New Technology, New Literacies, and New Method: How Teachers Implement in Indonesian Language Teaching

Abstract

This study intends to evaluate how lecturers in various disciplines of language learning and understanding new literacy may effectively use new technology, new literacy, and new techniques. What are the distinctions between instructional techniques employing new technology and new and new literacy to increase the rate at which language learning objectives are met? The research was designed using a qualitative descriptive paradigm that tries to capture and discover the underlying significance of the learning process. The qualitative technique stresses the process of data collection through participant observation and in-depth structured interviews when lecturers teach the Indonesian language and literacy in the classroom. Data analysis employs four phases of qualitative research, including data gathering, classification, filtering, and conclusion drawing. Based on the study and debate, it was determined that introducing new technology, new literacies, and new methodologies can assist lecturers in effectively communicating language-related material to students. Students' capacity to comprehend multimodal language material can be enhanced using these three factors. The learning environment becomes more fun, language skills rise, learning saturation lowers, and learning becomes more efficient.