Online EFL Classroom Management: Voices from Indonesian EFL Teachers
Due to the scarcity of studies on online EFL classroom management in the Indonesian context, this study attempts to explore online EFL classroom management from the viewpoints of Indonesian EFL teachers in terms of its processes, strategies, and challenges. This study employed a qualitative case stu...
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| Format: | Article |
| Language: | English |
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Universitas Muhammadiyah Semarang
2022-06-01
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| Series: | Lensa: Kajian Kebahasaan, Kesusastraan, dan Budaya |
| Subjects: | |
| Online Access: | https://jurnal.unimus.ac.id/index.php/lensa/article/view/9587 |
| _version_ | 1828805507209494528 |
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| author | M. Ali Ghufron |
| author_facet | M. Ali Ghufron |
| author_sort | M. Ali Ghufron |
| collection | DOAJ |
| description | Due to the scarcity of studies on online EFL classroom management in the Indonesian context, this study attempts to explore online EFL classroom management from the viewpoints of Indonesian EFL teachers in terms of its processes, strategies, and challenges. This study employed a qualitative case study approach involving 6 EFL teachers. Within three months, data were gathered through interviews with EFL teachers, which were then evaluated in a narrative way. The findings reveal that (1) in management process, teachers must make an appointment with students, prepare the content and task for online learning, deliver materials and tasks through online media, and give feedback to students’ works directly or indirectly for their evaluation or assessment; It takes a lot of processes to complete online learning management from the preparation, implementation, and evaluation stages; (2) teachers may use different strategies in managing online EFL classrooms; however, the most important points are using clear instructions in organizing the students (e.g., in doing tasks) to minimize students’ confusion, using a balance portion in using a variety of assignment methods (individual, pair, and group), and choosing interesting learning activities to engage students; and (3) the challenges faced by Indonesian EFL teachers are, among others, developing online learning materials and tasks, building a strong online learning community, and integrating teacher-student-parent relationships in online learning. This study may have implications to several parties, such as EFL teachers, students, and parents. |
| first_indexed | 2024-12-12T07:56:20Z |
| format | Article |
| id | doaj.art-da0da14ea1404ad9b5b95ca38875a075 |
| institution | Directory Open Access Journal |
| issn | 2086-6100 2503-328X |
| language | English |
| last_indexed | 2024-12-12T07:56:20Z |
| publishDate | 2022-06-01 |
| publisher | Universitas Muhammadiyah Semarang |
| record_format | Article |
| series | Lensa: Kajian Kebahasaan, Kesusastraan, dan Budaya |
| spelling | doaj.art-da0da14ea1404ad9b5b95ca38875a0752022-12-22T00:32:19ZengUniversitas Muhammadiyah SemarangLensa: Kajian Kebahasaan, Kesusastraan, dan Budaya2086-61002503-328X2022-06-0112111313310.26714/lensa.12.1.2022.113-1336039Online EFL Classroom Management: Voices from Indonesian EFL TeachersM. Ali Ghufron0IAIN PekalonganDue to the scarcity of studies on online EFL classroom management in the Indonesian context, this study attempts to explore online EFL classroom management from the viewpoints of Indonesian EFL teachers in terms of its processes, strategies, and challenges. This study employed a qualitative case study approach involving 6 EFL teachers. Within three months, data were gathered through interviews with EFL teachers, which were then evaluated in a narrative way. The findings reveal that (1) in management process, teachers must make an appointment with students, prepare the content and task for online learning, deliver materials and tasks through online media, and give feedback to students’ works directly or indirectly for their evaluation or assessment; It takes a lot of processes to complete online learning management from the preparation, implementation, and evaluation stages; (2) teachers may use different strategies in managing online EFL classrooms; however, the most important points are using clear instructions in organizing the students (e.g., in doing tasks) to minimize students’ confusion, using a balance portion in using a variety of assignment methods (individual, pair, and group), and choosing interesting learning activities to engage students; and (3) the challenges faced by Indonesian EFL teachers are, among others, developing online learning materials and tasks, building a strong online learning community, and integrating teacher-student-parent relationships in online learning. This study may have implications to several parties, such as EFL teachers, students, and parents.https://jurnal.unimus.ac.id/index.php/lensa/article/view/9587classroom managementenglish as a foreign language (efl)indonesian efl teachersonline classroomqualitative case study |
| spellingShingle | M. Ali Ghufron Online EFL Classroom Management: Voices from Indonesian EFL Teachers Lensa: Kajian Kebahasaan, Kesusastraan, dan Budaya classroom management english as a foreign language (efl) indonesian efl teachers online classroom qualitative case study |
| title | Online EFL Classroom Management: Voices from Indonesian EFL Teachers |
| title_full | Online EFL Classroom Management: Voices from Indonesian EFL Teachers |
| title_fullStr | Online EFL Classroom Management: Voices from Indonesian EFL Teachers |
| title_full_unstemmed | Online EFL Classroom Management: Voices from Indonesian EFL Teachers |
| title_short | Online EFL Classroom Management: Voices from Indonesian EFL Teachers |
| title_sort | online efl classroom management voices from indonesian efl teachers |
| topic | classroom management english as a foreign language (efl) indonesian efl teachers online classroom qualitative case study |
| url | https://jurnal.unimus.ac.id/index.php/lensa/article/view/9587 |
| work_keys_str_mv | AT malighufron onlineeflclassroommanagementvoicesfromindonesianeflteachers |