The Voices of Preservice EFL Teachers on the Implementation of Teacher Educators‘

ABSTRACT This research investigate pre-service EFL teachers’ voices toward teacher educators’ implementation of flipped classroom combined with Facebook throughout TPACK that can be observed by pre-service EFL teachers during their teacher training program. This study employed phenomenology of semi-structure interview and document e-portfolio projects of eight pre-service EFL teachers. This research revealed although not all participants were unfamiliar with flipped classroom, this approach to combine with Facebook as media to upload e-portfolios of previous pre-service EFL teachers and various website links to design and develop PACI model was effective and efficient in understanding the content of PACI model before they have face to face classes. The significance of this study is useful for pre-service EFL teachers to witness the use flipped classroom combine with Facebook to extend the use of technology for being self-discipline and self-directness to design and develop PACI model throughout the TPACK framework in supporting them to be 21st future teachers. ABSTRAK Penelitian ini mengungkap pengalaman para calon guru terhadap penerapan kelas terbalik dengan menggunakan Facebook sebagai media oleh dosen dengan TPACK yang dapat diamati oleh para calon guru selama mengikuti perkuliahan agar nantinya dapat mereka terapkan. Dengan menggunakan phenomenology semi interview terstruktur terhadap delapan calon guru dan menganalisa hasil unjuk kerja berbasis portofolio elektronik. Penelitian ini menemukan walaupun tidak semua calon guru terbiasa dengan pendekatan kelas terbalik, penggabungan metode ini dengan Facebook sebagai media untuk memasukkan materi ajar dari Internet ditambah dengan hasil kerja mahasiswa sebelumnya berbasis elektronik portofolio untuk mendesain dan membuat materi ajar berbasis teknologi dengan menggunakan PowerPoint, Audacity, Camtasia, dan Internet (PACI) efektif dan efisien untuk difahami dan diterapkan oleh calon guru sebelum mengikuti perkuliahan dan meningkatkan penggunaan teknologi untuk belajar mandiri, mendesain, dan membuat PACI model berdasarkan TPACK untuk menjadi guru abad 21. How to Cite: Limbong, E. (2016). The Voices of Preservice EFL Teachers on the Implementation of Teacher Educators’ Flipped Classroom in Designing and Developing PACI Model. IJEE (Indonesian Journal of English Education), 3(2), 171-191 doi:10.15408/ijee.v3i2.5511. Permalink/DOI: http://dx.doi.org/10.15408/ijee.v3i2.5511

Designing and Developing Supplemental Technology of PACI Model Materials through Blended Learning Methods

The 21st century English teachers and lecturers are required to have competencies in translating Content Knowledge (CK), integrating various Pedagogical Knolwedge (PK) and implementing Technological Knowledge (TK) in order to produce effective and efficient teaching. This research reveals and describes researchers efforts and pre-service EFL teachers (PSEFLTs) roles in designing and developing the supplemental teaching and learning materials with PowerPoint, Audacity, Camtasia and Internet. To transform researcher roles and model to introduce and implement Technological, Pedagogical, and Content Knowledge (TPACK) framework, this research implemented blended learning: traditional face to face (F2F) and Facebook closed-group discussion (FBcgD) based on Project-Based Learning (PBL). This research employed the qualitative autobiography narrative of self-study from the researchers experiences to implement blended learning. Semi-structure interviews were conducted with four PSEFLTs of group A and five PSEFLTs of group B to seek the PSEFLTs experiences in designing and developing PACI model. The results suggested that blended learning is can effectively and efficiently integrate and implement the design and development of a PACI model. Most importantly both of researcher and two groups realized that in integration of TPACK during a Computer Literacy course, the subject matter may be shaped by the application of technology; teaching as well as learning might be changed by the use of technology and the way to represent and communicate specific lessons to students

Grice’s Maxim in Humor Conversation of Yoo Bro Meme Comic

Humor is funny thing which is made by creativity, interest, and critic to entertain the reader. Through humor violating maxims may occur. This studies concerns on Grice's Maxim in Humor Conversation of Yoo Bro Meme Comic. The main focus of the researcher is to analyze violating maxims use in the conversation of yoo bro meme comic. The purposes of this study are; (1)To identify and classify kinds of maxim are disobeyed in humor conversation of Yoo bro meme comic and (2)To explain how violated maxim generates a sense of humor in Yoo bro meme comic. The design of this study was descriptive qualitative which describes what the data shows. The researcher was the key instrument because she directly involved collecting and analyzing the data in this study. The researcher conducted the study and took the data from website https://me.me/t/yoo-bro. The source of data is 48 conversations. This study used Miles and Huberman’s flow model for analyzing. To identify types of violating maxim and how violating maxim generate sense of humor, researcher applied theory proposed by Grice (1975) as guideline. The result reveals that: (1)There are four types violating maxims found in the conversations of Yoo Bro Meme Comic, namely, violating maxim of quantity, violating maxim of quality, violating maxim of relation, and violating maxim of manner. The most frequent type of violating maxim used by the subject is violating the maxim of quality which occurred 22 times 36.07% of the total violations. The second most common was violating the maxim of relation, this happened 19 times or 31.15% of all occurrences. Violating the maxim of quantity came in third with 22.95% or 14 occurrences. The least frequent type of violating maxims to be used in the conversation of Yoo Bro Meme Comic is violating maxim of manner. It happened 6 times or 9.83% of the total occurrences. (2) To generate sense of humor in yoo bro meme comic, the result showed that behind of violating maxim of quantity the speaker being uninformative, the speaker did not attempt to go truthful behind violating maxim of quality, the speaker being irrelevant behind violating maxim of relation and being unclear behind violating maxim of manne

The Experience of EFL Pre-service teachers in Creating Multimedia of PACIFIC Through TPACK Framework on Technology in Education Course Academic Year 2018/2019

The purposes of this study were to find the EFL pre-service teachers' experience, obstacle and solution in creating multimedia of PACIFIC through TPACK framework. The design of this study was a qualitative case study that aimed to interpret the phenomenon that happened about the experience of pre-service teachers in creating multimedia of PACIFIC through TPACK framework. This study used semi-structured interview, direct observation and the video project of PACIFIC as the document. Research participants were selected using purposive sampling. The participants of this study focus group discussion. The researcher found that the pre-service teachers already knew the software of PACIFIC but they did not know how to use the software of PACIFIC except PowerPoint. In creating multimedia of PACIFIC pre-service teachers need to design the project then they did teaching practice in the class. According to those processes they faced several obstacles: for the first time met PACIFIC they did not know how to operate the features of the software, their confusion to determine the activities that appropriate to their topic and their nervousness when they did teaching process. Based on those obstacles they had their solutions: they used internet to search the tutorial how to use those software and they had Facebook group contains many information about those software, they considered the learning purposes, the context of students' level and they just pretended like they present the material in front of their friends

The Implementation of Project-Based Learning in English Class Academic Year 2019/2020 Mulawarman University

This study focused on the PBL implementation in English teaching for students at English department. The purposes of this study were: (1) to know how Project based-learning (PBL) is implemented in English teaching; (2) to know the problems faced by the lecturer during the implementation of Project based-learning method in English teaching.This research was a type of descriptive research, and the approach used is qualitative research. The research subject was an English lecturer from English Department Mulawarman University. The data collection techniques were observation sheet note and interview. The data were classified according to the identified problems and were analyzed by using descriptive analysis method. The result of this study showed that the lecturer implemented PBL which was relevant with step by step by expert, Lecturer have known it since she were in high school, but she are not sure if the method used by high school lecturers is Project Based Learning. As for the result of the second research question, technological problems (i.e: unstable connection, delay, display error) and pedagogical problems (i.e: time consuming in preparing a lesson plan, need to provide a lot of stimulation media, and unable to conduct collaborative work) occurred during PBL implementation. Based on the findings of the study, it was concluded that the lecturer used step by step according to the expert but the arrangement is diferent baucause it adapts to the situation in the classroom, and the lecturer used six PBL procedures, (1) stimulation (2) problem statement (3) data collection (4) data processing (5) verification (6) generalization in her English teaching although, during its implementation, she faced technological and pedagogical problems. It was suggested for the lecturer to keep practicing in using PBL in the teaching process, be more patient in creating creative activities, and discuss the lesson plan with other English lecturers. Meanwhile, for the next researcher, it is suggested to explore the use of PBL in other skills or in courses that use not too much theory such as microteaching courses and other courses, since the current study only focused on the implementation of PBL in English phonology course

The Implementation of Project-Based Learning in English Class Academic Year 2019/2020 Mulawarman University

This study focused on the PBL implementation in English teaching for students at English department. The purposes of this study were: (1) to know how Project based-learning (PBL) is implemented in English teaching; (2) to know the problems faced by the lecturer during the implementation of Project based-learning method in English teaching.This research was a type of descriptive research, and the approach used is qualitative research. The research subject was an English lecturer from English Department Mulawarman University. The data collection techniques were observation sheet note and interview. The data were classified according to the identified problems and were analyzed by using descriptive analysis method. The result of this study showed that the lecturer implemented PBL which was relevant with step by step by expert, Lecturer have known it since she were in high school, but she are not sure if the method used by high school lecturers is Project Based Learning. As for the result of the second research question, technological problems (i.e: unstable connection, delay, display error) and pedagogical problems (i.e: time consuming in preparing a lesson plan, need to provide a lot of stimulation media, and unable to conduct collaborative work) occurred during PBL implementation. Based on the findings of the study, it was concluded that the lecturer used step by step according to the expert but the arrangement is diferent baucause it adapts to the situation in the classroom, and the lecturer used six PBL procedures, (1) stimulation (2) problem statement (3) data collection (4) data processing (5) verification (6) generalization in her English teaching although, during its implementation, she faced technological and pedagogical problems. It was suggested for the lecturer to keep practicing in using PBL in the teaching process, be more patient in creating creative activities, and discuss the lesson plan with other English lecturers. Meanwhile, for the next researcher, it is suggested to explore the use of PBL in other skills or in courses that use not too much theory such as microteaching courses and other courses, since the current study only focused on the implementation of PBL in English phonology course

The TPACK Framework On Teacher’s Classroom Activity at Ma’Had Tahfidzul Qur’an Rahmatullah Samarinda

Indonesian students who are uninterested in English learning demands English teacher to be more creative and clever to choose an exact way in teaching. One of better ways is integrating various technologies into teacher’s teaching in any content area. In this case, TPACK framework is so needed to create an effective and efficient English teaching and learning that make students interested and motivated. As in MTQ Rahmatullah Samarinda, English teacher uses technology in teaching English. This study proposed 1) to investigate the TPACK being included in teacher’s lesson plan. 2) To analyze how the English teacher implementing TPACK framework in teaching. 3) To compose what problems are faced by teacher in teaching within the TPACK framework. The design of this study was  a qualitative research, a case study. In this study, purposive sampling was chosen. From three classroom observations and one interview, this study revealed three findings: 1) the English teacher applied TPACK framework based on her lesson plan. 2) the English teacher applied TK, CK, PK, and PCK, TPK while did not apply TCK and TPACK based on her classroom observation and document finding. 3) there seven problems were faced by the English teacher in applying TPACK that was include of the difficulties in selecting best technology in efficient time (TK), mastering the topic especially pronunciation mistakes (CK), managing the classroom setting (PK), choosing a good way for receiving teacher’s goal with specific English material (PCK), creating an efficient time by using suitable technology to make students easier to understand and engage them (TCK), utilizing technologies to manage noisy classroom (TPK), and applying various technologies for specific subject content (TPACK). In short, based on the finding it showed that by applying TPACK the teacher required suitable technologies and methods in teaching to encourage students learning Englis

Modifikasi Alat Mannaquen terhadap Keterampilan Mawashi Geri pada Peserta Ekstrakurikuler Karate SMA Negeri 1 Cibitung

Masalah penelitian ini apakah ada pengaruh Modifikasi Alat Mannaquen Terhadap Keterampilan Mawashi Geri Pada Peserta Ekstrakurikuler Karate SMAN 1 Cibitung?. Tujuan penelitian untuk mengetahui pengaruh Modifikasi Alat Mannaquen Terhadap Keterampilan Mawashi Geri Pada Peserta Ekstrakurikuler Karate SMAN 1 Cibitung. Eksperimen merupakan metode yang digunakan dalam penenlitia ini serta menggunakan pendekatan kuantitatif. Sampel yang digunakan sebanyak 10 siswa dengan menggunakan Teknik pengambilan sampel purposive sampling. Tes keterampilan Mawashi Geri yang dipakai sebagai instrument dalam pengambilan data. t hitung (12,84) > t tabel (2,262) artinya karena H0 berada diluar daerah penerimaan, Maka kesimpulannya terdapat Pengaruh yang signifikan Keterampilan Mawashi Geri Pada Peserta Ekstrakurikuler Karate SMA Negeri 1 Cibitung sebelum dan setelah diberi perlakuan menggunakan Modifikasi Alat Mannaque

Aligning Pedagogical Beliefs and Technology Integration in English Language Teaching: A Multiple-Case Study of Islamic Senior High School EFL Teachers

Understanding how teachers' pedagogical beliefs regarding language teaching and learning have been transferred into technology integration practices in English teaching would assist teachers in optimizing learning outcomes and facilitating teaching-learning. The purpose of this study is to explore how language teachers' pedagogical beliefs, which beliefs about language instruction and learning that have been translated into technology integration in English instructional practice. This study used a case study as the research design, this research also used other instruments, there were interview guidelines, documents checklist, and observation form/field notes. The data analysis of this study consisted of two phases: within-case analysis (phase 1) and cross-case analysis (phase 2). The results of this study showed rule-based practices with technology implemented by teachers. In this study typically entailed using technology to support grammar and practice in the classroom. Also, it showed the purposeful study and assessment or application of grammatical rules within appropriate contexts. Moreover, the integration of Islamic education with science and technology learning is expected to be meaningful and easily understandable. Therefore, the goal of Islamic education in leading students to recognize, understand, contemplate, believe, and have a noble character in implementing the teachings of Islam from the primary source, the holy book of Al-Quran and Al-Hadith, can be accomplished through teaching guidance, practicing, and the use of experienc

The Implementation of Holistic Approach in Teaching Speaking by the Teacher of English Speaking at the Second and Fourth Semester of the English

There are a lot of students have low speaking ability. They have difficulties to speak because of thinking about grammatical rules and pronouncing certain English words. It makes them have difficulties in expressing their ideas in speaking. As a result, they prefer to be silent and not fully participate in the classroom activities. The purpose of this study was to know how the teacher implemented the holistic approach in teaching speaking at the second and fourth semester of the English Department. The design of this study was qualitative research. The sources of data were observation and interview. Instruments of this study were classrooms observations, video recorder, field notes, and interview. There were three main points in data analysis technique such as data reduction, data display, and conclusion drawing and verification. The findings of this research showed the process of the holistic approach to teaching speaking which was applied by the teacher. Based on the observations, the researcher found that the teacher had implemented all stages of the holistic approach. Even though, they were not optimal because some aspects of language were not included in some stages such as vocabulary and pronunciation. Furthermore, to promote students' fluency in speaking the teacher provided students a lot of opportunities to practice their speaking. The teacher also provided accuracy tests (grammar and text structure) to promote their ability for further speaking assignments. Feedbacks were given by the teacher after students finished practicing their speaking or accuracy test to help them find out their mistakes. Based on the result of this research, the researcher concluded the teacher implemented the holistic approach in teaching speaking