TECHNOLOGY USE IN TEACHING LITERATURE AMID AND POST-PANDEMIC: TEACHERS’ PERCEPTIONS
(1) English Education Master's Program, Faculty of Teachers Training and Education, Sanata Dharma University, Yogyakarta Indonesia
(2) English Education Master's Program, Faculty of Teachers Training and Education, Sanata Dharma University, Yogyakarta Indonesia
(*) Corresponding Author
Abstract
The impact of the COVID-19 pandemic caused the teaching-learning process to be done online. The online learning environment required EFL teachers to increase their technology use, including teaching literature classes. This influenced the teachers’ technology use in the long run, especially in post-pandemic teaching. To the best of researchers’ knowledge, only a few studied teachers’ perceptions of their technology use in EFL teaching and the post-pandemic era, especially for teaching literature. Therefore, this study aimed to investigate EFL teachers’ perceptions of their technology use for teaching literature and the technology use for teaching literature in the post-pandemic era. This study used a narrative inquiry design and a semi-structured interview to gather data from six senior high school teachers and analyzed using thematic analysis. The results showed that teachers had challenges in using technology for teaching literature at first because of low experience, but they had positive views on their current technology use for teaching literature, had positive perceptions on hybrid learning, and perceived that they had to make more adjustments for teaching literature in the post-pandemic era. This study may help teachers reflect on their technology use and adjust their technology use in online learning to meet the needs of the teachers and students.
Keywords
Full Text:
PDFReferences
Allo, M. D. G. (2020). Is the online learning good in the midst of Covid-19 Pandemic? The case of EFL learners. Jurnal Sinestesia, 10(1), 1-10. https://sinestesia.pustaka.my.id/journal/article/view/24
Almurashi, A. W. (2016). The Effective Use of Youtube videos for teaching English. International Journal of English Language and Linguistics Research, 4(3), 32–47. http://www.eajournals.org/wp-content/uploads/The-Effective-Use-of-Youtube-Videos-for-Teaching-English-Language-in-Classrooms-as-Supplementary-Material-at-Taibah-University-in-Alula.pdf
Atmojo, A. E. P., & Nugroho, A. (2020). EFL classes must go online! Teaching activities and challenges during COVID-19 pandemic in Indonesia. Register Journal, 13(1), 49–76. https://doi.org/10.18326/rgt.v13i1.49-76
Bazimaziki, G. (2020). Challenges in using ICT gadgets to cope with effects of COVID-19 on education: A short survey of online teaching literature in English. Journal of Humanities and Education Development, 2(4), 299–307. https://doi.org/10.22161/jhed.2.4.8
Chun, D., Smith, B., & Kern, R. (2016). Technology in language use, language teaching, and language learning. Modern Language Journal, 100, 64–80. https://doi.org/10.1111/modl.12302
Craig, K., Humburg, M., Danish, J. A., Szostalo, M., Hmelo-Silver, C. E., & McCranie, A. (2020). Increasing students' social engagement during COVID-19 with Net.Create: Collaborative social network analysis to map historical pandemics during a pandemic. Information and Learning Science, 121(7–8), 533–547. https://doi.org/10.1108/ILS-04-2020-0105
Creswell, J. W. (2012). Educational research: Planning, conducting, and evaluating quantitative and qualitative research (4th ed.). Boston: Pearson.
Edumadze, J. K. E., Ogoe, J. I., Essilfie, G., Edumadze, G. E., Osei-gyasi, A., & Graham, R. E. (2017). E-learning at the University of Cape Coast, Ghana – Are our distance education students technologically ready? The Online Journal of Distance Education and E-Learning, 5(1), 47–55.
Ekanayake, E. M. H. L., & Weerasinghe, T. D. (2020). Sustainable engagement of university students in e-learning during the post-pandemic of Covid-19: Evidence from Faculty of Commerce and Management Studies, University of Kelaniya, Sri Lanka. Kelaniya Journal of Human Resource Management, 15(2), 48-73. https://doi.org/10.4038/kjhrm.v15i2.78
Finlay, L. (2011). Phenomenology for therapists: Researching the lived world. West Sussex: Wiley-Blackwell.
Haratikka, H. (2020). Learning English Activity in STIE Bina Karya During the Pandemic. Proceeding of 1st International Conference on The Teaching of English and Literature, 1(1), 110-117.
Harsha, T. S. (2017). Learning science through distance education- A challenge at Karnataka State Open University. The Online Journal of Distance Education and e-Learning, 5(1), 62–65.
Hassan, K. M. (2018). Difficulties facing English teachers in teaching literary texts at higher secondary level in Bangladesh. English Language and Literature Studies, 8(3), 15-26. https://doi.org/10.5539/ells.v8n3p15
Hussein, E., Daoud, S., Alrabaiah, H., & Badawi, R. (2020). Exploring undergraduate students' attitudes towards emergency online learning during COVID-19: A case from the UAE. Children and Youth Services Review, 119. https://doi.org/10.1016/j.childyouth.2020.105699
Jena, A. kumar, & Pokhrel, K. (2017). Effects of collaborative m-learning and individual e-learning on the academic performance, and attention. The Online Journal of Distance Education and E-Learning, 5(1), 35–46. www.tojdel.net
Kaba, F. (2017). Teaching and Studying Literature in The Digital Era - From Text to Hypertext. Turkophone, 4(1), 6–13. https://www.academia.edu/38050193/Teaching_and_Studying_Literature_in_The_Digital_Era_-From_Text_to_Hypertext
Kahn, P., Everington, L., Kelm, K., Reid, I., & Watkins, F. (2017). Understanding student engagement in online learning environments: The role of reflexivity. Educational Technology Research and Development, 65(1), 203–218. https://doi.org/10.1007/s11423-016-9484-z
Keshavarz, M. H. (2020). A proposed model for post-pandemic higher education. Budapest International Research and Critics in Linguistics and Education (BirLE) Journal, 3(3), 1384–1391. https://doi.org/10.33258/birle.v3i3.1193
Kusuma, L., & Suwartono, T. (2021). Students' response to the use of Telegram in English class during Covid-19 pandemic. Premise: Journal of English Education and Applied Linguistics, 10(1), 20-35.
Lestari, R. (2013). Penggunaan Youtube sebagai Media Pembelajaran Bahasa Inggris. The Second Progressive and Fun Education Seminar, 607–612.
Magasic, M. (2016). Becoming YouTubers : Using webclips in the ELF classroom. The Center for English as Lingua Franca Journal, 2.1, 18–25.
Martin, F., Wang, C., & Sadaf, A. (2018). Student perception of helpfulness of facilitation strategies that enhance instructor presence, connectedness, engagement and learning in online courses. Internet and Higher Education, 37(February), 52–65. https://doi.org/10.1016/j.iheduc.2018.01.003
Mbukusa, N. R. (2018). Perceptions of students' on the use of WhatsApp in teaching methods of English as second language at the University of Namibia. Journal of Curriculum and Teaching, 7(2), 112. https://doi.org/10.5430/jct.v7n2p112
Mohammed, K. (2018). An exploration of the main difficulties and challenges in teaching EFL Literature: The case of teachers at the University of Tlemcen, Algeria. SSRN Electronic Journal, 5(11), 55–66. https://doi.org/10.2139/ssrn.3090217
Nanda, S. D., & Susanto, S. (2020). Using literary work as authentic material for the EFL classroom in Indonesia. In International Journal of Innovation, Creativity and Change, 12, 1057-1064. www.ijicc.net
Raja, R., & Nagasubramani, P. C. (2018). Impact of modern technology in education. Journal of Applied and Advanced Research, 3, 33–35. https://doi.org/10.21839/jaar.2018.v3is1.165
Sholihah, L. (2016). The implementation of online discussion by using a learning management system (www.nicenet.org) in the literature course English study program of UM Metro. Premise: Journal of English Education and Applied Linguistics, 5(2), 33-44.
Silaban, P. S. M. J., Suharianto, J., & Ruslan, D. (2020). Development of macroeconomic theory materials based on blended learning. Budapest International Research and Critics in Linguistics and Education (BirLE) Journal, 3(1), 88–98. https://doi.org/10.33258/birle.v3i1.756
Sim, S. P.L., Sim, H. P.K., & Quah, C.S. (2021). Online learning: a post Covid-19 alternative pedagogy for university students. Asian Journal of University Education, 16(4), 137. https://doi.org/10.24191/ajue.v16i4.11963
Škobo, M., & Dragičević, Đ. B. (2020). Teaching English literature in the digital era. Zbornik Radova Univerziteta Sinergija, 20(5), 84-89. https://doi.org/10.7251/zrsng1901084s
Turmudi, D. (2020). English scholarly publishing activities in the industrial revolution 4 . 0 : What , Why , and How ? ELTEJ, 3(1), 52–63. http://journal2.uad.ac.id/index.php/eltej/article/view/1890
Vanslambrouck, S., Zhu, C., Lombaerts, K., Philipsen, B., & Tondeur, J. (2018). Students' motivation and subjective task value of participating in online and blended learning environments. Internet and Higher Education, 36(September), 33–40. https://doi.org/10.1016/j.iheduc.2017.09.002
DOI: http://dx.doi.org/10.24127/pj.v11i2.4908
Refbacks
- There are currently no refbacks.
Copyright (c) 2022 Author
This work is licensed under a Creative Commons Attribution 4.0 International License.
Published by Universitas Muhammadiyah Metro
Scientific Publication Unit (UPI)
Gd. HI, Lt1 Kampus 1 Universitas Muhammadiyah Metro
Jl. Ki Hajar Dewantara 116 A
Kota Metro Lampung 34145 Indonesia
Email : help.upi@ummetro.ac.id
Phone : +62-725-42445
Fax : +62-725-42454
Mobile : +62-8570914-1060
Certificate of Accreditation (Volume 11 No 1, 2022-Volume 15 No 2, 2026
