MAXIMIZING TELEGRAM APPLICATION FOR TEACHING READING

Fhesti Mayang Sari

Abstract


Curriculum, syllabus and technology are the educational terms with their certain components and importance. They are also could be said as the guidelines for gaining educational goals. The use of mobile phone has become an essential part of nowadays students’ lives in the world. That is why the role of technology is also could not be separated with the content of the syllabus. This article aims to discuss the use of technology−in the form of Telegram as one of the mobile phone application−by inserting it in the syllabus related to the teaching and learning English especially for teaching reading. At the end of the discussion, it is found that those variables are influencing each other. Curriculum is as the reference of syllabus whereas syllabus is as the implementation of curriculum and technology supports them. A teacher could use Telegram by setting up a certain group discussion in a single classroom to maximize the learning process. When the teachers provided a Telegram group discussion with its interesting and appropriate context for students, it is possible to make students curious. When the students’ curiosity occured, the habitual process of reading begins. This could be one of a problem solving of students’ laziness of going to the school library. By the time the students have read several books or articles or another media that they like, the teachers could encourage them to share it with their classmates in some ways by maximizing their Telegram group.

Keywords


learning, media, reading, technology, Telegram

Full Text:

PDF

References


Alabdulkareem, S., A. (2015). Exploring the Use and the Impacts of Social Media on Teaching andLearning Science in Saudi. Procedia Social and Behavioral Sciences. (182) (p.213–224).

Bere, A. (2012). A comparative study of student experiences of ubiquitous learning via mobile devices and learner management systems at a South African university. Proceedings of the 14th Annual Conference on World Wide Web Applications. (4-17). Durban, South Africa: Cape Peninsula University of Technology.

Capel, S., Marilyn Leask, and Tony Turner. (2005). Learning to Teach in the Secondary School. A Companion to School Experience. Fourth Edition. London: Routledge.

Clough, G., Jones, A., McAndrew, P., & Scanlon, E. (2008). Informal learning with PDAs and smartphones. Journal of Computer Assisted Learning, 24(5), 359–371.

Hamilton, D. (1990). Learning about Education. An Unfinished Curriculum. Philadelpia: Open University Press.

Heinich, R., Molenda, M., Russell, J. D., and Smaldino, S. E. (1996). Instructional Media and Technology for Learning. New Jersey: Prentice Hall, Inc.

Jakobsen, J., B. (2015). A Practical Cryptanalysis of the Telegram Messaging Protocol. Aarhus University: Department of Computer Science

Jovanovic, J., Chiong, R., and Weise, T. (2012). Social Networking, Teaching, and Learning. Interdisciplinary Journal of Information,

Knowledge, and Management. Volume (7), (p.39-43)

Klopfer, E., Squire, K., & Jenkins, H. (2002). Environment detectives: PDAs as a window into a virtual simulated world. Proceedings of IEEE International Workshop on Wireless and Mobile Technologies in Education (pp. 95-98). Vaxjo, Sweden: IEEE Computer Society.

Laidlaw, L. (2005). Reinventing Curriculum. A Complex Perspective on Literacy and Writing. New Jersey: Lawrence Erlbaum Associates, Inc.

Long, M. H., and Doughty, C. J. (2009). The Handbook of Language Teaching. West Sussex: Blackwell Publishing Ltd.

Oliva, P. F. (1992). Developing the Curriculum. Third Edition. New York: HarperCollins Publishers Inc.

Permendikbud. (2013). Undang-Undang No. 20. 2003. Jakarta.

PPRI. (2013). Pasal 77O Ayat 2 Huruf a. Jakarta: CV. Mini Jaya.

Richards, J. C., Platt, J. and Platt, H. (1992). Longman Dictionary of Language Teaching and Applied Linguistics. Harlow: Pearson Education.

Sachs, L., & Bull, P. (2012). Case Study: Using iPad2 for a Graduate Practicum Course. In P. Resta (Ed.), Proceedings of Society for Information Technology & Teacher Education International Conference 2012 (pp. 3054-3059). Chesapeake, VA: AACE.

Seppälä, P., & Alamäki, H. (2003). Mobile learning in teacher training. Journal of Computer Assisted Learning. (19) 330–335.

Stern, H.H. (1992). Issues and Options in Language Teaching. Oxford: Oxford University Press.

Thornbury, S. (1999). How to Teach Grammar. Harlow: Pearson Education.

Yeh, E. (2014). Teaching Culture and Language through the Multiple Intelligences Film Teaching Model in the ESL/EFL Classroom. Ohio University. The Journal of Effective Teaching, Vol. 14, No.1, 2014, 63‐79.

Zepke, N., and Leach, L. (2010). Improving Student Engagement: Ten proposals for action. Active Learning in Higher Education. (11) (p. 167).




DOI: https://doi.org/10.12928/utic.v1.171.2017

Refbacks

  • There are currently no refbacks.


Program Studi Pendidikan Bahasa Inggris

Kampus 4

Jl. Ringroad Selatan, Kragilan, Tamanan, Kec. Banguntapan, Bantul

Daerah Istimewa Yogyakarta 55191, Indonesia

Email: utic@uad.ac.id

e-ISSN: 2775-6599

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

 

View My Stats