Integrating “Daily Learn English Application†to Teach Speaking Skill in EFL Classroom
Keywords:
“Daily Learn English†Application, Teacher’s Belief and Practice, Teaching Speaking, EFL Classroom
Abstract
The generation who is raised in the digital world has come to believe learning meant to be loud, colorful, and energetic. Teachers who want to reach out to this generation need to use media to grab attention. Teachers must be adaptive, which means that they must begin to believe that integrating technology is an effective way of teaching. This research is aimed at investigating teacher’s belief and practice on the integration of “Daily Learn English†Application to teach speaking skill in EFL classroom. To reach the objective, a case study on an individual teacher was used in this research. Data collection techniques of the research were Interview and observation. The result indicated that the teacher believes that integrating "Daily Learn English" Application could facilitate the teacher in creating an active, creative and fun teaching-learning process and there was no discrepancy between belief and practice as the teacher has been integrating this application in the classroom.ÂReferences
Akhiar, A., Mydin, A. A., & Kasuma, S. A. A. (2017). Students’ perceptions and attitudes towards the use of Instagram in English language writing. Malaysian Journal of Learning and Instruction, (Specialissue), 47–72.
Altun, M. (2015). The Integration of Technology into Foreign Language Teaching. International Journal on New Trends in Education and Their, 6(1), 8. Retrieved from www.ijonte.org
Borg, S. (2003). Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do. Language Teaching, 36(2), 81–109. https://doi.org/10.1017/S0261444803001903
Ekmekçi, E. (2016). Integrating Edmodo into Foreign Language Classes as an Assessment Tool. Participatory Educational Research, spi16(1), 1–11. https://doi.org/10.17275/per.16.spi.1.1
Fauziati, E. (2015). Teaching English as a Foreign Language: Principles and Practice. Surakarta: Era Pustaka Utama.
Guy, R. (2009). The Evolution of Mobile Teaching and Learning. California: Informing Science Press.
Hassan Mirzajani, Rosnaini Mahmud, Ahmad Fauzi Mohd Ayub, & Wong, S. L. (2006). Teachers’ acceptance of ICT and ints integration in the classroom. Quality Assurance in Education, 14(3), 251–267. https://doi.org/http://dx.doi.org/10.1108/QAE-11-2012-0046
Kleinsasser, R. C., Richards, J. C., & Lockhart, C. (1995). Reflective Teaching in Second Language Classrooms. In The Modern Language Journal Vol. 79 (1). https://doi.org/10.2307/329404
Kumar, S. (2013). M-Learning: A New Learning Paradigm. International Journal on New Trends in Education and Their Implications, 4(2), 24–34.
Kuzborska, I. (2011). Links between teachers’ beliefs and practices and research on reading. Reading in a Foreign Language, 23(1), 102.
Miles, M. B., Huberman, A. M., & Saldana, J. (2014). Qualitative Data Analysis Amethods Sourcebook (3rd ed.). USA: Sage Publications, Inc.
Morris, N. P., Lambe, J., Ciccone, J., & Swinnerton, B. (2016). Mobile technology: students perceived benefits of apps for learning neuroanatomy. Journal of Computer Assisted Learning, 32(5), 430–442. https://doi.org/10.1111/jcal.12144
O’Bannon, B. W., & Thomas, K. (2014). Teacher perceptions of using mobile phones in the classroom: Age matters! Computers and Education, 74, 15–25. https://doi.org/10.1016/j.compedu.2014.01.006
Raymond, A. M. (1997). Inconsistency between a Beginning Elementary School Teacher’s Mathematics Beliefs and Teaching Practice. Journal for Research in Mathematics Education, 28(5), 550–567.
Richardson, V. (1996). The role of attitudes and beliefs in learning to teach (In J.Sikul). Newyork: Macmilan: Handbook of Research on Teacher Education.
Syafitri, A., Asib, A., & Sumardi, S. (2018). An Applicatin of Powtoon as a Digital Medium: Enhancing Students' Pronounciation in Speaking. Journal of Multicultural and Multireligious 5 (2). 295–317.
Williams, M., & Burden, R. (2004). Psycology for language teachers.TESOL 33(1). 235.
Yudhiantara, R., & Nasir, I. A. (2017). Toward Mobile-Assisted Language Learning (MALL): Reaping Mobile Phone Benefits in Classroom Activities. Register Journal, 10(1), 12. https://doi.org/10.18326/rgt.v10i1.813
Altun, M. (2015). The Integration of Technology into Foreign Language Teaching. International Journal on New Trends in Education and Their, 6(1), 8. Retrieved from www.ijonte.org
Borg, S. (2003). Teacher cognition in language teaching: A review of research on what language teachers think, know, believe, and do. Language Teaching, 36(2), 81–109. https://doi.org/10.1017/S0261444803001903
Ekmekçi, E. (2016). Integrating Edmodo into Foreign Language Classes as an Assessment Tool. Participatory Educational Research, spi16(1), 1–11. https://doi.org/10.17275/per.16.spi.1.1
Fauziati, E. (2015). Teaching English as a Foreign Language: Principles and Practice. Surakarta: Era Pustaka Utama.
Guy, R. (2009). The Evolution of Mobile Teaching and Learning. California: Informing Science Press.
Hassan Mirzajani, Rosnaini Mahmud, Ahmad Fauzi Mohd Ayub, & Wong, S. L. (2006). Teachers’ acceptance of ICT and ints integration in the classroom. Quality Assurance in Education, 14(3), 251–267. https://doi.org/http://dx.doi.org/10.1108/QAE-11-2012-0046
Kleinsasser, R. C., Richards, J. C., & Lockhart, C. (1995). Reflective Teaching in Second Language Classrooms. In The Modern Language Journal Vol. 79 (1). https://doi.org/10.2307/329404
Kumar, S. (2013). M-Learning: A New Learning Paradigm. International Journal on New Trends in Education and Their Implications, 4(2), 24–34.
Kuzborska, I. (2011). Links between teachers’ beliefs and practices and research on reading. Reading in a Foreign Language, 23(1), 102.
Miles, M. B., Huberman, A. M., & Saldana, J. (2014). Qualitative Data Analysis Amethods Sourcebook (3rd ed.). USA: Sage Publications, Inc.
Morris, N. P., Lambe, J., Ciccone, J., & Swinnerton, B. (2016). Mobile technology: students perceived benefits of apps for learning neuroanatomy. Journal of Computer Assisted Learning, 32(5), 430–442. https://doi.org/10.1111/jcal.12144
O’Bannon, B. W., & Thomas, K. (2014). Teacher perceptions of using mobile phones in the classroom: Age matters! Computers and Education, 74, 15–25. https://doi.org/10.1016/j.compedu.2014.01.006
Raymond, A. M. (1997). Inconsistency between a Beginning Elementary School Teacher’s Mathematics Beliefs and Teaching Practice. Journal for Research in Mathematics Education, 28(5), 550–567.
Richardson, V. (1996). The role of attitudes and beliefs in learning to teach (In J.Sikul). Newyork: Macmilan: Handbook of Research on Teacher Education.
Syafitri, A., Asib, A., & Sumardi, S. (2018). An Applicatin of Powtoon as a Digital Medium: Enhancing Students' Pronounciation in Speaking. Journal of Multicultural and Multireligious 5 (2). 295–317.
Williams, M., & Burden, R. (2004). Psycology for language teachers.TESOL 33(1). 235.
Yudhiantara, R., & Nasir, I. A. (2017). Toward Mobile-Assisted Language Learning (MALL): Reaping Mobile Phone Benefits in Classroom Activities. Register Journal, 10(1), 12. https://doi.org/10.18326/rgt.v10i1.813
Published
2019-11-15
How to Cite
Anugrah, N., Sumardi, S., & Supriyadi, S. (2019). Integrating “Daily Learn English Application†to Teach Speaking Skill in EFL Classroom. Indonesian Journal of EFL and Linguistics, 4(2), 181-194. https://doi.org/10.21462/ijefl.v4i2.163
Section
Articles
