Maria Teodora Ping
Mulawarman University
About
Maria Teodora Ping is currently a Lecturer at the English Department of Mulawarman University Samarinda, East Borneo, Indonesia, where she teaches such courses as Advanced Reading Comprehension, Second Language Acquisition, Academic Presentation, TEYL, Statistics and Research Methodology. She obtained her Doctor of Philosophy (Dr.phil.) degree from Technical University of Dortmund, Germany in November 2011. Her main research areas are Literacy and Reading Instruction, particularly Dialogic Reading and Extensive Reading. She is also a member of Indonesian Extensive Reading Association (IERA).Sessions
Younger learners Developing bilingual digital reading material with local context theme more
Tue, Aug 8, 15:00-15:35 Asia/Makassar
This presentation focuses on the current findings of an ongoing case study conducted with an in-service teacher in East Kalimantan, Indonesia, concerning the challenges of developing bilingual digital reading materials with a local context theme for young learners. This study closely observed a teacher as she went through intensive training for developing digital reading materials. Afterward, a series of in-depth interviews were conducted to investigate the difficulties encountered by the teacher during the materials development process. The findings revealed that the teacher found it difficult to choose a digital platform that was simple to use while also providing adequate interactivity to facilitate the intended reading activities. The other difficulty was finding a topic that was both interesting and relevant to the curriculum in the local context. These findings highlight the importance of proper training in the development of digital reading materials and how to use them in ER contexts.
All levels Indonesian teachers' attitudes towards extensive and intensive reading more
Tue, Aug 8, 14:15-14:50 Asia/Makassar
It is no doubt that extensive reading (ER) and intensive reading (IR) are powerful teaching approaches that can help students develop a love of reading and overall language skills. This presentation aims to investigate teachers’ attitudes towards ER and IR through a nation-wide survey that involved 2,111 junior high school teachers of language and non-language subjects. The survey was conducted online and taken prior to a series of three-day workshops on ER and IR sponsored by the Indonesian Ministry of Education, Culture, Research, and Technology. Each workshop was attended by approximately 120 teachers from different regions across Indonesia. In general, the survey results revealed that teachers demonstrated positive attitudes towards ER and IR. Moreover, a remarkably high percentage of teachers (86.8 %) believed that teaching reading was not only the responsibility of language teachers. On the other hand, only a small percentage of the respondents (1.9 %) admitted that they were knowledgeable about reading comprehension strategies, let alone teaching them to students due to inadequate training and resources. In addition, most participants (68.8%) expressed a need for professional development on how to teach reading and writing related to their subjects. The study implied that continuous training on integrating ER and IR across curriculum should be carried out.
