the curriculum 2013. During the training, teachers were not only presented the structure of lesson plans yet they got explanation about teaching practices based on the curriculum 2013. They involved the concept of scientific approach and students-centered learning. It is expected that this activity can assist teachers in developing lesson plans and constructing teaching activities based on the applied curriculum

Introducing the Scrapbook-Based Learning Material

This paper aims at introducing the concept of scrapbook-based learning material in the classroom. It is used as an alternative for students to create their own notes with different layouts under consideration that they will be more actively engaged in learning process by referring to many sources for the classroom discussion. In addition, students will be more attracted to learn independently at home as it can be used as a challenging task project that will expose not only their eagerness in collecting information in terms of learning materials, but it will also demonstrate students’ skills in creating a product of art. In additions, this product will also support the latest trend in learning process in Indonesia that is students-centered learning. There are two main steps of development of this product as collecting required documents and developing guidelines as a main body of this product

What Do Our Future EFL Teachers Think about Using Mobile Devices in Class?

This study is primarily aimed to investigate the beliefs and attitudes of Indonesian EFL pre-service teachers toward the use of mobile devices such as smartphones or tablets for learning and instructional practice in Indonesia. Furthermore, this phenomenological study attempted to reveal the factors affecting these two constructs from 20 Indonesian EFL pre-service teachers through semi-structured interviews. As teaching tools, the majority of the participants expressed their reluctance to use mobile devices as instructional tools in in-person classes. However, they acknowledged that this technology could facilitate online learning and agreed that this technology would become more popular in the future. Analysis of the data also revealed factors affecting beliefs and attitudes of pre-service teachers toward the use of mobile devices as instructional tools comprising perceived ease of use and perceived usefulness and other influencing elements of self-efficacy: enactive mastery and physiological arousal. Finally, this study presents implications and recommendations that can be a reference to optimize the integrated mobile technology for class instruction