The implementation of digital literacies in English skills and non-skills classes  

Oleh:

Nurdiana

Jenis: Article from Proceeding
Dalam koleksi: KOLITA 17: Konferensi Linguistik Tahunan Atma Jaya Ketujuh Belas Tingkat Internasional, page 354-356.
Topik: digital literacies; ELT; English skills and non-skills classes
Fulltext: 354-356.Nurdiana.pdf (346.03KB)

Ketersediaan

Perpustakaan PKBB Nomor Panggil: 406 KLA 17 Non-tandon: tidak ada Tandon: 1

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Isi artikel

The rapid growth of information and communication technology (ICT) has turned the definitions of literacy into a broadly-defined literacy. Initially, literacy was simply defined as being able to read and to write print materials. However, ICT has shifted literacy to not only being able to read and to write print texts but also it refers to the ability to read and to write digital texts. Thus, the notion of digital literacies deals with the use of technology. This kind of literacy has influenced language learning and teaching, including English language teaching (ELT). It has been implemented in several areas in ELT including teaching method and materials development. As digital literacies have become one of the latest issues in language teaching, this study aimed at examining the implementation of digital literacies in English skills and non-skills classes at a private university in Jakarta. It investigated to what extent digital literacies were implemented through ELT materials and to what extent digital literacies were carried out by English lecturers in English skills and non-skills classes. This small research was conducted by distributing a questionnaire to four lecturers and interviewing them to examine the practice of digital literacies in the classes and by conducting a content analysis on three course books to find out the implementation of digital literacies in ELT materials. The study revealed that the four lecturers applied/integrated digital literacies both in English skills and non-skills classes, such as in listening and speaking classes (skills classes) and in translation classes (non-skills classes). One of their concerns related to digital literacies is they maximize the use of technology by employing particular applications and software to teach English, particularly in non-skills classes. In addition, the results confirmed that digital literacies were implemented in the three course books observed and analysed. In brief, digital literacies were incorporated in both skills and non-skills classes and pedagogically, they are advantageous for language learners and teachers.

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