Dukut, Ekawati Marhaenny Cultural Hybrid Learning Strategies for Effective Online Teaching. In: “The Changing Needs of L2 Learners: Issues and Challenges”, April 15 - 16, 2021, Tondano. (Unpublished)

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Abstract

The outbreak of Covid-19 pandemic has brought challenges for both instructors and students. The shift from the traditional offline to a distance online classroom has made instructors look into the alternatives of a synchronous, asynchronous, or a blended teaching and learning strategy. Synchronous online lectures are where instructors and students meet online using video conferencing, so instructors can give their lectures during designated class times. In asynchronous lectures, instructors record lecture videos and upload them in a learning management system (LMS) or YouTube for students to access. Meanwhile, the blended online learning strategy combines the synchronous and asynchronous strategies (Lapitan Jr., Tiangco, Sumalinog, Sabarillo, & Diaz, 2021, p. 117). Teaching at an English Department in Indonesia is joyful as many English teaching materials can be found online. However, most of the contents tend to be from a Western example. Thus, to make Indonesian students not become too Westernized, there must be a strategy to make students see the strengths of their own culture, so the Western materials are received as a guiding alternative. Soegijapranata Catholic University uses an LMS system, which makes use of Moodle for their online teaching and learning. In making an effective online teaching for my popular culture course, I employed the blended learning strategy, whereby I not only lecture the contents of my handbook to my students through a video conferencing media, but also make use of YouTube videos, and online pdfs to support the course. I will share what I have done to make students use cultural hybrid materials to them into creative and analytical. By use of a DLPCA (Discover, Learn, Practice, Collaborate and Assess) strategy my students managed to become innovative, critical and analytical in reporting what they have learned about the cultural hybrid popular culture products that were assigned to them.

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