ITELL
Conference 2018
“CALL
& MALL to Enhance Thinking Skills
A. Parallel Session
1.
Project-Based Learning in Instructional
Materials and Media Development Classroom by Isna Rahmawati.
In
this research, Project-Based Learning (PBL) was the instructional materials
which implemented in the classroom. The presenter describe the model of PBL
based on Mergendoller & Thomas (2003) as follows; planning the project,
monitoring, adjusting or troubleshooting strategies, assessing the learners and
evaluating projects while the method of case study the presenter took
accordance to Cresswell (2012) that is; identifying the phenomenon, identifying
research participants, generating hypothesis, collecting data, analyzing data
and interpreting data. From all the process which done by the presenter
resulted the findings and discussions. First, scaffolding in PBL helped the
students in IMALD class understand the concept of developing instructional
materials and media. Second, adjusting and troubleshooting strategies aroused
students’ feeling of challenges in using technology and pride of ability to
solve the problem. Third, PBL can increase students’ responsibility and
involvement in authentic problems, in working with others and building real
solution. And fourth, the integrating of PBL and community service learning
initiated students’ understanding on social life.
2.
Tape Me and I Learn More by Itje
Chadidjah
The
purpose of this study is to develop students’ awareness that public speaking
class needed to improve their professional and personal life. This is because
some problems which the presenter stated: first, unsatisfied with allocated
time for public speaking. Second, various level of students English competence.
Third, students’ have meek behavior. And fourth, students’ motivation.
The
presenter explained that both teacher and students should have agreement with
the syllabus. In taping project, it done by the students were recorded. The
students must record themselves to decrease their psychological barriers. From
these activities, the students will get some benefits. Students learned to: (1)
control their body language, (2) eliminate their shyness, (3) control time when
talking, (4) correct the language mistake, (5) train mental before speaking.
Another, students learned to: (1) assess an correct themselves, (2) be much
more confident, (3) the lecturer session become more flexible, (4) They did not
rely on the time when the lecturer absent, (5) they control their own progress,
and (6) they know to cite from different resource.
At
end of presentation, the presenter gave suggestion that appreciate the students
in every level, use appropriate tools to the students and use appropriate
project to the students.
3.
Lecturer’s Teaching Procedures and
Perceptions of Using Google Sites in English Teaching: A Case Study of An
Islamic State University in Indonesia by Badi’atul Azmina.
The
research examines about how English teaching procedure using Google site and
the lecturer’s perception of using Google sites in English teaching. Method
that used in this research is interactive model data analysis by Miles and
Hubberman (1994). The data collecting techniques were observation, interview,
and document analysis.
English
Lecturer (EL) used Goggle site as a platform to give instruction, materials,
and discussion to the students. First, the students got the site link and the
presenter asked them to read and follow the steps carefully. Second, the
presenter gave the activities and the instruction must be followed by the
students. Third, the activities consisted of five steps and the students must
do each step as instructed. Fourth, EL got link to web-quizes to practice their
grammar. After doing the step, the students are asked to have discussion and
feedback to each other by typing their comment.
The
study revealed that lecturer makes certain teaching procedure in using goggle
sites in accordance with students’ level, curriculum, and the content of the
teaching and learning process. Also, lecturer gave positive responses toward
the use of Google sites in English teaching. In general, the use of Google
sites in teaching English subject for undergraduate level students is beneficial.
The research implication of this study are to (1) give an example of teaching
procedures using technology, especially Google sites, and (2) find out how
teacher’s perceptions of it.
4.
The Use of English Conversation Practice
in Speaking Learning Process through Autonomous Learning System by Rizki Febri
A.H.
In
this study, the presenter occupied the mobile phone technology as the media in
speaking learning process. Mobile phone
is one of technology we live in today which has many features. For these
features, the presenter took the advantages for speaking learning process. Through
mobile phone, students download English conversation application. The students can
practice on listening section and record it through English conversation application.
From this process of learning, the presenter concluded that English
conversation practice application is a good application to help the students in
practicing their speaking skill autonomously. Moreover, this application is
fulfilled by complete and colorful features so that it becomes interesting
application.
5.
Flipped Classroom: Creating Teaching
Media in Islamic Instructional Context by Suhartini Syukri, Isna Humaerah and
Sarjania Zur.
In
this presentation, the purpose of the study was reinvigorating students’
insight by creating media after flipped learning was conducted and grasping
students’ perception. The teaching procedures of the flipped classroom are:
first, students prepare to participate in class activities. Second, students
practice applying key concepts with feedback and third, students check their
understanding and extend their learning. From the learning activities resulted
that at least 85% of students have good interaction and responsibility of
attaining new knowledge at home through assigned video during flipped
classroom.
The
students’ also implemented Islamic value in the concept of teaching media.
Adding exercise reflecting the Islamic values relevant to the topic presented
and embedding verses from Al-Qur’an.
B. Keynote Speaker
CALL
& MALL to Enhance the Thinking Process by Dr. Gumawang Jati, M.A.
In
this session, the speaker introduced some application which it can facilitate
the teacher in learning process. The speaker emphasizes that in teaching and
learning, think the delivery to the students (impact to the students) although
the teachers got the materials from website.
Some
of the application or website that introduced by the speaker are learnerenglishteens which it is about
self directed learning, autonomous learning and online learning. Authoring
tools for interactive learning used kahoot.com,
edpuzzle.com and onlinequizcreator.com. Creation tools for thinking skills used padlet.com, readwritethink.org which makes the students active through
understanding and the ways to write, canva.com
help to make poster which this activity will make the students creative and
think the concept of it and screencast-o-matic.com,
it is about online lecture.
For
Math subject can used cymath.com and integral-calculator.com which provides
the formula of math instantly and also question and answer are available. For
personal assistant used siri (for
ios) and Robin (for android) which
you can search and find the information only by speak to the application and
for personal trainer used Orai as a
public speaking application.
For
language learning subject used analyze.academichelp.net/free-grade-mypaper.html
which the web will show the score in detail of your paper, essay-grader.com help your structure in writing and lessonwrite.com help you to make lesson
plan.
C. Plenary Speaker
1.
TPACK (Technology Pedagogical and
Content Knowledge) The Concept and Practice in the Classroom by Dr. Nur Arifah
Drajati.
TPACK
is a framework for teachers in teaching the course with technology to engage
and enhance to achieve the effectiveness of students’ learning. Shulman (1986)
unites the knowledge into three: content knowledge, pedagogy knowledge and technology
knowledge which it called as TPACK. Koehler & Mishra (2009) described TPACK
into three circles which influence to each other: “how to teach” relate to
pedagogical, “what the teachers’ know” relate to the content and “how
technology is used” relate to the technology which the relation among these
three is appropriate to face 21st century learning.
The
speaker stated the framework of TPACK in each of them. The content knowledge
divide into three: (1) facts, (2) concept, (3) theories. Pedagogical knowledge:
(1) how instructional strategy, teaching method, and instructional strategy
apply in the classroom, (2) project based learning, (3) think-pair-share which
it refers to TPACK. Technological knowledge: (1) how to use the technology
tools, (2) select- use- integrate into the curriculum, (3) new insight for
students in learning.
The
speaker also stated the quality learning four dimension to 21st
learning: first, active learning (manipulative, observing, articulating),
second, authentic learning (real world), third, relative learning
(self-assessment, continual improvement), and fourth, collaborative
(understanding is socially constructed).
In
the research of the speaker, Drajati et.al (2018) explained that the group of
1-3 years experienced teachers has more varieties in making use of technology
tools in their classroom. They knew and applied the tools such as Youtube,
C-Maps tools, comics, video, online dictionary, blogs, mediated online
discussion, social media and games in the classroom. Meanwhile, the group of
experienced teachers (more than 10 years teaching) and pre-service teachers use
the modest technology media tools, such as power point and video in creating
the classroom more alive and creative.
2.
Cyber Bullying and Child Protection by
Riezky Novyana.
A
digital footprint is a trail of data you create while using the internet. It
includes the website you visit, emails you send, and information you submit to
online services. A poor digital footprint impacts on not being able to work in
some profession, employers can check your social media posting when recruiting,
unable to obtain travel visa to some countries, and being known to police – it
is very hard to share off bad reputation.
The
speaker stated why many people interest on online behaviors which it described
in Maslow’s hierarchy of needs. It started with physiological needs which it
same as the need of air, water, food, shelter, sleep, etc. The second is safety
and belonging which it same as personal security, employment, resources, health
and property. The third is love and belonging which it is about friendship,
intimacy, family and sense of connection. The fourth is esteem which it is
about respect, self-esteem, status, recognition, strength and freedom. And the
last is self actualization which it refers to desire to become the most and the
one that can be.
The
use of technology to bully a person or group is one of negative impact for
online behaviors. Bully is repeated behavior with intent to harm others. This
is one significant feature of cyber bullying which can happen at any time and any
place and for the victim, it means that it is difficult to escape.
There
are many things we can do for cyber bullying that is advice to not reply to any
messages from a bully, use block features from the media and keep a record of
harassing messages in case authorities involved. For the further action, review
the privacy control on apps and social media make it all private which use
blacklist function-keyword, make an alert by your name (RSS) and create a layer
admin function on their devices.
At
the end, the speaker advice to be SMART online which means SAFE is keep your
personal information safe, MEET is friends made online are strangers; meeting
them can be dangerous, ACCEPTING is accepting files can be dangerous and ask an
adult if unsure, RELIABLE is not everyone or everything online is reliable or
trustworthy, and TELL is always tell an adult if something online upsets or
worries you.
D. Workshops
1. Kahoot!:
Bring the Fun into Classroom by Grace
Nathania C. S and Yessy Zakaria.
Kahoot is a game-based
learning platform, used as educational technology in classrooms and other
learning institutions. It can be used to review students’ knowledge, for
formative assessment or as a break from traditional classrooms.
In this session, the
participants are introduced about kahoot! as a game-based learning by the
presenters. The presenters explained about kahoot! and the function of kahoot
itself. Then, the presenters asked the students to join the game which it
created fun classroom. The participants are very enthusiastic to join and play
the game.
From the activities of
learning, the presenters expected the participants to learn strategies to
incorporate Kahoot! into a variety of learning environments, have the opportunity
to design game-based learning events that can be used in classroom and
homework, and to dive deeper and discuss strengths, weaknesses, benefits, and
challenges in using kahoot!
2. A
Small Step to Unpacking Students’ Design Thinking Skill in Language Classes by
Dr. Gumawang Jati and Finita Dewi.
In this presentation,
the participants asked to see and give comment about the video that showed by
the presenters about the trash especially bottles in the river. The
participants asked to solve the problem toward it. This learning process is
part of thinking skill which the participants in group start to brainstorm
ideas of campaign poster. The presenters asked them to create a digital poster
which uses canva.com. The
participants create their tag line of the campaign and the information that
include in it.
From the process
learning, the presenters described the stages of design thinking skill which
the first stage, identifying opportunities: the activity that relate it is
watch videos, discuss problem or issues based on the video. The second stage,
design that is brainstorm ideas, discusses with the group members and gets
input from teacher. The third stages, prototype which create the draft or
prototype of the poster. The fourth stage, get feedback which the students
pitch ideas to other groups and get the feedback. The last stages, present
which the students present the final digital poster.
E. Conclusion
The
conference was very inspiring. The conference gave beneficial impact to the
participants and also it helps the teachers to use the innovative tools in
learning process to face 21st century learning. One of the
impressive messages is from Mrs. Itje Chadidjah which she said to appreciate the
students in every level, using appropriate tools to the students and using
appropriate project to the students. Tools are to facilitate in learning
process, the important thing is how you can deliver the materials well to the
students.
