Developing an English Mobile App by Adapting Gender Education Values for English Language Teaching

  • Aprilian Ria Adisti Institut Agama Islam Negeri (IAIN) Salatiga, Indonesia
  • Agung Guritno Institut Agama Islam Negeri (IAIN) Salatiga, Indonesia

Abstract

The desire to promote gender equality and women’s empowerment is reflected in Indonesia as a mark of the country’s support for the global initiatives of the United Nations Millennium Declaration. In reality, the data shows that Indonesian women are still lagging compared to men in the education aspect. Hence, the values of gender education and women empowerment could be internalized in all subjects at school, one of them being English Language Teaching (ELT). This study aims at designing, developing, and adapting gender equality and women empowerment values into the mobile app for ELT for teaching descriptive text for 7th-grade students in Junior High Schools. This research implemented Research & Development which used interviews and questionnaires as the instruments. There were three stages applied in this research adopted from Thiagarajan, Semmel, and Semmel (1974) which were defined, designed, and develop. The result showed that the results of expert validation showed that this mobile app is feasible to be implemented. Furthermore, this simple mobile app can integrate the values of gender equality and women empowerment through descriptive texts in English Language Teaching for grade 7th Junior High School.


 

References

Adriana, I. (2009). Kurikulum Berbasis Gender (Membangun Pendidikan yang Berkesetaraan). Tadrîs: Jurnal Pendidikan Islam, 4(1).

Chen, J., & Wang, J. (2016). On the Development on ‘Normal’ in IT-based Foreign Language Education. TEFLE, 168(2), 3–9.

Cheng, S. C., Hwang, W. Y., Wu, S. Y., Shadiev, R., & Xie, C. H. (2010). A Mobile Device and Online System with Contextual Familiarity and its Effects on English Learning on Campus. Educational Technology & Society, 13(3), 93–109.

Departemen Pendidikan Nasional. (2003). Standar Kompetensi Mata Pelajaran Bahasa Inggris Sekolah Menengah Pertama dan Madrasah Tsanawiyah. Standar Kompetensi Mata Pelajaran Bahasa Inggris Sekolah Menengah Pertama dan Madrasah Tsanawiyah.

Donnelly, K. (2009). Learning on the Move: How M‐Learning Could Transform Training and Development. Development and Learning in Organizations: An International Journal, 23(4), 8–11. https://doi.org/10.1108/14777280910970729

Gall, M., D., Gall, J., P., & Borg, W., R. (2003). Educational Research: An Introduction (7th Ed). Pearson Education.

Gay, L., R. (1987). Educational Research Competencies for Analysis and Application (3rd ed). Merrill Publishing Company.

Goldberg, S. (1973). The Inevitability of Patriarchy. Alianza. Ed.

Hey, B. (2010). Guidelines on Gender Fair Curriculum Development. WUS Austria.

Keraf, G. (2000). Eksposisi dan Deskripsi. Gramedia.

Kim, D., Rueckert, D., Kim, D. J., & Seo, D. (2013). Students’ Perceptions and Experiences of Mobile Learning. Language Learning & Technology, 17(3), 52–73.

Klein, S., Ortman, P., & Friedman, B. (2002). What is the Field of Gender Equity in Education: Questions and Answers. In Defining and Redefining Gender Equity in Education. Information Age Publishing.

Kramsch, C. (1995). The Cultural Component of Language Teaching. Language, Culture and Curriculum, 8(2), 83–92. https://doi.org/10.1080/07908319509525192

Lamas, M. (2002). Uses, Difficulties and Possibilities of the Gender Category. In Body: Sexual Difference and Gender. Edit Taurus.

Lee, J. (2000). Values Education in the Two-Year Colleges. ERIC Clearinghouse for Community Colleges Los Angeles CA.

Norton, B. (2008). Identity, Language Learning, and Critical Pedagogies. In Encyclopedia of Language and Education, 2nd Edition. Springer.

Pavlenko, A. (2004). Gender and Sexuality in Foreign and Second Language Education. In Critical Pedagogies and Language Learning. Cambridge University Press.

Reinders, H., & White, C. (2016). 20 Years of Autonomy and Technology: How Far Have We Come and Where to Next? Language Learning & Technology, 20(2), 143–154.

Simmonds, S. (2014). Curriculum-Making in South Africa: Promoting Gender Equality and Empowering Women. Gender and Education, 26(6), 636–652. https://doi.org/10.1080/09540253.2014.946474

Stromquist, N., P. (2006). Gender, Education and the Possibility of Transformative Knowledge. Compare: A Journal of Comparative and International Education, 36(2), 145–161. http://dx.doi.org/10.1080/03057920600741131

Sullerot, E. (1979). The Female fact: What is it to be a Woman? Argos Vergara.

Sunderland, J. (2000). Issues of Language and Gender in Second and Foreign Language Education. Language Teaching Journal, 33(4), 203–223. https://doi.org/10.1017/S0261444800015688

Thiagarajan, S., Semmel, D., S., & Semmel, M., I. (1974). Instructional Development for Training Teachers of Exceptional Children: A Source Book. Council for Exceptional Children.

Yates, L. (2006). Does Curriculum Matter?: Revisiting Women’s Access and Rights to Education in the Context of the UN Millennium Development Targets. Theory and Research in Education, 4(1), 85–99. https://doi.org/10.1177/1477878506060684
Published
2022-06-29
How to Cite
ADISTI, Aprilian Ria; GURITNO, Agung. Developing an English Mobile App by Adapting Gender Education Values for English Language Teaching. Pedagogy : Journal of English Language Teaching, [S.l.], v. 10, n. 1, p. 01-12, june 2022. ISSN 2580-1473. Available at: <https://e-journal.metrouniv.ac.id/index.php/pedagogy/article/view/4607>. Date accessed: 15 aug. 2022. doi: https://doi.org/10.32332/joelt.v10i1.4607.

Most read articles by the same author(s)

Obs.: This plugin requires at least one statistics/report plugin to be enabled. If your statistics plugins provide more than one metric then please also select a main metric on the admin's site settings page and/or on the journal manager's settings pages.