Redesigning Face-to-face into Online Learning for Speaking Competence during COVID-19: ESP for Higher Education in Indonesia

Anggara Jatu Kusumawati(1*),

(1) Universitas Islam Indonesia
(*) Corresponding Author




DOI: https://doi.org/10.26858/ijole.v4i2.14745

Abstract


During the time of COVID-19, students should study at home and class is conducted fully online. However, classes in higher education are mostly planned for Face-to-Face (F2F) learning. To deal with the situation, educators seek an alternative learning design to be implemented and it is expected to have either comparable or improved learning outcome. This study describes Online Learning (OL) design which assesses speaking performance in ESP classes. The participants of the study were students year 2019 (N=118) and students year 2020 (N=96) joining English for Electrical Engineering (EEE) which has the same syllabus and learning goal. A proposed Gagne’s Nine Events of Instruction is analyzed, planned, implemented, and assessed its effectiveness of speaking activities which were done in the former-year-class (using F2F method) then applied in current class (using OL method). The result of F2F and Online Learning (OL) outcome were compared. To complete the analysis, a sequence of questionnaire was given to the students. The results indicates that using Gagne’s Nine Events of Instruction, speaking activity in online learning classroom, achieved satisfactory result. Designing OL both synchronous and asynchronous method for speaking is as effective as F2F. This study may open another research prospect on barriers in OL, how to assess speaking performance via online platform, or others.


Keywords


Face-to-face Learning; Online Learning; Gagne’s Nine Events of Instruction

Full Text:

PDF

References


Claessens, L. C., van Tartwijk, J., van der Want, A. C., Pennings, H. J., Verloop, N., den Brok, P. J., & Wubbels, T. (2017). Positive teacher–student relationships go beyond the classroom, problematic ones stay inside. The Journal of Educational Research, 110(5), 478-493.

Stephenson, J. (Ed.). (2018). Teaching & learning online: new pedagogies for new technologies. Routledge.

Bárkányi, Z. (2018). Can you teach me to speak? Oral practice and anxiety in a language MOOC. Innovative language teaching and learning at university: integrating informal learning into formal language education, 9-16.

Kaufmann, R., Tatum, N. T., & Frey, T. K. (2017). Current tools and trends of new media, digital pedagogy, and instructional technology. New media and digital pedagogy: Enhancing the twenty-first-century classroom, 147-168.

Wong, Y. L. (2018). Utilizing the principles of Gagne’s nine events of instruction in the teaching of Goldmann Applanation Tonometry. Advances in medical education and practice, 9, 45.

Watts, L. (2016). Synchronous and asynchronous communication in distance learning: A review of the literature. Quarterly Review of Distance Education, 17(1), 23.

You, J. W. (2016). Identifying significant indicators using LMS data to predict course achievement in online learning. The Internet and Higher Education, 29, 23-30.

Tekian, A., Watling, C. J., Roberts, T. E., Steinert, Y., & Norcini, J. (2017). Qualitative and quantitative feedback in the context of competency-based education. Medical teacher, 39(12), 1245-1249.


Article Metrics

Abstract view : 1197 times | PDF view : 234 times

Refbacks

  • There are currently no refbacks.


License URL: https://creativecommons.org/

 

 

 

Creative Commons License


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