CONDUCTING ENGLISH LEARNING ACTIVITIES BY IMPLEMENTING TELEGRAM GROUP CLASS DURING COVID-19 PANDEMIC

Dian Arsitades Wiranegara, Sohibul Hairi

Abstract


The use of telegram can be used to hold a meeting just like the regular class conducted. Teacher can still observe all members of the group—students—belong to the class once both parties start to chat or to keep online within the chat in telegram group. Therefore, every meeting within the group, teacher can share his or her teaching material into the group and discuss it along with the students. This also means that the use of social media group such as: whatsapp or telegram group can help learners to experience a different way of conducting teaching and learning process. However, the process may take a while compared to the face-to-face weekly regular class. This distance class, of course, can be a new experience by both teacher and students as it needs further investigation about how this can be conducted accordingly. Nonetheless, during these four meetings conducted individually at home, both teacher and students are still able to catch up all the material given within the social media group. As a result, in order to achieve the effective learning process of English language class during the Covid-19 pandemic, the distance class should not burden the students as long as the learning process can be conducted efficiently. Hence, by using telegram group, teacher and students can keep in touch or communicate intensively in discussing the teaching material. At the end of teaching and learning process, students can later be given a chance to improve their learning strategy to become a long life learner despite any condition experienced by them

Full Text:

PDF

References


Burston, J. (2013). Mobile-assisted language learning: A selected annotated bibliography

of implemen tation studies 1994–2012. Language Learning & Technology, 17(3):

–225. Retrieved from http://llt.msu.edu/issues/october2013/burston.pdf

Debele, E. T., and Kelbisa, E. M. (2017). The role of active learning methods for classroom participation: the case of first year students of sociology in Samara University. IOSR Journal of Humanities and Social Science, Vol. 22, Issue 7, 2017.

Day, C. (1999) Developing Teachers: the challenges of lifelong learning. London: Falmer Press.

Dumiyati, Wardhono, Agus & Nurfalah, Edi. (2017). Pengembangan Perangkat Model Pembelajaran English For Specific Purpose (Esp) Berbasis ICT. Makalah. Dalam: Seminar Nasional Hasil Penelitian dan Pengabdian kepada Masyarakat II Universitas PGRI Ronggolawe Tuban, 23 September.

Fennessy, D. (1998) Teachers’ Perceptions of the Effects of In-service Education and School Based Support on their Teaching, paper presented at the BERA Annual Conference, Queen’s University of Belfast, 27-30 August

Ha Le, Jeroen Janssen & Theo Wubbels. (2018). Collaborative learning practices: teacher and student perceived obstacles to effective student collaboration, Cambridge Journal of Education, 48:1, 103-122, DOI: 10.1080/0305764X.2016.1259389

Lixun, Wang (2017) Public Lecture Series 2017: The English You Didn’t Learn in School

V, Mobile Assisted Language Learning. Retrieved from

https://www.ied.edu.hk/ele/pls/spring 2017/seminar4.pdf on June 8th 2017.

Markova, Tatiana, Glazkova, Irina & Zaborova, Elena. (2016) Quality Issues of Online Distance Learning. 7th International Conference on Intercultural Education “Education Health and ICT for a Transcultural World”,15-17 June, 685-691.

Oliveira, L. C. (2015). A language-based approach to content instruction (LACI) for English language learners. Journal of Language and Literacy Education. Retrieved from https://www.google.com/url?sa=t&source=web&rct=j&url=http://jolle.coe.uga.edu/wp-content/uploads/.

Sandholtz, J.H. (2000) Interdisciplinary Team Teaching as a Form of Professional Development, Teacher Education Quarterly, 27(3), pp. 39-54.

Saud, Udin Syaifudin., (2008). Inovasi Pendidikan, Bandung: Alfabeta

Wardhono, Agus & Spanos, Stephen. (2018). Assessing English Speaking and Listening Skills with The Mobile Application Telegram. Indonesian EFL Journal: Journal of ELT, Linguistics, and Literature,Volume 4, Issue 2: 147-174.

Wringley, H.S. (1998). Knowledge in Action: The Promise of Project-Based Learning. http://www.nesall.net/?id=384.




DOI: https://doi.org/10.18860/jeasp.v3i2.11122

Refbacks

  • There are currently no refbacks.


Creative Commons License
This work is licensed under a Creative Commons Attribution-ShareAlike 4.0 International License.

image host image hostimage hostimage hostDESKRIPSI GAMBARimage host

 

Editorial Office:
Pusat Pengembangan Bahasa
Program Khusus Pengembangan Bahasa Inggris (PKPBI)
Universitas Islam Negeri Maulana Malik Ibrahim Malang
Gedung C lantai 1
Jl. Gajayana No 50 Kota Malang, Jawa Timur, Indonesia
Kode Pos 65144, Telp/Fax : (0341) 570872
Email: jeasp@uin-malang.ac.id

 

image host

JEASP : Journal of English for Academic and Specific Purposes is licensed under a Creative Commons Attribution-ShareAlike 4.0 International