Saiful, Jepri Ali
Muhammadiyah University of Surabaya

Published : 2 Documents

Found 2 Documents

International Journal of Language Education Vol. 2, No. 2, 2018
Publisher : Universitas Negeri Makassar

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Theoretical and empirical grounds suggest that the discussions on the practices of teaching English in rural area are limited in numbers. Ergo the voices, challenges, and recommendations echoed by EFL teachers of rural areas remain unexplored. This study is thus to shed light on the voices, challenges, and recommendations of EFL rural teachers in teaching EFL to students of rural areas. This study used qualitative research method with multiple case study design. The participants were two EFL service teachers teaching English in Pegunungan Bintang in Papua and Talaud Island in North Sulawesi, Indonesia. The data collection techniques were teaching reflection writing journal and phone and WhatsApp call semi-structured interview. This study extended our knowledge that teacher-centered learning was not always perceived to be a left-behind and invaluable teaching approach. This study revealed that teacher-centered learning, which the teachers became the sources of knowledge, was an appropriate teaching approach to teach English to students of rural areas. Moreover, this study found that lack of facilities and learning recourses as well as students’ low motivation and proficiency in English language were main challenges faced by EFL teachers in rural areas. Therefore, shared-recommendations were given by the participants to English teacher candidates taking career to be English teachers in rural areas. First, English teacher candidates should have or build strong and good characters. Meaning, they have to be discipline, creative, innovative, patient, firm and adaptable. These characters are non-negotiable for other English teacher candidates teaching English in any region as well. Second, English teacher candidates should take into account students’ competency and social condition of learning to make students succeed in target language. Third, they had better use teacher talk and caretaker speech to explain English teaching materials or topics to the students.
EFL Prospective Teacher Educators’ Beliefs towards the Use of WhatsApp in English Learning and Teaching Saiful, Jepri Ali
PAROLE: Journal of Linguistics and Education Volume 8 Number 2 October 2018
Publisher : Master Program in Linguistics, Diponegoro University

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This study was aimed to investigate the beliefs of EFL prospective teacher educators towards the use of WhatsApp in English learning and teaching. This study used survey research design and the samples were 44 master students of Applied Linguistics Department who had academic degree of B.Ed in TEFL in one of state universities in Yogyakarta. This study found that EFL prospective teacher educators had favorable beliefs towards WhatsApp integration in English learning and teaching. They perceived true that the use of WhatsApp was sine qua non of increasing the learners’ English learning proficiency, motivation, autonomy, and language attitude and creating fun and enjoyable English learning atmosphere. Consequently, present English teachers should integrate WhatsApp smartphone application in English learning and teaching.