Dwiono, Rija
Universitas Sebelas Maret

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LISTEN-READ-DISCUSS IN TEACHING AND LEARNING READING COMPREHENSION: A CASE STUDY OF PRIVATE SENIOR HIGH SCHOOL IN LAMPUNG Dwiono, Rija
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Publisher : Universitas Sebelas Maret

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Abstract

Listen-Read-Discuss (L-R-D), a strategy which has been found to be a powerful means of improving reading comprehension by prominent experts. On the contrary, the students at Private Islamic Senior High School in Lampung who achieved scores above the minimum standard of competency was under half of total amount. This showed there was a contra-side between the theories and the implementation. A descriptive qualitative study was carried out by using case study investigating on L-R-D implementation. The data were obtained from observation, questionnaire and interview. The data which were analized qualitatively, inductively and interpretively, resulted in three emerging issues: the several weaknesses during the process of L-R-D implementation in reading comprehension class and the problems faced by the teacher and the students in teaching and learning reading comprehension by using L-R-D.
Investigating the Integration Level of Information and Communication Technology (ICT) in the English Language Teaching Dwiono, Rija; Rochsantiningsih, Dewi; Suparno, Suparno
International Journal of Language Teaching and Education Vol 2 No 3 (2018): Volume 2, Issue 3, November 2018
Publisher : Universitas Jambi, Magister Program of English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1051.71 KB) | DOI: 10.22437/ijolte.v2i3.5752

Abstract

Information and Communication Technology (ICT) is perceived as a part of the core of education in this 21st century-learning. Experts have explored the integration of pedagogical ICT in teaching and learning recently. But none of them explored the teacher’s competence to integrate pedagogical ICT as they assess the extent to which ICT integrated by the teacher in teaching. This research aims to investigate the teacher competence levels to use ICT and the extent to which the ICT integrated by the teacher in English language teaching. Classroom observation and interview were used as data collecting technique to reach the objectives. To produce an in-depth description, this case study focuses on the description of the individual teacher as the target of the investigation. Teacher’s ICT competence levels were classified using professional framework rank ICT competence level (UNESCO, 2011). While SAMR model was used as the data analysis tool to determine the extent to which ICT integrated by the teacher in the English language teaching. The results of this research indicate that the teacher's competence to use ICT was still beginner. It means that the teacher is dominant with the use of basic features of presentation, word processor software such as powerpoint and Microsoft word and other digital resources. It is also reported that teacher’s ICT integration level with the domination at the substitution level and augmentation level. These findings reflect the ability of the teacher in integrating ICT in teaching. The teacher is considered only be able to use basic function in a limited number of computer application with only little change and improvement.