Harmony in Learning: Integrating Technology and Tradition in English Pedagogy
Article Sidebar
Page Numbers:
31-44
Digital Object Identifier:
10.58578/alsystech.v2i1.2292
Viewed: 541 times
Downloaded: 323 times
LYAS Publisher cordially invites qualified professionals to serve as Editors or Reviewers. Your expertise will make an important contribution to maintaining and strengthening the academic quality of our publications. Interested applicants are kindly requested to complete the application form at the following link: Editors & Reviewers
Please feel free to contact us if you need any further information about the submission process or if you have any additional questions.
Authors:Eko Sugiarto1
Copyright :Authors retain copyright and grant the journal right of first publication.
Main Article Content
Abstract
This research explores harmony in English language learning by integrating technology and tradition in pedagogical approaches. Through literature studies, classroom observations, and interviews, this study found that harmony is achieved by balancing the use of modern technology, such as online platforms and applications, with traditional values in learning. The results showed that this integration enriches students' learning experience while maintaining local cultural values. This research provides insight into how English language teachers can create learning environments that combine technological advances with traditional heritage, providing the basis for the development of holistic learning strategies.
Downloads
Citation Metrics & Similar Scopus Articles
-
Urazkeldiyeva D.A. (2027)Development of technology for obtaining high-purity sodium chloride with induced impurity removal and process modelingKompleksnoe Ispolzovanie Mineralnogo Syra, 342(3), 56-64
-
Kenzhaliyev B.K. (2027)Predicting Copper Production Cycles in Hydrometallurgy with Interpretable Machine LearningKompleksnoe Ispolzovanie Mineralnogo Syra, 341(2), 5-15
-
Naemi Z. (2027)The Relationship between Second Language Learning Strategies, Learning Engagement, and Writing Skill in the Arabic Writing CurriculumLanguage Related Research, 17(4), 331-360
Article Details
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
References
Duschl, R. (2008). Science education in three-part harmony: Balancing conceptual, epistemic, and social learning goals. Review of Research in Education, 32(February), 268–291. https://doi.org/10.3102/0091732X07309371
Feichas, H. (2010). Bridging the gap: Informal learning practices as a pedagogy of integration. British Journal of Music Education, 27(1), 47–58. https://doi.org/10.1017/S0265051709990192
Hu, G. (2022). Potential cultural resistance to pedagogical imports: The case of communicative language teaching in china. Language, Culture and Curriculum, 15(2), 93–105. https://doi.org/10.1080/07908310208666636
Kurt, G., Akyel, A., Koçoğlu, Z., & Mishra, P. (2014). TPACK in practice: A qualitative study on technology integrated lesson planning and implementation of Turkish pre-service teachers of English. ELT Research Journal, 3(3), 153–166.
Ma’Arif, S. (2018). Education as a foundation of humanity: Learning from the pedagogy of pesantren in Indonesia. Journal of Social Studies Education Research, 9(2), 104–123. https://doi.org/10.17499/jsser.58854
Maina, F., & Columbia, B. (n.d.). CULTURAllY RELEVANT PEDAGOGY: FIRST NATIONS EDUCATION IN CANADA. 2(1991), 293–314. http://iportal.usask.ca/docs/ind_art_cjns_v17/cjnsv17no2_pg293-314.pdf
Nayibe Rosado Mendinueta, K. C. (2017). Spain, Germany, and the Holocaust: Uniting Global Learning and Student Philanthropy through Transdisciplinarity. Journal of Language Teaching and Research, 8(2), 1–444. http://www.academypublication.com/ojs/index.php/jltr/article/view/jltr060612571268/452%0Ahttps://www.mendeley.com/catalogue/dca028ce-4a98-36be-97c1-dcd6d6336f5b/
Nguyen, P., Terlouw, C., & Pilot, A. (2016). Culturally appropriate pedagogy: the case of group learning in a Confucian Heritage Culture context. Intercultural Education, 17(1), 1–19. https://doi.org/10.1080/14675980500502172
Penny, L. L. (2012). The Kodály Method and Tonal Harmony: An Issue of Post-secondary Pedagogical Compatibility. http://www.ruor.uottawa.ca/en/handle/10393/23132
Rapanta, C., Botturi, L., Goodyear, P., Guàrdia, L., & Koole, M. (2021). Balancing Technology, Pedagogy and the New Normal: Post-pandemic Challenges for Higher Education. Postdigital Science and Education, 3(3), 715–742. https://doi.org/10.1007/s42438-021-00249-1
Snyder, I., Marginson, S., & Lewis, T. (2007). “An alignment of the planets”: Mapping the intersections between pedagogy, technology and management in Australian universities. Journal of Higher Education Policy and Management, 29(2), 187–202. https://doi.org/10.1080/13600800701351769
Sugiyono. (2019). Metode Penelitian Kuantitatif, Kualitatif, dan R&D. Alphabet.
Tümen Akyıldız, S. (2019). Do 21st Century Teachers Know about Heutagogy or Do They Still Adhere to Traditional Pedagogy and Andragogy? International Journal of Progressive Education, 15(6), 151–169. https://doi.org/10.29329/ijpe.2019.215.10
Wangkijchinda, K. (2011). Developing intercultural communicative competence: a guide for english foreign language teachers in thailand. California State University, Chico, 1–68.
Yanfeng, Y. (2022). multicultural blended teaching designs through confucian-philosophical cultural perspective of harmony in diversity (p. 335).