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Teachers’ Practices in Using Educational Mobile Applications to Teach English
Abstract
English language learning has shifted with the development of technology in education. Learning can also be done through easy access from a mobile phone. Educational mobile applications bridge the teaching learning processes effectively. This study aims to investigate the teachers’ practices in using educational mobile applications to teach English in senior high school in Semarang. This study utilize case study approach to achieve the objectives of the study. Questionnaire, interview, document analysis, and classroom observation were applied to investigate the teachers’ practices in using educational mobile applications in relation to multimedia learning theory and the Technological Pedagogical Content Knowledge (TPACK) theory. An evaluation rubric was used to find out the effectiveness of the educational mobile applications the participants used in teaching. Then a compatibility checklist was used to find out the compatibility of the educational mobile applications with the current curriculum, the 2013 curriculum. The findings revealed that the teachers were aware of multimedia learning when they chose to use certain educational mobile applications to teach English. They also possessed what the TPACK suggested. Therefore, they had the tools they needed to integrate technology into their classrooms. The study showed that from the five educational mobile applications the teachers used, Google Classroom was the most effective, whereas Goggle Drive was the least effective. The other three, 360 Video, YouTube, and Google Slides could, meanwhile, be considered effective apps. In case of compatibility of the educational mobile apps with the 2013 curriculum, it could be said that all of the educational mobile applications were compatible with the curriculum since they were applicable in classroom settings.
... The use of technology in language classrooms contributes to better reading, listening, speaking, and writing skills (Xu et al., 2019;Zou et al., 2021;Shortt et al., 2021). Although English teachers hold an awareness of educational technology (Aryani et al., 2021;Putry et al., 2022), the use of technology in English classroom practices has yet to be effectively implemented on a large scale (Chuang et al., 2018). The majority of English teachers still rely on the traditional approach. ...
... It is supported by Chuang et al. (2018), who stated that teachers' beliefs impact on their readiness to use technology in the classrooms. In line with that, Aryani et al. (2021) also stated that teachers' practices in using educational technology, largely depends on the views of technological knowledge. Furthermore, teachers with student-centered pedagogical beliefs will be able to successfully integrate technology in the classroom. ...
The technological revolution has changed the required knowledge and skills of teachers in facilitating the development of students’ 21st-century skills. In light of this, Technological Pedagogical Content Knowledge (TPACK) has been defined as a useful conceptual framework to help define the knowledge base needed for effective technology integration into classroom practices. However, generally, teacher professional education programs do not help teacher candidates develop TPACK. From this standpoint, the purpose of the study was to better understand the nature of pre-service English teachers’ TPACK over the professional development program named Pre-Service Teacher Professional Education (TPE) or Pendidikan Profesi Guru (PPG) Prajabatan. A survey was applied to examine 30 EFL pre-service teachers’ TPACK using self-report as the data source. The self-report was adopted from Schmid et al. (2020), and it consists of 28 items of the seven TPACK components. The results demonstrated that EFL pre-service teachers see the value of technology for teaching English. They highly perceived their TPACK competencies, especially for the TK construct (M=4.05) and the TPACK construct (M=4.08). They need more guidance on how to effectively integrate technology though. Thus, teacher professional education programs should redesign various methods of courses to provide more opportunities for pre-service English teachers to teach with technology since experiences had the most effect on beliefs.
English is the primary language of communication in the aviation industry. Aviation English is a subset of English for Special Purposes (ESP) that applies to all air traffic controllers and anyone interested in aeronautics or aviation. However, it is more difficult because most pilots and crew members do not speak English as their first language. The researcher discovered that English is still a barrier for students to reach the criteria necessary for graduates of the Faculty of Aerospace Technology based on preliminary investigations conducted at the Institut Teknologi Dirgantara Adisutjipto (ITDA) Yogyakarta. To evaluate the extent to which teachers implement digital and pedagogical techniques with their students, the researcher utilized a methodology named TPACK The design of this research was a form of qualitative research: a case study. The instruments were questionnaires, observation checklists, and interview questions. Based on the finding, the writer concludes that the ITDA Yogyakarta lecturers can implement the technology in digital pedagogy to teach the English language for Aviation.
This research aims to explain the use of Quizizz to develop instructional PJBL practices in teaching writing to the eighth-graders of MTs Ihsaniyah Balapulang, Tegal. This research applied mixed-methods research design and the concurrent embedded design. There were 30% quantitative data which were collected through students’ formative assessment and 70% qualitative data which were collected through observation, documents, and interview. This study involved an English teacher and 19 students of MTs.Ihsaniyah Balapulang. The instruments used were observation checklist, interview, documentation, and formative test. The researcherss did the validity, reliability, practicality, authenticity and T-test. The T-test result shows that the sig (2-tailed) value is 0.00 <0.05 and the t-count (5.759) > t-count (2.1009). Thus, it can be concluded that the hypothesis used in this study was accepted. It means that the use of Quizizz to develop instructional PJBL practices can be said to be effective. The teaching and learning observation in the classroom also show that the English teacher was able to effectively conduct the teaching of writing recount text, and the students were enthusiastic about participating in writing lessons using PJBL and Quizizz. Therefore, Quizizz and PJBL can be considered as an effective approach to improve students’ writing.
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