IJLECR - INTERNATIONAL JOURNAL OF LANGUAGE EDUCATION AND CULTURE REVIEW
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DESIGNING ICT COMPETENCES-INTEGRATED ASSESSMENT INSTRUMENTS OF PRACTICAL KEY TEACHING COMPETENCES FOR ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
Get PDFThe rapid development of information and communication technology (ICT) in this 21st century arises a new major challenge in education. 21st century learning challenges require the assessment instrument to be integrated with the ICT competences which is not yet accomplished by the existing assessment instrument. This study aims to design ICT competence-integrated assessment instruments of practical key teaching competences courses. This research adapted Design and Development Research (DDR). The used of DDR stages are need analyzing, designing. prototype and evaluation. The data were taken from the existing assessment instruments from seven different universities in Indonesia. The result of the research shows that first, the existing assessment instruments make use of ICT in extent of technology literacy where the ICT competences indicators that mostly used were using word processing software by following standard conventions, using ICT resources to enhance their productivity and download resources from websites. Second, based on the need analysis the researcher designed the procedures of integrating ICT competences into table of specification of practical key teaching competences. Third, the researcher designed the table of specifications of practical key teaching competences course namely, lesson course planning, Instruction Management and Monitoring and Teaching Practice. Fourth the researcher designed the ICT competences- integrated assessment instrument test of practical key teaching competences course namely, lesson course planning, Instruction Management and Monitoring and Teaching Practice. The last, the researcher designed the ICT competences-integrated assessment instrument non-test of practical key teaching competences course namely, lesson course planning, Instruction Management and Monitoring and Teaching Practice
DESIGNING ICT COMPETENCES – INTEGRATED SYLLABUSES OF SPEAKING COURSES (DESIGN AND DEVELOPMENT STUDY OF ENGLISH LANGUAGE EDUCATION PROGRAM SYLLABUSES)
Get PDFICT implementation has been broadly used in all sectors of human‘s life including education. One of the ICT implementations in education is integrating ICT into curriculum, syllabus or course outline. Meanwhile, speaking has become a skill that utmost significance to acquire. Thus, this study aims at designing ICT competences integrated – speaking syllabuses for English Language Education Study Program (ELESP) by analyzing the existing speaking syllabuses from various universities in Indonesia. The analysis involved the ICT competences proposed by UNESCO, Digital Media Descriptors of English Profiling Grid (EPG) and other ICT based – theories. The study applied Design and Development Research (DDR) as the research design and qualitative as the research method. The stages of DDR in this study are Need Analysis; Describe the Objectives, Design and Develop the Syllabus, Evaluate the Prototypical Syllabus, Design Revision. The result of the study revealed that the ICT competences are mostly integrated in the component of Teaching Method or Classroom Activities and Learning Media in the syllabuses. The most applied level of ICT competences in the existing syllabuses is Knowledge Deepening level. However, the integration or infusions of ICT competences were explicitly or implicitly mentioned in the syllabuses of speaking subject. The study provides procedure of ICT integration and the design of ICT competences integrated – speaking syllabuses; General Speaking, Professional Speaking and Academic Speaking. The proposed syllabuses implemented the skill based syllabus and functional – notional syllabus design
THE EFFECT OF TEACHING TECHNIQUE AND SELF-CONFIDENCE TOWARD STUDENTS’ SPEAKING SKILL
Get PDFThe aim of the research was to find out the effect of teaching technique toward students’ speaking skill by controlling their level of self-confidence. The method of the research was an experimental method with 2 x 2 factorial design. The population was deck officers class IV consisting 210 students. The sample was class IV B as experiment class and class IV D as control class. The data was collected by using test and questionnaire. From the result of the study, it is concluded that (1) Students taught by using role play technique get higher scores in speaking skill than taught by using interview technique (Fhitung (5,039) > Ftabel (0,05;1:40) (4,08)), (2) There is an interaction between teaching technique and self-confidence toward speaking skill (Fhitung ( 43,62) > Ftabel (0,05; 1:40) ( 4,08)), (3) There is a significant difference of speaking skill possessed by students whose high self-confidence taught by using role play or interview technique (Qhitung (8,83) > Qtabel (0,05;4:11) (4,26)), (4) There is a significant difference of speaking skill possessed by students whose low self-confidence taught by using role play or interview technique (Qhitung (4,35) > Qtabel (0,05;4:11) (4,26)).
Keywords: speaking skill; teaching technique; self-confidenc
DESIGNING ICT COMPETENCES-INTEGRATED SYLLABUSES OF PRACTICAL KEY TEACHING COMPETENCE FOR ENGLISH LANGUAGE EDUCATION STUDY PROGRAM
Get PDFThe needs of the ICT competences in education become the consideration in infusing ICT to the process of teaching and learning. This study was conducted to design the ICT competences- integrated syllabuses of Practical Key Teaching Competences for English Language Education Study Program. The analysis of ICT competences used UNESCO ICT Competences Framework, European Profiling Grid and International Society for Technology in Education. The design employed Richey and Klein, Borg and Gall, and Wademan model of DDR which were modified into four steps; need analysis, prototype syllabus design, evaluation and revision. Eight existing syllabuses of Practical Key Teaching Competence were analyzed. They are the syllabuses of Lesson Course Planning, Teaching Practicum and Classroom Management from some Universities in Indonesia. The findings showed that most of the existing syllabuses were not completely ICT competences integrated. ICT competences appeared only in learning outcomes, course learning outcomes, indicator, materials, teaching method, media of learning and assessment but not in basic information, course description, policy, grading and reference. The dominant level of ICT competences applied in the existing syllabuses was Technology Literacy. Then, it was found eleven steps of procedure to design syllabuses of Practical Key Teaching Competence integrated ICT competences. The prototype syllabuses integrated ICT competences were designed. The entire components of the designed syllabus infused ICT competences except Time Allocation. The proposed syllabuses implemented types of integrated syllabus for Lesson Course Planning and Classroom Management. Then, task based syllabus was used for Teaching Practicum that integrated by ICT.
Keyword : ICT- Competences, Practical key teaching Competence Syllabuses, EPG, UNESCO ICT Competences Framework for Teache
DESIGNING ICT COMPETENCES-INTEGRATED ASSESSMENT INSTRUMENTS OF LISTENING (DESIGN AND DEVELOPMENT STUDY OF ENGLISH LANGUAGE EDUCATION STUDY PROGRAM ASSESSMENT INSTRUMENTS)
No full textThe potential of ICT is to have access to the technology that simplify the education The integration of ICT competence into assessment instruments in fact asset to compete what has not yet been covered by the existing assessment instrument’s standards in language learning. This research adapted Design and Development Research (DDR). The model of Design and Development Research (DDR) used Richey and Klein (2007) model. The used of DDR stages are analyzing, Designing. Prototype and Evaluation. The design of the ICT competences-integrated assessment instrument of Listening Course through the process of analyzing existing assessment instruments of English Language Study Program from five different universities in Indonesia. An analysis was also conducted the ICT Competences-based English assessment instrument. The result of this research first, found that the ICT competences are mostly integrated in the test instrument components. For the ICT tools in the existing test instrument mostly used computer, laptop, speaker and word processing software. UNESCO competence in the existing test instrument mostly integrated implicitly and explicitly in technology literacy. Second, found the model and procedure of integrating ICT competences into table of specification that commonly used. Third, found the integration of ICT into test instrument component can be applied by infusing the ICT indicator into the table of specification. Fourth, found designing ICT competences-integrated assessment instruments of listening courses used the cloze-test, note taking and multiple choice for the type of listening test instrument
MYSTICAL COMMODIFICATION IN JARAN GOYANG SONG: AN APPROACH TO LITERARY SOCIOLOGY
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Indonesia and the practice of shamanism are two components that cannot be separated. It has been rooting since the old-time ancestors of animism-dynamism, and has already become one of the cultures of its people. However, one interesting fact is that the topic of shamanism is not only discussed through daily practice, but also through entertainment industry. One of the Indonesian songs which has become well known in April 2017 with the theme of shamanism is Jaran Goyang which was popularized by Nella Kharisma and is currently listed on the top 10 Indonesian’s highest viewers of all time. The song in that particular year created the sprung of other songs with similar themes. Shamanism, which related a lot with black magic and is considered as grave sin in many religions (especially Islam), now become commodified in the entertainment industry to seek for exchange rate. Therefore, the phenomenon rises two questions that the writer would like to answer in this research: (1) How is mystical phenomenon be marketed; and (2) What ideology helps the commodification of mystical phenomenon
DIRECTIVE SPEECH ACTS IN THE L'ENFANT FILM BY JEAN PIERRE AND LUC DARDENNE
Get PDFThis research aims to descibe the types of directive speech acts contained in L'enfant, a film by Jean Pierre and Luc Dardenne. The approach used is qualitative approach with analysis content method, and the data is all utterances which indicate directive speech acts in the film.
The theory used in this research is the types of directive speech acts according to Searle, such as demander, ordonner, commander, requête, mendier, prier, supplier, implorer, permettre, inviter and conseiller. Data analysis techniques refer to technique from Milles and Huberman namely data reduction, data presentation and conclusion.
The results of this research that there are 135 directive speech acts found in the L'enfant film by Jean Pierre and Luc Dardenne. Among those 135 directive speech acts, there are 10 types of directive speech acts such as demander, ordonner, commander, requete, mendier, supplier, implorer, permettre, inviter and conseiller which is dominated by 57 utterances of demander type, and the least is the implorer type with only 1 utterance
DEVIATION IN POETRY GUILLAUME APOLLINAIRE'S POETRY COLLECTION
No full textThis research intends to describe the types of deviations contained in the collection of poems Calligrammes by Guillaume Apollinaire. The approach used is a qualitative approach with content analysis method. The data collection technique used is Miles and Huberman. The theory used as the main reference is the deviation theory according to Geoffrey N. Leech which divides the deviation into eight types, namely lexical deviation, phonological deviation, grammatical deviation which includes morphological and syntactic, graphological deviation, semantic deviation, dialectal deviation, deviation of register, and deviation of historical period. The result of data analysis from 7 poems found 5 out of 8 types of deviation which are diffused in each poem, including 24 semantic deviations, 18 graphological deviations, 4 deviations of register, 3 syntactic deviations and 2 lexical deviations. While the types of phonological deviation, morphological deviation, dialectal deviation, and deviation of historical period are not found in any of the data in this collection of poems Calligrammes
DESIGNING ICT COMPETENCES-INTEGRATED LANGUAGE AWARENESS (ENGLISH PHONETICS AND PHONOLOGY, ENGLISH MORPHOLOGY AND SYNTAX, AND ENGLISH SOCIOPRAGMATIC) ASSESSMENT INSTRUMENTS FOR ELESP
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The purpose of this research was to design ICT competences-integrated Language Awareness (English Phonetics and Phonology, English Morphology and Syntax, and English Socio-pragmatic) assessment instruments for English Language Education Study Program (ELESP). The Design and Development Research (DDR) acommodatesthis research to produce the models and principles guided by the design, development, and evaluation processes. The data of this research are final test of assessment instruments from five Universities existing assessment instruments of English Language Education Study Program, UNESCO document, European Profiling Grid (EPG) document, and Common European Framework of Reference (CEFR). The reseacher conducts three phases: need analysis, where the writeranalyses the existing assessment instruments of five universities and compare them to ICT competences of EPG, information gathering, and prototypical design. The findings shows the ICT competences of five universities on Technology Literacy of UNESCO. The research results are the procedures to design Table of Specification (ToS), the design ICT competences-integrated in Table of Specification, and design ICT competences-integrated in test and non-test of Language Awareness assessment instruments.
Keywords: Assessment instruments, ICT competences, Table of Specification, andLanguage Awareness
DESIGNING ICT COMPETENCES-INTEGRATED SYLLADESIGNING ICT COMPETENCES-INTEGRATED SYLLABUSES OF READING COURSES (DESIGN AND DEVELOPMENT STUDY OF ENGLISHBUSES OF READING COURSES (DESIGN AND DEVELOPMENT STUDY OF ENGLISH LANGUAGE EDUCATION PROGRAM SYLLABUSES)
No full textICT education provides the unlimited resources to collect and analyze data, create presentation using ICT tools and acquire depth of knowledge. This research aims to design ICT competence-integrated syllabuses of reading courses (Literal Reading, Critical Reading, Affective Reading, and Syntopical Reading). The types of syllabus for reading courses in this research is process-oriented syllabuses. This research adapted Design and Development Research (DDR). The stages of DDR are need analysis, evaluation, revision, and evaluation. An analysis was also conducted the CEFR-based English reading to provide language learners a set of language qualification to master. The data sources to analyze existing English reading syllabuses were taken from five different universities in Indonesia. The result of sub RQ 1 found that the ICT competences are mostly integrated in teaching methods, and assessments. For the ICT tools in the existing syllabus mostly used computer, laptop, LCD, word and presentation software. UNESCO competence in the existing syllabus mostly integrated implicitly and explicitly in technology literacy. Learning processes mostly appear in the existing syllabus were identifying, discussing, and analyzing. Sub RQ 2 found the integration of ICT into syllabus component can be applied by infusing the ICT indicator into the syllabus components, and the integration of CEFR into learning materials to see the levels of the students. Sub RQ 3 found designing ICT competences-integrated syllabuses of reading courses used process-oriented for the type of syllabus. The components of syllabus that integrated in reading syllabuses were course description, learning outcomes, learning objective, materials, teaching method, assessments, and resources.
Keywords: ICT competences, English reading syllabuses, CEFR for languages