Microsoft Office Team 365 for Teaching Indonesian Language in Secondary Schools During COVID-19 Pandemic
Abstract
The COVID-19 outbreak has led to many changes in Indonesia. One of the strongest changes has been felt in the Indonesian language teaching and learning process. Presenting interactive media is on-demand to maintain students’ engagement in learning. Microsoft Office Team 365 is an application that allows the teacher and the students to interact with each other during distance learning. This study exposes the implementation of Microsoft office Team 365 for teaching the Indonesian language in five secondary schools in Semarang as well as the barriers faced by the teachers and students. The authors found that the Microsoft Office Team 365 features are utilized well to keep the students engaged in the Indonesian language learning process.
Keywords: Microsoft Office Team 365, Indonesian language learning, COVID-19 pandemic
References
[1] S. Kaup, R. Jain, S. Shivalli, S. Pandey, and S. Kaup, “Sustaining academics during COVID-19 pandemic: The role of online teaching-learning.,” Indian journal of ophthalmology. vol. 68, no. 6, pp. 1220–1221, 2020.
[2] Muqorobin M, Rais NA. Analysis of the role of information systems technology in lecture learning during the corona virus pandemic. International Journal of Computer and Information System (IJCIS). 2020;1(2):47-51.
[3] Aliyyah RR, Rachmadtullah R, Samsudin A, Syaodih E, Nurtanto M, Tambunan AR. The perceptions of primary school teachers of online learning during the COVID-19 pandemic period: A case study in Indonesia. Journal of Ethnic and Cultural Studies. 2020;7(2):90-109.
[4] Hutagalung T, Sari DE, Wasilah A. The effectiveness of e-learning on students in the teaching of children’s literature subject in Indonesian language and literaturestudy program. Budapest International Research and Critics Institute (BIRCI-Journal): Humanities. 2018;1(4):277-81.
[5] Lestiyanawati R. The strategies and problems faced by Indonesian teachers in conducting e-learning during COVID-19 outbreak. CLLiENT (Culture, Literature, Linguistics, and English Teaching). 2020;2(1):71-82.
[6] Sari WN, Kasmantoni K, Satrisno H. Implementation of e-leaning in Indonesian language subject. Jadila: Journal of Development and Innovation in Language and Literature Education. 2022;2(4):458-469.
[7] Basri M, Paramma MA. EFL students’ perspective on the usefulness of ICT based learning in Indonesian higher education. ELT Worldwide: Journal of English Language Teaching. 2019;6(2):105-120.
[8] L. Martin and D. Tapp, “Teaching with Teams: An introduction to teaching an undergraduate law module using Microsoft Teams.,” Innovative Practice in Higher Education. vol. 3, no. 3, pp. 58–66, 2019.
[9] M. Kurnia and P. Rahayu, “Barriers to Use E-Learning Platform in Indonesia Higher Education: Factors Related to People and Organization.,” In: International Conference on Organizational Innovation (ICOI 2019). pp. 475–479. Atlantis Press (2019).
[10] Atmojo AE, Nugroho A. EFL classes must go online! Teaching activities and challenges during COVID-19 pandemic in Indonesia. Register Journal. 2020;13(1):49- 76
[11] T.N. Fitria, “Teaching English through Online Learning System during Covid-19 Pandemic.,” Pedagogy : Journal of English Language Teaching. vol. 8, no. 2, pp. 138–148, 2020
[12] Churiyah M, Sholikhan S, Filianti F, Sakdiyyah DA. Indonesia education readiness conducting distance learning in Covid-19 pandemic situation. International Journal of Multicultural and Multireligious Understanding. 2020;7(6):491-507.
[13] Prastikawati EF, Asropah A. Students’ perception toward spada upgris as digital platform in learning process. Refleksi Edukatika: Jurnal Ilmiah Kependidikan. 2020;11(1):49-58.
[14] Siron Y, Wibowo A, Narmaditya BS. Factors affecting the adoption of e-learning in Indonesia: Lesson from Covid-19. JOTSE: Journal of Technology and Science Education. 2020;10(2):282-95.
[15] R. Zainul, M. Adri, Sriadhi, et al., “Development of e-Learning Courses for Subjects about ‘Learn and Learning’ with Moodle-based for Prospective Teacher in Indonesia,.” Journal of Physics: Conference Series. vol. 1594, no. 1, pp. 1–8, 2020.
[16] Poston, Janice; Apostel, Shawn; and Richardson, Keith, ”Using Microsoft Teams to Enhance Engagement and Learning with Any Class: It’s Fun and Easy” (2020). Pedagogicon Conference Proceedings. 1-6; 2019.
[17] Ratnam KA, Sanghrajka M, Su I, Pawar A, Choo R. Innovating teaching & learning practices with technology integration frameworks: A case on Asia Pacific University of Technology & Innovation on the adoption of Office 365 education platform & Cortana intelligence suite for education. Proceedings of Microsoft Academic Conference for Higher Education. 2017;8(1):18-21.
[18] Martin L, Tapp D. Teaching with Teams: An introduction to teaching an undergraduate law module using Microsoft Teams. Innovative Practice in Higher Education. 2019;3(3).
[19] Yen TV, Nhi NT. The practice of online English teaching and learning with Microsoft teams: From students’ view. AsiaCALL Online Journal. 2021;12(2):51-57.
[20] Rojabi AR. Exploring EFL students’ perception of online learning via Microsoft Teams: University level in Indonesia. English Language Teaching Educational Journal. 2020;3(2):163-173.
[21] Haddad Y. Utilizing Microsoft Office extensibility within the classroom environment [Doctoral dissertation]. Northridge: California State University; 2020.
[22] Agustin M, Ibrahim M, Kasiyun S, Ghufron S. Keefektifan penggunaan Microsoft Office sway dalam memengaruhi motivasi belajar siswa di sekolah dasar. Jurnal Basicedu. 2021;5(5):3250-3259.
[23] Sugiyono P. Metodologi penelitian kuantitatif kualitatif dan R&D. Bandung: Alpabeta; 2011.
[24] J.L. McBrien, R. Cheng, and P. Jones, “Virtual Spaces: Employing a Synchronous Online Classroom to Facilitate Student Engagement in Online Learning.,” The International Review of Research in Open and Distributed Learning. vol. 10, no. 3, pp. 1–17, 2009
[25] E.F. Prastikawati, “Dyned Programme as Computer Assisted Language Learning (CALL) for University Students: A Perception and Its Impact.,” International Journal of Emerging Technologies in Learning (iJET). vol. 14, no. 13, pp. 4–20, 2019.
[26] Blake RJ. Current trends in online language learning. Annual Review of Applied Linguistics. 2011;31:19-35.
[27] M.-A. Maican and E. Cocoradă, “Online Foreign Language Learning in Higher Education and Its Correlates during the COVID-19 Pandemic.,” Sustainability. vol. 13, no. 2, pp. 1–21, 2021.
[28] Prastikawati EF. Pre-service EFL teachers’ perception on technology-based formative assessment in their teaching practicum. ELT Forum: Journal of English Language Teaching. 2021;28(10)2:163-171.
[29] W. Wiyaka and E. Fani Prastikawati, “Plickers as an Online Formative Assessment to Improve Secondary School Students’ English Learning,.” In: 3rd International Conference on Education & Social Science Research (ICESRE) 2020. pp. 1–16. Elsevier BV (2021).
[30] Prastikawati EF, Wiyaka W, Adi AP. Online backchannel as a formative assessment in improving writing skills. Journal on English as a Foreign Language. 2020;10(2):359- 384.
[31] Setyaningsih E. Face to face or online learning: Students’ perspectives on blended learning in Indonesia. Journal of English Language Studies. 2020;5(1):1-14.
[32] Tamah SM, Triwidayati KR, Utami TS. Secondary school language teachers’ online learning engagement during the COVID-19 pandemic in Indonesia. Journal of Information Technology Education: Research. 2020;19:803-832. DOI