The Summary of iTELL Conference 2018

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 21^st 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 21^st 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 21^st 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.

F.     Documentation