LAPORAN

KEGIATANPENGEMBANGAN DIRI
Reconceptualizing Technology -Enhanced ELT in
Higher Education Curriculum
TAHUN PELAJARAN 2020

Diajukan untuk Memperoleh Angka Kredit

Jabatan Fungsional Guru

Oleh :

Sarti, M.Pd
NIP. 19681122 200501 2 008

PEMERINTAH PROVINSI JAWA TENGAH

DINAS PENDIDIKAN DAN KEBUDAYAAN
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e-mail : smktelukendal@yahoo.comEmail : smktelukendal@yahoo.com
 LAPORAN

Reconceptualizing Technology -Enhanced ELT in

Higher Education Curriculum
TAHUN 2020
I. DASAR
1. Program Kerja Jember University 2020
II. TUJUAN

Kegiatan Pelatihan Online Reconceptualizing Technology -Enhanced ELT in

Higher Education Curriculum agar guru makin update dalam menyusun
perencanaan dalam mengajar

III. BENTUK KEGIATAN

Webinar
IV. MATERI WEBINAR
International Journal of Arts & Sciences,
CD-ROM. ISSN: 1944-6934 :: 5(5):537–559 (2012)
Copyright Ⓧc 2012 by UniversityPublications.net

RE-CONCEPTUALIZING ENGLISH LANGUAGE TEACHING TEACHER EDUCATION

AND DEVELOPMENT IN THE GULF COOPERATION COUNCIL COUNTRIES:
ADDRESSING TRANSFORMATIONS AND CHALLENGES

Ali Al-Issa

Sultan Qaboos University, Sultanate of Oman

This paper attempts to discuss incorporating a community of practice (CoP) in the respective
underperforming and deficient Gulf Cooperation Council Countries (GCCC) English language teaching
(ELT) education systems to help develop teachers’ critical theoretical and practical knowledge. This is
preceded by a discussion of the uses and values of English in the GCCC region’s respective ELT
systems, PRESET and INSET programs, the existing ELT pre-service (PRESET) and in-service
(INSET) education programs for teachers, and CoP in general and in ELT. The critical discussion has
important implications for implementing an ELT CoP in other similar contexts round the world.

Keywords: English language teaching, Community of practice, Gulf cooperation council countries,
Pre-service education program, In-service education program.

Introduction

Boud (1999) describes academic work at present as of a “collaborative” nature, where sharing
knowledge, experience and ideas by peers is the essence of progress, development and maturity. This
argument is further corroborated by the one forwarded by Boud, Cressey and Doucherty (2006) who
view learning as occurring in a more interactive, integrative and collective manner. Thus, times have
changed and so have the interests, needs, purposes and motivation of individuals about education and
learning. One of the important changes the world has witnessed in the last few years is knowledge
growth. Sources of knowledge acquisition have diversified and become more complex and interrelated
than ever in an ever shrinking and rapidly changing world.
Thus, declarative and procedural knowledge of any discipline in general and an international and
global language like English in particular are naturally no longer confined to and controlled and
prescribed by a single teacher, mandated textbook, class, method, or approach. Sources of language
learning and acquisition and means of communication have evolved and diversified as much as have the
uses and values of English language learning and acquisition. Accordingly, the concept and practices of
English language teaching (ELT) have to change too, which poses serious challenges to ELT
practitioners and designers and deliverers of pre-service (PRESET) and in-service (INSET) education
programs for teachers about rethinking their philosophies, approaches, aims and objectives, styles and
methodologies, roles and responsibilities to make them more in line with the needs and expectations of
the clients, stake holders and the community at large.
 Re-Conceptualizing English Language Teaching Teacher Education... 538

English Language in GCCC

English language in the Gulf Cooperation Council Countries (GCCC) (Kingdom of Bahrain,
Kingdom of Saudi Arabia, Kuwait, Qatar, Sultanate of Oman and the United Arab Emirates)
– a largely homogenous unit, which shares a common heritage and outlook with regard to
religious, cultural, historical, ecological, linguistic, and socio-politico-economic domains –
serves as a foreign language, international language, intercultural means of communication
and a global lingua franca at the same time. Al-Darwish (2006) acknowledges that “the
place of English in society at large has a profound influence of the purposes of English
language education, the English language curriculum, and therefore the nature of the
teacher’s work” (p. 56). This has lead curriculum designers in this region to design their
ELT curricula in a such way that can allow for English language acquisition and learning
via multiple sources in order to be able to use it for multiple purposes – pursuing higher
education, finding a white-collar job, science and technology acquisition, conducting
business, cultural analysis and understanding, and inter-lingual communication (Al-Issa,
2011).

GCCC ELT Education Systems

In their pursuit of development, advancement and modernization, all of the six oil
producing and rich GCCC recently started to restructure and reform their education
systems in terms of quality and quantity in order to respond to the world technological,
social, economic and political changes, challenges and demands, which mould and steer the
needs of the individuals, who make the prime resource of development in any country.
ELT has been thus considered a key and priority in those reform acts. The GCCC
governments are aware of the significant and important role the English language has been
playing on the world arena over the past few decades and the powerful support U.S.A.
and U.K. have been giving it to facilitate its worldwide spread and dominance.
However, it has not been easy to judge the outcomes of these reform acts, as they have
been recent. One study conducted by Al-Issa and Al-Bulushi (2011) about ELT reform in
Oman, however, has managed to reach conclusions about the continuing disparity between
theory and practice in ELT due to the teachers’ practices, in spite of implementing an
innovation reform project – Basic Education System (BES) – in 1998.
ELT in the GCCC has suffered from a wide range of interconnected, complex and
persisting shortcomings like a high degree of control and centralization, lack of
sophisticated educational technological aids in various schools, expatriate teachers
outnumbering their national counterparts, evident lack of national male teachers,
expecting teachers to finish teaching the mandated syllabus in time, overloading teachers
with administrative and technical responsibilities in addition to the heavy teaching
timetable, favoring performance-based and high-stakes tests means of assessment, which
have a negative impact upon students’ motivation and attitudes towards English language
learning and acquisition (Al-Issa, 2011).
There is another host of drawbacks like textbook, transmission or delivery and exam-
based teaching, low students’ motivation and underachievement, adoption of teacher-
centered as opposed to student- centered methodology. These drawbacks are attributed
mainly to the teachers’ practices – teachers who are products of systems largely similar to
the ones they are recruited to teach in – which are considered to impede implementation of
ELT policies (Syed, 2003; Watson, 2004; Brewer et al., 2006; Clarke, 2006; Qashoa, 2006;
Al-Darwish, 2006; Manasreh, 2008; Al-degether, 2009; Al-Twairish, 2009; Osailan, 2009;
Al-Issa, 2011; Al-Issa & Al-Bulushi, 2011).
The literature on education in general and ELT in particular has highlighted the
powerful role of teachers as key agents in disturbing policy implementation for reasons
associated with their beliefs and attitudes (Woodrow, 1991; Holliday, 1992; Al-Khuwaiter,
 539
Re-Conceptualizing English Language Teaching Teacher Education...

2001), lack of attachment and commitment to teaching (Coffield, Edward, Finlay, Hodgson,
Spours, Steer & Gregson, 2007), institutional impediments (Al-Darwish, 2006; Coffield et
al., 2007), inadequate training (Barkhuizen, 1998; Al-Darwish, 2006; Ismaiel, Almekhlafi
and Al-Mekhlafy, 2010; Buckland, 2011), incompetence (Low, 1999; Al-Darwish,
 Re-Conceptualizing English Language Teaching Teacher Education... 540

2006; Al-Mekhlafi, 2007; Al-Issa & Al-Bulushi, 2011), and lack of professionalism
(Dove, 1986;
Baldauf, 1990, Al-Darwish, 2006; Al-Issa & Al-Bulushi, 2011).

ELT PRESET and INSET in GCCC

The relatively limited produced body of literature I will review in this section is centred round
the local GCCC ELT education context, where English is taught as a compulsory school
subject in state schools by non-native English speaking teachers to foreign language learners
in large classes. Unfortunately there is no literature produced this far in the GCCC about ELT
in the private schools, which form the minority, but which are growing in number and
popularity by the day for reasons mainly associated with the place of English language on
the curriculum and sometimes the quality of recruited teachers and allocated resources.

Sultanate of Oman

Al-Mahrooqi (2011) examined the perceptions of 30 fourth-year Sultan Qaboos University

(SQU) female students about their practicum, classroom observations and supervisors’
feedback, through asking them to fill out a questionnaire and asking them open-ended
questions. Al-Mahrooqi found that there is a degree of disparity between theory and practice,
provision of contradictory background by the different trainers, which is a source of confusion
to the prospective teachers, trainers focusing on providing negative points about lesson
observations, and inadequate preparation in certain areas like material writing, classroom
management, and test-setting. Al-Mahrooqi recommends conducting a systematic and
comprehensive evaluation of the current program, which involves the prospective teachers.
Furthermore, Al-Issa and Al-Bulushi (2011) surveyed the BES implemented in Oman
since 1998, and which replaced the old system – General Education System (GES). The BES
advocates communicative language teaching (CLT), use of sophisticated and state-of-the-art
educational technological aids for language learning and acquisition and allocates ELT more
contact hours on the national curriculum. Al-Issa and Al-Bulushi found that while there have
been some significant differences at the syllabus and assessment levels, there have been
hardly any changes in terms of the teachers’ practices for reasons partly pertinent to the
teachers’ training and education. The two authors conclude that such practices have their
negative implications for implementing CLT in the Omani schools.
Al-Issa, (2005) also reports on a qualitative study conducted about training ELT student
teachers at SQU that teacher trainers can disturb ELT policy implementation through their
teacher-fronted and knowledge spoon-feeding and banking or depositing methodologies in
training their students due to their inadequate training backgrounds and inappropriate
experience. In another qualitative study about the implications of the teacher training program
to the ELT policy in Oman, Al-Issa (2008) found that the design of the ELT PRESET
program at SQU has various weaknesses pertinent to its structure and content, which has
negative implications for the student teachers’ education and training.
 Re-Conceptualizing English Language Teaching Teacher Education... 541
These two studies were corroborated by Al-Issa and Al-Bulushi’s (2010) quantitative
work, who found that ELT professors at SQU have been impeding policy implementation and
their prospective teachers’ reflective teaching attempts through implementing certain training
practices that negatively affect their student teachers’ beliefs and images about the
profession. The two researchers propose that SQU teacher trainers need to educate themselves
about reflective teaching and practice.
So far as ELT classroom practices in Omani schools are concerned, Al-Shabibi (2004)
found that teachers teach certain aspects of their lessons non-communicatively. She attributes
this to the powerful beliefs they have constructed about such unsatisfactory practices and
the socialization experience they had when they were students. Al-Rasbiah (2006) further
suggests the need of teachers in Oman for workshops about teaching methodology on
communicative English, teaching writing and reading.
Al-Sidairi (2009) thus found that teachers in Omani schools need guidance on how to
make the most of the peer observation experience. Al-Habsi (2009) and Al-Rasbiah (2009)
found that teachers need adequate training about the processes and ways of approaching
peer observation. Al-Habsi further found
 Re-Conceptualizing English Language Teaching Teacher Education... 542

that the teachers’ attitudes in Omani schools towards peer observation need to be changed. She
suggests involving teachers in collaborative work to help them better explore peer
observation.
Atkins, Al-Khayari, Al-Suleimani and Al-Bahri (2009) found that many of their 30
respondents involved in their study had expressed their dissatisfaction about the rarity of
INSET workshops available for teachers in Oman and that some of these workshops were of
limited benefit. 50% of the respondents were further critical of the Omani Ministry of
Education’s negative role regarding supporting teachers to pursue their professional
development and the restrictions it applied on attendance.
Al-Rasbiah (2006) thus describes the ELT INSET sessions held by the Ministry of
Education in Oman as a failure since they could not so far meet the needs of the teachers
through their unsatisfactory contents.
Al-Zadjali (2009) conducted an empirical study, which included 27 ELT teachers and
three regional English supervisors and which investigated how regional English supervisors in
Oman help their teachers develop professionally. Al-Zadjali found that supervisors mostly
focus on their teachers’ lesson planning and preparation, while give reflection least
importance. The research participants demanded that their supervisors visit them more
regularly, hold pre-lesson discussion sessions, focus on and discuss the activities teachers do
for their learners beyond the classroom and within the school context, a supervisor who
comments on the positive aspects of the supervised teachers, and a knowledgeable, friendly,
open- minded, listening, encouraging, friendly, thoughtful, self-confident, caring, and educated
supervisor with updated knowledge. Al-Zadjali further found that teachers bring attitudes,
beliefs, assumptions and personal qualities to their teaching contexts, which need to be
noticed and discussed by the observer.

The United Arab Emirates

In the U.A.E., Al-Mekhlafi (2004) found that while ELT teachers do not use the Internet
technology in their teaching, despite their familiarity with modern technologies and
willingness to integrate the Internet in their teaching. Al-Mekhlafi attributes this partly to the
teachers’ lack of “… training in computer and Internet searching skills” (p. 108). Al-Mekhlafi
further argues that teachers in his study hold certain “cultural” concerns about integrating the
Internet in their teaching, which have a bearing on their decisions and choices and on the
reform project implemented by the U.A.E. government.
Ismaiel, Almekhlafi and Al-Mekhlafy (2010) investigated the perceptions of 621
multinational Arabic and English teachers from 67 schools about the use of technology in their
classes in the U.A.E. schools. They found that both categories of teachers required proper
training in and guidance on technology integration.
In a survey which focused on ELT teachers attending an INSET program in the U.A.E.,
O’Sullivan (2003) found that the program failed to take the teachers’ needs about teaching
English in a centralized and rigid context into account. The so program failed to equip
teachers with knowledge about using pair and group work and creatively use and exploit
 Re-Conceptualizing English Language Teaching Teacher Education... 543
the mandated textbook exercise, which lead teachers to defeat the purpose of teaching
English through blindly applying the textbook activities.
Within this vein, Alwan (2000) investigated the effectiveness of ELT INSET programs
provision in the U.A.E. through sending out questionnaires to teachers and interviewing
administrators. Alwan found that INSET in the U.A.E. is characterized by a lack of a
systematic approach, absence of follow-up for course effectiveness examination, inconsistency
and insufficiency of courses offered and organized outside the working hours, absence of
incentives, lack of attention paid to teachers’ needs, and the heavy teaching load, which
negatively impacts upon teachers practicing self-directed development activities like reading,
peer-observation, conducting research, journal writing, and self-appraisal.
Re-Conceptualizing English Language Teaching Teacher Education... 544
Re-Conceptualizing English Language Teaching Teacher Education... 545
Re-Conceptualizing English Language Teaching Teacher Education... 546
 Re-Conceptualizing English Language Teaching Teacher Education... 547

Conclusion

This paper critically discussed incorporating a CoP into the GCCC ELT education systems and the
challenges that will need to be faced in case a decision is made. However, this was preceded by
discussing English language in the GCCC, ELT in the GCCC, ELT PRESET and INSET in the GCCC,
the relationship between ELT and teacher education, the concepts and practices of CoP, and CoP in ELT.
The discussion has revealed the complex nature of the teacher’s theoretical and experiential
knowledge and that the role of teachers in advancing ELT in the GCCC is pivotal and that there are
evident gaps in their traditionally-situated PRESET and INSET programs leading consequently to
disturbing the ELT policy implementation in the region. The discussion further showed that there is a
pressing and urgent need for a paradigm shift. In other words, it is high time the six governments
reconsidered transforming their ELT PRESET and INSET programs and adopted an alternative form of
professional development and a more critical and socio-cultural approach towards training teachers in
order to achieve the aims of the ELT reform projects initiated over a decade ago in all six countries. It is
thus a great challenge for the GCCC governments to attempt to change their perceptions about ELT
teachers’ abilities, responsibilities and roles and how the entire ELT enterprise is situated in the region
within the ever-evolving political, economic, cultural and social contexts. However, it is accepting this
challenge that can and should lead to positive change in ELT policy implementation inside and outside
the GCCC ELT classrooms.
Thus, one way to systematically scrutinize the relevance of a region wide project like ELT CoP will
be through piloting it in a number of schools in the region and evaluating the experience scientifically
and systematically to see the change in teacher cognition and transformation (Johnson & Golombek,
2003) and impact of teacher learning on student learning (Johnson, 2006). Once the experience proves
successful, it can be generalized to gradually include the other subjects as well, as change is not expected
to occur overnight. Other contexts with similar conditions to the GCCC can also benefit from
implementing the ideas proposed in this work.
Admittedly, the respective GCCC governments took a brave step when they decided to reform their
education systems in general and ELT in specific leading to change in the students’ socialization norms.
However, this reform has not been balanced and has given the curriculum an edge over teachers and
overlooked the central role of teachers as the prime directors of policy in any educational system, bearing
in mind that ELT practitioners found in the GCCC schools today are products and promoters of the old
socialization norms.
Re-Conceptualizing English Language Teaching Teacher Education... 548
Re-Conceptualizing English Language Teaching Teacher Education... 549
 Re-Conceptualizing English Language Teaching Teacher Education... 550

V. PELAKSANAAN
a. Tempat : Kampus Universitas Jember
A. Hari dan Tanggal : 10 September 2020
b. Waktu : 08.00 s/d selesai
c. Peserta : Umum
d. Instruktur / Pengisi materi : 1. Prof. Dr. Bambang Sujanarko, M.M
2. Dr. Issy Yuliastri

VI. KEPANITIAAN
1 Ketua : Dr.Dwi Rukmini
2 Sekretaris : Prof. Anggani

VII. JADWAL DAN MATERI

Jadwal dan materi yang tealah disajikan adalah antara lain sebagai berikut :

NO HARI WAKTU MATERI NARASUMBER KET

/TANGGAL
1 10 07.30 – Registrasi peserta, TIM UNNES
Sepetmber 08.00 Pembukaan dan pengarahan
2020 Kepala Sekolah

08.00 – MERLOT Journal of Dr. Issy Yuliastri

02.00 Online Learning and
Teaching Vol. 8, No. 3,
September 2012
198
Student Assessment
in Online Learning:
Challenges and
Effective Practices
Lorna R. Kearns
Senior Instructional
Designer
Center for Instructional
Development and
Distance Education
University of Pittsburgh
Pittsburgh, PA 15213
USA
lrkearns@pitt.edu
Abstract
Assessment of student
learning Re-Conceptualizing
is a fundamental English Language Teaching Teacher Education... 551
aspect of instruction.
Special
challenges and
affordances exist in
assessing student
learning in online
environments.
This two-phase study
investigated the types of
assessment methods
being used in
online courses and the
ways in which the online
environment facilitates or
constrains
particular methods. In
Phase One, syllabi from
24 online courses were
reviewed in
order to discover the
types of method being
used to assess student
learning and
contribute to the overall
course grade. Five
categories emerged: (1)
written
assignments; (2) online
discussion; (3) fieldwork;
(4) quizzes and exams;
and (5)
presentations. Phase Two
consisted of a focus group
and interviews with eight
online
instructors to discuss
challenges and effective
practices in online
assessment.
Challenges arose due to
the impact of physical
distance between the
instructor and the
students, adaptations
resulting from the
necessity of using
technology for
communicating with
students, workload and
 time management issues,
Re-Conceptualizing English Language Teaching Teacher Education... 552
and the ongoing
need to collect a variety of
assessment data and
provide feedback. Phase-
Two
interviewees offered
strategies and
suggestions to counteract
the challenges they
identified. The paper
concludes with
recommendations
synthesizing the results of
this
study with those found in
the literature.
12.00 – ISHOMA
13.00
2 15.00- MERLOT Journal of Ptof. Mursid
16.30 Online Learning and
Teaching Vol. 8, No. 3,
September 2012
198
Student Assessment
in Online Learning:
Challenges and
Effective Practices
Lorna R. Kearns
Senior Instructional
Designer
Center for Instructional
Development and
Distance Education
University of Pittsburgh
Pittsburgh, PA 15213
USA
lrkearns@pitt.edu
Abstract
Assessment of student
learning is a fundamental
aspect of instruction.
Special
challenges and
affordances exist in
assessing student
learning in online
environments.
This two-phase study
investigated the types English
Re-Conceptualizing of Language Teaching Teacher Education... 553
assessment methods
being used in
online courses and the
ways in which the online
environment facilitates or
constrains
particular methods. In
Phase One, syllabi from
24 online courses were
reviewed in
order to discover the
types of method being
used to assess student
learning and
contribute to the overall
course grade. Five
categories emerged: (1)
written
assignments; (2) online
discussion; (3) fieldwork;
(4) quizzes and exams;
and (5)
presentations. Phase Two
consisted of a focus group
and interviews with eight
online
instructors to discuss
challenges and effective
practices in online
assessment.
Challenges arose due to
the impact of physical
distance between the
instructor and the
students, adaptations
resulting from the
necessity of using
technology for
communicating with
students, workload and
time management issues,
and the ongoing
need to collect a variety of
assessment data and
provide feedback. Phase-
Two
interviewees offered
strategies and
suggestions to counteract
the challenges
Re-Conceptualizingthey
English Language Teaching Teacher Education... 554
identified. The paper
concludes with
recommendations
synthesizing the results of
this
study with those found in
the literature.
Keywords: online learning,
online teaching, online
assessment, assessment
methods,
assessment challenges
Introduction
With nearly 30% of U.S.
college and university
students now taking at
least one online course,
online
learning enrollments in
this country continue to
grow at a much faster rate
than overall enrollments in
higher education (Allen &
Seaman, 2010). More
widely, the International
Council for Open and
Distance
Education predicts that
open and distance
learning delivery formats
will become the most
significant
driver of transnational
higher education (Walsh,
2009). As this new mode
of instruction becomes
more
prevalent, it is important to
study the design and
teaching of online
courses. Identifying
challenges
instructors face and
highlighting effective
practices they have
developed in this
environment will enable
us to propose strategies
that can be empirically
 tested. Re-Conceptualizing English Language Teaching Teacher Education... 555
An area of focus that
deserves special attention
is the assessment of
student learning. This
encompasses how
instructors assess student
progress both formatively
and summatively, how
they
distribute graded activities
across an entire course,
the issues involved in
providing effective
feedback,
and the strategies with
which they experiment to
address these challenges.
The purpose of this paper
is
to report on a study of
such challenges and
practices among a group
of instructors teaching
online
graduate courses at one
university in the
northeastern United
States.
15.30- ISHOMA
16.00
16.00- Penutup TIM UNNES
17.00
 Re-Conceptualizing English Language Teaching Teacher Education... 556
VIII. PENUTUP

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Reconceptualising Technology Enhanced ELT in Higher Education Curriculum

, besar harapan kami semua pihak dapat bekerjasama demi terlaksananya kegiatan
termaksud. Atas perhatian dan kerjasamanya kami sampaikan terima kasih.

Kendal, 10 September 2020

Menyetujui, Peserta,

Sarti, M.Pd
NIP. 19681122 200501 2 008

PembinaNIP. 131675505