If I were an EFL teacher, I would implement this learning model by following its implementation steps, namely: 1) stimulation in which students will be given a range of topics to be discussed, 2) problem statement in which students will be asked to create a statement of problem that will lead their learning later on, 3) data collection, data processing, and verification are the stages where students will actively seek for the answers to their statement of problems while the teachers will only act as supervisor, and 4) generalization where teachers and students draw conclusion based on what they discover in the learning process. 

In this mode of learning, each student makes progress individually in-line with the progress made by others. If this method is properly directed by the teacher, then the students themselves can learn to manage the method with no further instructions.


b) Cooperative Learning

This method of learning relies heavily on the interdependence of the students among each other. The most important part of cooperative learning is accountability.

For example, in this model, the teacher may offer the students various options in the learning process, use different assessments and contents for some students in one class, or adapt the learning environment to students' learning needs.

To make it more effective, the teacher should know the characteristics of each student and then can determine what kinds of resources, learning activities, assessments, etc., will be appropriately used for the students who have different needs. The activities also can be integrated with technology since nowadays technology is an important aspect of education which can promote students' motivation and interest towards the lesson.

An example is when the teacher applies a particular teaching model, he has to determine the teaching objective, set induction, plan the appropriate teaching-learning activities, and do the proper evaluation for the students. 

To make the teaching model effective, the teacher must first know the learners' characteristics (e.g., passive or active learners). Then, the teacher can choose which teaching model is appropriate for a particular situation, but still consider the strengths and weaknesses of a specific teaching model.

Examples that would reflect on how differentiated learning is going well is shown by how teacher differentiate the content (e.g.: differentiating content based on students’ interest), process (e.g. differentiating students by grouping based on their interest or readiness), and product that is done by differentiating students based on the assignment, for instance students will determine the project they will create for the assignment with their creativity.

In having this learning model to be effectively implemented and meaningful, as an EFL teacher, we have to consider several things that will be elaborated below. First, we should have a belief that students come to our lesson in diverse. They come from various backgrounds, experience or we can shortly say that they are different. Then, we ensure their needs, their readiness in learning, background knowledge, and learning preference. After observing those essential considerations, we have to set the learning goals of what we are going to expect on our teaching and learning. Then as a teacher, we have to develop strategies, learning activities, and suitable assessment that suit their learning preferences and capability referring at the crucial elements mentioned above.

The example of collaborative learning implementation is when teachers assign students with detailed tasks that do not require exactly correct answer, flexible, and sometimes conducted in unstructured way. Meanwhile the example of cooperative learning is when the learning process is done formally and in structured way as well to reach learning goals. 

As an EFL teacher, implementing more on collaborative learning is a good consideration. It shows of 21^st-century learning expectation in terms of student-centered learning. Working collaboratively will enhance their respect toward their friends’ existence, ability, and involvement during the learning process. They are also independent and responsible for their learning, because they will take a role to evaluate what is missing and what should be improved to their learning. Even when I have mentioned that teacher may not be present in the collaborative learning, teacher will still assist them as their facilitator.

An example of this learning model realization can be done by assigning students with project which possibly enhance their creativity or critical thinking. For instance, students are challenged to create a Powtoon video that will be beneficial to support learning process in particular project, they will be trying to determine the target of the audience (the ones who need the video), creatively think about the design, including the content.

As an EFL teacher, in having the project-based learning well-implemented, I will ensure the elements of project-based learning are involved in the project they are doing. I will surely provide them with engaging questions or challenges, then allow them decide what they will create and discover what they need for their project. Along the process, checking on students and giving feedback are necessary to improve the quality of their project. Thus, they can reflect and learn toward the suggestions given until they finally launch the final project.

In the Cognitive presence, I commonly used questioning skills to engage students’ motivation and develop their high order thinking skills. Typically, I asked them some questions (e.g. divergent or convergent questions) to check their cognitive presence in the class. Once they actively answer or ask the questions during the discussion, so it means that they prove their cognitive presence towards the lesson. 

In the Teaching presence, I usually ensured that my strategy or procedure had worked effectively or not. For example, I used small group discussions. In this case, I would think that this strategy already worked based on the guidelines or not.

Lastly, in the Social presence, I commonly ensured that the students turned on their cameras during the learning process. I have to ensure that they can interact and get to know each other in an online class. They have to appreciate each other’s presence. 

I believe that the students can get an optimal learning outcome from those aspects since they will get a good educational experience.

 

Starting from Cognitive Presence. I always begin the class by asking open question or probing question to check how long they have known about the topic I am going to explain. These two types of question really help me recognize how ready my students are. When I find them very active, able to elaborate, and relate to their experience, it truly shows that cognitive presence is already there.

In terms of teaching presence, I deeply consider this once I know how my students are. I mean before I come to my class, I discover what learning model I should use based on their characteristics. After I implemented that, I will check how effective it is for their learning. For instance, I have once applied differentiated learning in my class, for I reflect and consider his readiness, interest and learning profile. The student whose content and process I differentiated found it more comfortable and he could get what I explained in my teaching. 

In Social presence, I always check up on my students by ensuring that their cameras are on. It is to check what they are doing over there, their readiness, and their expressions as well. Later when I found my students show confused expression, I will call their name to ensure how their understanding related to the learning material.

These three elements have personally helped me a lot in unlocking my students’ fullest potential, for I can check them in any possible aspects.

Since I prefer something that is structured and has definite results, I would choose this framework. I can observe, identify the use of technology to give a score on the rubric, calculate them, and then read the result. However, this framework is not simple as it is since we only have to put the score, but we still have to analyze and argue why we give that score. Moreover, we can find other theories to support our argument. I think it will be challenging for me. Therefore, we can say that this framework is not only about the score we put on each aspect in the rubric, it is more about how we can synthesize all we got to find the real result of the observation.

 

When I was in undergraduate program and conducted my teaching practice (PPL real), the teaching process was conducted in online learning. There were three learning platforms that I used, such as WhatsApp Group, Zoom, and Google Classroom. The teaching and learning activity is conducted in synchronous and asynchronous learning process. One of the theories that reflect my own teaching practice is connectivism theory. I used authentic problems that related to the topic and happened around them as the learning discussion. For example, when I taught about report text I asked the students to write a report text in which I gave three different topics that can be chosen by the students, namely online learning situation, covid-19 pandemic, and environment situation. 

As Integrative CALL fully integrate the language skills, it will enable students to be very skillful in terms of their language. Moreover, by the existence of technology that is absolutely needed in this 21^st century learning, students can discover more on authentic language learning resources available online. 

I do not mean saying the other types are not qualified in promoting 21^st century learning. Behaviorist CALL allows students to receive immediate feedback, and Communicative CALL exclusively uses target language and natural learning environment which Integrative CALL could reflect on. Emphasizing on technology with integration of skills make me personally believe that 21^st century learning requires ICT mastery which is combined with language skills as well, and Integrative CALL has it all.

Triple E evaluates three criteria, which are Learning Extension, Learning Enhancement, and Learning Engagement, where there has been a rubric developed to evaluate each criterion by giving scores 0 (No), 1 (Somewhat), 2 (Yes). After scoring in each sub-criteria, we calculate them and compare them to the rubric measurement. It may look easy at first, but if I have a chance to apply this framework later, it surely requires a critical observation to ensure that I have evaluated correctly. A careful evaluation will guide me to observe whether the technology has been integrated well in the learning, promoting learning extension, enhancement, and engagement for my students afterward.

For instance: an assessment for college students in Indonesia. 

The portfolio assists the teacher to collect evidence of students' progress and achievement. By doing portfolio assessment, the teacher may reflect the student’s process of learning. It may be shown different results in each skill. Indonesian students tend to be shy in speaking English. Hence, their performance in speaking might not be that good. However, by having their portfolio, the teacher can compare their writing and speaking skills to make a fair judgment. Here, the appropriate assessment used is the assessment of learning. This type of assessment occurs when the teacher uses evidence of students' learning, in this case in form of a portfolio (the students’ work) to make a judgment.

 

Considering this, assessment for learning is a type of assessment that can be used in the EFL context. This assessment uses evidence and feedback to know what each student has learned and what he needs to do next. It will guide them to gradually improve themselves to get optimal learning outcomes that are determined through their final scores. For example, a teacher can implement this assessment in the writing class by providing feedback towards their writing and allowing them to do peer assessment.

Furthermore, if it is in the terms of using technology in language learning practices, Socioconstrucitve CALL is more relevant to the 21^st century learning. Sociocognitive or Socioconstructive CALL means combining all skills in language learning namely listening, speaking, writing, and reading. This term also integrates the use of technology in teaching and learning. Thus, I think that Socioconstrutive or Sociocognitive would be relevant to be applied in 21^st century because several reasons such as firstly, all language skills needed to be mastered, for instance, speaking as the strong foundation of communication in 21^st century learning skills. Writing skill also essential because it is needed for the academic context as well as future career development. Another reason is that Socioconstructive CALL also integrates technology in teaching and learning process. It means that this is relevant with the literacy skill included in 21^st century literacy skills in which the teachers and students are required to have clear understanding of the use of technology.

For example, The student uses the digital learning OASE (Online Academic Service for Elearning) module to advertise the material subject. The student makes groups learn and prepare a PowerPoint presentation and present some pictures and an explanation of the topic of language perception. After the presentation, the student might add the information or give feedback and ask the question if there is any clarification concerning the topic. On the next day, the lecture gives a quiz of 10 questions within ten minutes limit of time. The student only has one time to attempt the quiz. Once the student clicks an answer, it will be submitted automatically to the system. The quiz starts open at 09.50 and will be closed at 13.00. The quiz will continue by the next day until the classroom meeting.

In addition, I think that Mr. Hery implemented of Triple E framework, by using the Padlet application that students can connect to the material and describe an online notice board. Students and teachers to post notes on common material.

It will give advantages for me as a teacher EFL by using this framework and using Padlet application that can track learning itself, allowing the teacher to monitor the understanding or use English of all learners in the class.

For instance: 

Role Plays Activity.  In my previous experience, I taught Diploma students, particularly those in the Hotelier Class. This is the students' work into a group, 2 or 3 members of each group, and I asked the students to role-play with monitoring the limited time, how to handle complaints in customer service, which in student may be acting as a customer, manager, and staff. Here, the instructor may examine how the student is managing the issue, empathizing, and keeping track of time when dealing with the complaint through body language and vocal communication.
Thank you

2. Technology that I used when I teach listening in classroom , I used application the name of application English Listening, this application we can find on the play store, in this application there some topic and audio that can you for listening. And the strategy I make some questions from the audio that exist in this application first, then I ask the students to listen and answers the question that I give. 

Listening skill is one of the most important skills. When we learn a language, the first thing we do is listen to the language. From my previous experience, as our teacher I have the responsibility to develop effective learning to achieve goals. Doing innovation is very essential. Good learning does not only send knowledge monotonously, but provides a new experience for students. The principles that I will apply to students are: 1) encourage students to listen as often and as much as possible, 2) Help students prepare to listen, 3) once may not be enough, 4) encourage students to respond to the content of a listening, not just to the language. 

The innovation strategy that I want to apply is to combine the digital-based and suggestopedia method. The target level is for middle and high school students. I want to make a mini podcast that contains fictional stories with classical music that is pleasant to hear and makes students feel comfortable & relaxed. I choose podcasts because they are easily accessible and students can listen to them anytime. In its application to activities in online or offline classes, when listening to podcasts, students will be instructed to imagine storylines. After listening, students will retell what they heard or answer some questions about the story they have heard. In online classes, this activity can be done asynchronously on the Google Classroom application.

 

There are several innovative strategies in the utilization of technology, such as Podcasts. Students may access the Podcast app via Spotify, Joox, and YouTube. Podcasts are a type of innovative mobile technology that consists of a series of video and digital audio broadcasts that can be downloaded and played on mobile devices.

 

As an example by using YouTube, The situation in educating Diploma I Culinary Department students. Teachers can give content by selecting a specific video, such as How to Make Vanilla Pancakes. Teachers create precise guidelines or discussion topics for students to follow so that they know what to see and hear. The teacher briefly introduces the movie to reinforce a point before playing it. The teacher may pause the video to emphasize a certain response (e.g. measure for baking). The teacher allotted time for students to reflect on their points of view and to listen to others. The instructor gives an active learning task to allow students to interact on specific topics, issues, or concerns. The teacher asked students to write what they listen in the video.

Reading plays an important role in the learning process. It increases our knowledge, and gives us valuable information. We cannot benefit from a writing unless we have proper reading skills. Here we discuss some basic principles of effective reading process that must be followed to improve effective reading process such as Keep suitable reading conditions, Avoid distractions,  Keep building Vocabulary, Practice Constantly.

At this time, there are many applications that are used for online learning, from zoom, whatsapp, telegram, google classroom, youtube, and websites. With technology, there are many sources that are easily available, such as e-books as well. Websites that support reading lessons such as british council and also journals or articles and so on, to add insight in reading, digital storybooks, games and multimediaapplications. In addition, social media also plays an important role in online literacy. If one day I teach reading I will use the "Reading Comprehension" application on the play store which makes it easy to download on cellphones, there to practice good reading comprehension and can be trained every day and there is a score that makes it easier for us to know our own abilities.

After reading Jeremy Harmer's theory, I began to realize that the purpose was implicitly encouraging students to listen to as much English as possible for a given topic including understanding content from a wider variety of sources; furthermore, to improve listening skills as an ELE student. In addition, by listening to the given video, students can also listen repeatedly to emphasize certain points to conclude important concepts in the topic. Then, students could synthesize from the video they have listened to a mini-report. At the next meeting, the lecturer will confirm the topic given. 

From what I observed during our online learning process, the use of Youtube is one application that can help students to learn more deeply about a particular topic. I also have implemented this strategy in teaching listening, because every student can reach and know-how to use Youtube. This website provides thousands of videos related to certain topics that can be accessed easily, for example, teaching listening skills with Voa News or TED Talks sources which are also available on Youtube. We do agree this strategy is appropriate for adult learners to capture and construct concepts. We can still use these principles and strategies to teach young learners as well by adjusting the content given to them and it must be adapted based on the cognitive level of students.

In New Direction on ELT, I learned one of the new technologies for me that can be used to teach writing and elaborate students' understanding and knowledge, namely "Padlet". It is also one kind of digital writing media. Previously, I have used Canva for delivering collaborative writing for Vocational High School students. Canva is an application that has many features that can support educational activities. Many templates can be used and can be downloaded for free. Currently, Canva has grown to have the Canva for Edu feature, which offers "team" collaborative activities. Teachers can create teams per class by determining certain topics to be discussed. With this "Team feature", students can collaborate on writing like we do on "Padlet". Moreover,  in Canva for Edu's development, it is currently adding a feature for collecting assignments directly to the teacher. Hence, teachers can provide grades and feedback for students' work in Canva. However, not all teachers can maximize the use of Canva for Edu because of the limited opportunity. 

There are three main principles according to my point of view in teaching speaking skills, such as:
1. Authentic materials for speaking

This means that students are placed/given in a real situation or context of their real situation.
2. Engaging activities

In order to make the speaking class effective, all of the students should be involved as well as engaged in the activities given so everybody could have the same chance to contribute.
3. Conducting more than one type of activity in speaking class. 

What is meant by the statement is that teachers should provide students with prepared activities in which students could speak without worries of their grammar and one activity to speak formally. 

B. FUTURE CLASS

In my speaking class, I like using pictures as the media for their speaking. In this case, I would like to combine both through role play. In the main activity, students are asked to work in pairs and act as one of the characters that are drawn by using wheel spin. The setting of the conversation will also be drawn. Afterward, they will have to upload their work through SoundCloud and share it with the rest of the class for feedback. In this case, the students are asked to use three vocabularies out of the list given in their conversation.  In this case, the roleplay is utilizing the use of SoundCloud as the platform to upload the group projects. In a bigger context, the use of youtube could also be used to upload the project work. By using SoundCloud and youtube as the submission platform, students are not only getting feedback from their peers but also a broader audience.  they will also gain more confidence and extra effort in the project since they know it is not only their peers who consume the final project.

 

The "Commaful" application is a reading comprehension tool that is appropriate for students throughout their teenage. Commaful is a social networking site where users can share their tales, poetry, essays, and other creative works in a safe.The teacher can write a short story with a suitable theme, including some illustrations, and stimulate the reader's attention.

A short narrative can provide vital material by increasing cultural knowledge, language awareness, and motivation, and it is said that it can increase all four skills.

For instance:

The teacher provides students with descriptive text material in which they describe people, places, and things. Pupils were surprised at first since they seldom practice speaking English, where students lacked confidence, were fearful of making mistakes, and lacked vocabulary.

The teacher instructed the students to download the Orai app, which allows them to control their intonation when speaking in front of others. The teacher asked the students to prepare a 5-minute speech discussing a famous area in Bali, such as Ubud Village, Nusa Penida Island, or Melasti Beach.

Asked students to share their recording and screenshot as a consequence of describing a renowned location. During the meet study, the teacher invited the students to retell the story in the zoom meeting. This material allows teachers to evaluate student activity based on their confidence, pronunciation, fluency, and grammar structure (e.g. Simple Present Tense). The next day, the teacher assigns certain tasks such as describing "Your Dreams," describing the best experience in their lives, and so on.

This application, I believe, may stimulate students to make the teaching and learning processes more exciting. The students are able to gain confidence in speaking in front of others and regulate their tone.

 

First, the teacher encourages the student to write about their previous experiences in Canva. Next, the teacher instructs the student on how to use the Canva app by providing a link in a WhatsApp group. The teacher explains the application's features, how to utilize it, and so on. The teacher next instructs the students to develop a design or to use the templates provided in the Canva app. Students are able to select any design or template they wish. This content is related to the greeting card material. If a student has done writing a greeting card, they must save their work and submit it to the teacher's Whatsapp.

Well, to improve speaking skill and the confidence, personally I apply story telling. And this strategy I employ in my class when I teach speaking skill. Here I ask my students to find out story that they want, and then I ask them to do story telling in front of class, but because now I teach online, so I ask my students to make video 

 

Well, the technology that will employ to my students later is LMS or Padlet. In these applications I will ask my students to write an essay about something and they must write on these applications  

2.      I am a fan of YouTube and want to utilize it in the learning strategy. Not only that YouTube is one of social media that almost every internet user knows, we can customize the content as we please. Whether we create our own content or surf through YT to find the best content for us, everything is possible. One of my favourite channel in YT is TEDXtalks which serves so many discussion about almost everything. In learning context, we can utilize this in some material for example ‘giving and asking opinion’ in high school context. First, we can direct them to the channel and let them find one video they really like in the channel. Then they are asked to give their opinion about the content of the videos. They can also use the video as well as the content in it as the topic of their conversation with their group which later they record and upload the video in YouTube. Thank you. 

2. I think, digital news option will be good for students reading skill learning. Not only the reading text is authentic, up-to-dated news, especially those that attract their attention can lead students to have more pleasurable reading. Teacher could direct students to digital newspaper like Jakarta Post, CNN, or BBC news. Teacher can let students choose their own news and teacher provide guide track for the reading in form of questions or clue. Another activity from the same text, teacher can also give students task where they need to re report the news and tell the content of the news as reporter (role-play) which integrate it with speaking skill. Thank you. 

 

The innovative strategy I would like to assign later in my listening class is a listening strategy which focuses on authentic materials like tv shows, news segments, podcasts, and etc. By providing authentic materials, the students can learn new information from listening in which they can apply it in their life situations. It also can rich their understanding of the content. Furthermore, the listening class that I will assign is the class which also integrating the technology. It can be done by providing the materials from many websites and application like TED Talks, VOA News, English Podcat in Spotify, Lyrics Training, and etc. Thus, the materials are also will be beneficial for the students since it is authentic materials and it also indirectly teach them that technology can be used to improve their listening skill too. 

-  Students need to listen frequently, and it is because the more they listen, the better they will be in listening. The information in the audio content will be easily understood afterward.

-  Students need to be prepared for listening. Somehow, students will hardly catch the meaning, but when they are prepared with the material (picture, text, question, topic), they will predict the listening content.

- Listening should be done repeatedly because the first play recognizes the surface of the content, and the second play will understand the expected listening instruction.

- Students should be encouraged to give respond to what they have listened to. It is to determine whether they are really listening to the content and not just focus only on the language.

- Listening tasks should be set based on the listening stages. The teacher can do it by first providing audio explaining the general information and then moving to the specific ones. Along with these, the questions should be started from general and get more specific afterward.

 

Since my current teaching is not specifically English, I would like to elaborate on how my future listening class integrated with technology. In my future class, I will apply TPS (Think-Pair-Share) strategy which is done online (through Zoom) with TED Talks is the content source. Here are the steps:

-  Dividing students into groups (each consist of three)

- In the main room, we play TED Talks and listen all together and individually grasp the meaning

- Students are divided to the breakout room based on their groups to discuss

- After it is done, they will go back to the main room and share the answer to the whole class

 

I’d love to implement a PBL in form of journaling utilizing a free word processing website called ‘quip’  which can also be accessed via mobile. Here, students can share the folder where they will put their journaling about every topic given by teacher (e.g. every meeting). In ‘quip’, teachers not only can give correction to students’ writing (every correction as well as who made the correction is recorded), teacher can also use chatting features which facilitated with GIFs and emojis so that teachers can give more fun encouragements to the students. Thank you

- Using clear language: no need to impress the reader with unfamiliar dictions, make it more understandable so everyone can get the meaning easily.

- Presenting a good text construction which involves introduction, content, and conclusions. Thus, it will be systematically understandable

- Writing effectiveness matters, since we have to be straightforward to what we will present in our writing.

In terms of implementing innovative strategy in writing, I would like to apply ”POWERS” strategy to my future class, and this will be integrated with the use of Storybird, POWERS stands for :

Pre-write: in the pre-write, students are guided to choose the theme of their writing in the Storybird, because there has been various templates designed

Organize: They will organize their ideas toward the topic they choose.
Write: They will start writing the story directly in the Storybird 

Edit: After they have finished writing, they will share the work to their friends to be peer-checked. It can be checked in terms of misspelled words, grammar, etc.

Revise: After being corrected, the student will start to revise.

Share: The  writing from Storybird will be compiled and shared to the whole class.

 

In my college (last undergraduate study), I had so much fun working with Storybird and I surely will apply this again to my future students. This is a great choice to combine both traditional strategy with technology that truly supports 21^st century learning.

In my future class, the teaching strategy I will employ is using Concept Cartoon strategy. In this strategy, the students will be given a picture that they should critically think and state their opinion about it. It is not always the cartoon like animation, but it is more about a picture with a condition that students need to imagine themselves to be there. For example, there will be a picture about Natural disaster. Students need to describe the natural phenomena by explaining the examples, causes for each phenomenon, the effects, how to get rid of them, etc. 

What about the technology integration? This strategy can be combined with the use of Pecha Kucha presentation. In applying the strategy integrated with Pecha Kucha, I will divide the students into groups (each group consist of 4-5. Since Pecha Kucha is designed to have 20 slides presentation, and 20 seconds each slide, the students need to organize their speaking ideas to be effective and could cover the whole topic in the time given. This is very challenging since the students will be able to speak by designated time which state about the points of their presentation, so it will not be time consuming.

Additionally, an innovative reading strategy which will I assign later is the reading strategy which includes predicting and questioning on it. But, it also should be noted that the strategy should be based on students’ level and the purpose of reading activities like ER (Extensive Reading) or IR (Intensive Reading). This is also can be supported by the integration technology tools like Newsela, Reading Bear, and others authentic reading materials included in website like Jakarta Post, CNN, BBC News and ABC News. 

Innovative teaching strategy I will apply to my teaching is DRTA (Directed Reading and Thinking Activity) which employs four stages predict – read – confirm – resolution. In terms of integrating with technology, I will use News in Levels as the reading source, since there are a lot of interesting topics with the level we may select, and there is also explanation of highlighted unfamiliar words at the end of the text.

In combining DRTA strategy with News in Levels, I will mention the title of the news then in the “predict” stage, students will create a prediction toward what the text will be about. Then, I will send the link for the students to read the first paragraph and make the second prediction, whether it has been in line with their first prediction. In confirming stage, students will share to their friends about the prediction they have made. At the end, students need to read the rest of the text in order to be able to conclude the content of the text itself. To be noted, when students find it confusing during the process, I will help them by guiding them with questions to make a prediction, or they can make the questions by themselves

- Students need to listen as often as possible, because the more they listen, they will get used to it. Later they will easily understand what is spoken

- In teaching listening, teacher should prepare the material needed, such as text, questions, even a picture to make them predict what the audio says about.

- Listening needs repetition, because it is quite impossible when learners could get the listening content in just one time of listening.

- When they are listening, students are expected to respond on what they have listened to make sure that they have been listening so well

- The listening content can be started from the general until it reaches the specific ones.

In teaching listening, I imagine myself in a hybrid learning in which I have to apply a flipped classroom learning model in the learning process. In the pre-class activities, students will be provided a material derived from YouTube. They have to listen to the video given and construct what the video is about. In terms of the innovative strategy, I will employ is listen to lie game. As the students have listened to the material from YouTube, in the face to face learning, the teacher will discuss about the video and students by giving the opposite statement. For example, in the video about bullying teacher will say “bullying is acceptable”, then the students will speak against the statement and state about the fact they have listened from the video. In this occasion, YouTube as technology has been integrated with a strategy which is suitable to support 21^st-century learning.

The innovative strategy I will employ to my teaching is Question Generation. This innovative strategy will be combined by technology-based source from The Jakarta Post, CNN, BBC News, and other online mass media in English. The students will be given a selected text from particular mass media (it should not always be recent news, but articles are also acceptable). In conducting the activities, the students are required to make 5W1H questions related to what they have read from the news. During the time of collecting information, the students will highlight the keywords found until they can conclude their text at the end. When they are able to summarize what the text after highlighting the keywords, it means they have been comprehending the reading content and understand the information on it.

Innovative teaching strategy that I will apply to my students is Debate strategy. In terms of technology integration, it will be integrated with the use of Zoom for the learning process. The students will be divided into two groups, negative and affirmative. The use of breakout room in zoom will be beneficial for the students to discuss within their group before they elaborate their idea to the main room altogether. Using Zoom and Debate strategy will simultaneously promote 21^st century education since it facilitates students with critical thinking and ICT utilization. 

- Clear language is a must. It is nonsense if we are providing readers with such impressive vocabularies but hardly to understand. Therefore, clear language is more recommended to be used

- The text should be in a good construction which is organized from introduction, content, and ended with conclusion

- No need to be rambling, just go directly to the point to prevent readers’ boredom

The innovative strategy I will employ to my future teaching is PLEASE strategy which stands for P (Pick your topic), L (list your idea), E (evaluate your list), A (Activate paragraph with topic sentence), S (Supply supporting sentence), E (End with a concluding sentence). This strategy will be also integrated with technology which is using Wattpad. In Wattpad, I will assign my students to create a short story based on their own creativity by following PLEASE guidance to make a good structure of writing.

I will do fun reading activities for students in class using one reading text, students will be given story books and students must focus because they will continue reading from their previous friends so that students' reading interest increases. Besides that it will improve students' ability to focus and concentrate students.

Principle 1: Encourage students to listen as often and as much as possible.  

Principle 2: Help students prepare to listen.

Principle 3: Once may not be enough.

Principle 4: Encourage students to respond to the content of a listening, not just to the language.

Principle 5: Different listening stages demand different listening tasks.

Principle 6: Good teachers exploit listening texts to the full.

Based on my experience before when I was teaching junior and senior high students especially on listening skills, I have implemented some strategies by integrating technology within the teaching and learning process. The strategies that I use such as first, listening to the audio recording in which here I assigned students to listen attentively towards some audio recordings and after that there will be some questions related the audio recordings. Second, I also use TEDTalk as a media in assigning listening comprehension where students will be asked to listen the video about certain topic and try to transcribe what the speaker was saying. Third, I also use British Council learning website where I selected some topics about weather or forecast then asked students to watch the videos and answer the questions provided at the end. Fourth, I sometimes use song in getting students’ focus and attention by selecting familiar and happening songs at the time and I will play the song and there will be assignment given where students need to fill in the missing lyrics. After that, I also provided some questions related to the current songs. Fifth, I also use YouTube videos in creating the listening activity especially about something deals with storytelling. There will be some questions provided and students need to answer them based on the storytelling video. In the future class, I will try to utilize more innovative and interactive technology in order to get students pay attention and engage with the listening activities and also avoid the boredom. The technology that I will be trying to implement such as ELLLO, Busuu, Randalls’ ESL Cyber Listenign Lab, English Listening Step by Step, English Listening and Speaking, and 6 Minute English, English Central, Listen Pal and LearnEnglish Podcasts. 

Principle 1: Encourage students to read as often and as much as possible.

Principle 2: Students need to be engaged with what they are reading.

Principle 3: Encourage students to respond to the content of a text (and explore their feelings about it), not just concentrate on its construction.

Principle 4: Prediction is a major factor in reading.

Principle 5: Match the task to the topic when using intensive reading texts.

Principle 6: Good teachers exploit reading texts to the full.

Based on my experience before when I was teaching elementary, junior and senior high students especially on reading skills, I have implemented some strategies by integrating technology within the teaching and learning process. The strategies that I use namely, reading aloud, KWL charts, reading about the fiction and non-fiction texts by using digital reading tools like OxfordOwl and StoryLine Online. Sometimes, I also asked students to read about certain topic related the lesson by using BBC News, and ABC News and also British council, at the end they will be provided with some questions to check their comprehension towards the text. In the future class, I will try to utilize more innovative and interactive technology in order to get students pay attention, engage with the reading activities, improve their HOTS skills and vocabulary mastery and also avoid the boredom. The technology that I will be trying to implement such as Newsela, Rewordify, Reading Bear, Guternberg Project, News in Levels, EssayBot, The Jakarta Post, CNN, Free Graded Readers, Literacy Cloud, Let’s Read Asia, and Story Weaver, ER Central. 

Principle 1: Focus on fluency and accuracy (depending on lesson/activity objective)

Principle 2: Use intrinsically motivating techniques based on student goals and interests.

Principle 3: Use authentic language in meaningful contexts

Principle 4: Provide appropriate feedback and correction

Principle 5: Optimize the natural link between listening and speaking

Principle 6: Give students the opportunity to initiate oral communication

Principle 7: Develop speaking strategies

Based on my experience in teaching students from elementary to adult students, there are many learning strategies that I use such as information-gap activities, telling about favourite idol or favourite objects, conversation and role play, meeting and greeting, student presentations, mini debate, moral dilemmas, discussion, guessing games, simon says, hot-seating, story retelling, vlogging, tik tok, Instagram, and a lot more. I also use some interactive tools such as Twinkl and also bamboozle in order to get students more interested and engaged with the activity. In the future class, I will try to utilize more innovative and interactive technology in order to get students pay attention, engage with the speaking activities, improve their HOTS skills, collaboration, creativity, public speaking skill, pronunciation, fluency, vocabulary mastery and also avoid the boredom. The technology that I will be trying to implement such as Pecha Kucha, Prezi, Orai, Blabberize, Voki, VoiceThread, FlipGrid 

Principle 1: Understand students’ reasons for writing

Principle 2: Provide many opportunities for students to write

Principle 3: Make feedback helpful and meaningful

Principle 4: Clarifying

Based on my experience in teaching students from elementary to adult students, there are many learning strategies that I use during teaching English focusing on the speaking skill such as I asked my students to write in a piece of paper and pass to their friend next to them and after the row end, I will pick one of them to present about their work and share to the class. I also used several media such as pictures, videos, music to get students interested with the topic given and write about the most interesting part of those media. I also asked them to write in pair about their experience and swap the work to be corrected with their peer. At the end, I also give feedback and evaluation about their achievement. For the advanced students, I use to asked them to write their views or thoughts about specific issues including the SWOT analysis and present their work to their friends. I also asked them to post their works on social media which relates with the lesson being discussed in the class previously, after that I will ask them to give comment or suggestion or input towards their friend’s work.  In the future class, I will try to utilize more innovative and interactive technology in order to get students pay attention, engage with the writing activities, collaboration, improve their HOTS skills, creativity, and vocabulary mastery, grammar and also avoid the boredom. The technology that I will be trying to implement such as WattPad, Masterpiece Generator, Story Bird, Story Jumper and Self-blogging.

 

For innovative learning, the strategy is using Kahoot! application. It has to use for students to read a question in the form of words and sentences during they practice and answer the question in the application. The use of technology in the classroom helps to engage the students with different stimuli and create a new environment for them. They can learn in and outside the classroom 

 

Thank you

 

For innovative learning, the strategy is using YouTube. Besides it uses to watch videos, we as students can make a video and practice speaking in front of a camera and share on YouTube channel. The use of technology as a media to motivate students to practice their speaking skill to makes a fluently.

 

Thank you  

 

For innovative learning, strategy is using Quip. It can be used for students practice to write anything with their friends online. Also, they can make a conversation or comment on that website. The use of technology as a tool to practice writing skills in different ways

 

Thank you