1.     
Background

In
this information era, one will not survive in this wild concrete jungle without
being able to access the Internet. We are so dependent in technology, as if we
could not do anything if we are away from our electronics. We could not imagine
how we would access entertainment media to make our day less dull and boring. In
addition, the communication with our colleagues will cut off temporally due the
inability for us to access the social media. These reasons keep us addicted, in
a good way, by technology. Furthermore, as students in urban area become
socialized into communities of increasing cultural and communicational
connectivity and complexity, education is one aspect that should also dependent
to technology (Jenkins, 2004).

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The
idea of implement technology in school emerged in long before the millennium
era. Furstenberg (1997, p. 22) provides the idea of the implementation of
technology with wonderful context of authentic cultural background and
historical information that support the learners with autonomy learning, a
sense of empowerment, and the opportunity to became active learners in language
learning. She argues that technology should not be identified as a magical
elixir for language teaching and learning. However, education participators
should use technology as a tool that needs to be used wisely.

            Interactive, collaborative, and
process-oriented features of technology has its best assets, in which,
necessity the development of new pedagogical practices. A fresh method is
needed in language teaching and learning activity. Furstenberg calls for tasks
that could gather the students’ creativity and importance that are needed for
the students in order to learn a language and as an acceptable tool for
language learning. She also concludes that teachers should emphasize on the
main role, and then to design the tasks. Obviously, the teachers’ creativity is
the vital requirement to design such interactive, collaborative, and
process-oriented method that uses technology as tool in teaching and learning.

            One
of the way to implement technology in language teaching and learning process is
by using digital literacy. We use multiple modals in digital literacy, by this
reason, by using digital literacy; we also use multimodal literacy in the
digital literacy. However, multimodality in communication is not a new thing.
Traditional face-to-face communication also consists of multimodality, and even
has a small window of modern literate. Furthermore, books that have alphabetic
prints or even pictures, diagrams, illustrations, maps also contain
multimodality. Regardless of the use multimodality in digital literacy, digital
technology enables mode to be configured, be circulated, and get recycled in
different ways (Jewitt, 2008, p. 1).

            The accessible new media in the
high-end technology revolutionized social literacy practices. New kind of
writing, authorship moving to collaborative remix, and genres such electronic
games has become the main picture of the complexity of literacy practices. In
this epoch, alphabetic writing is no longer the primary modes of literate
meaning (Kress, 2010). Thus, the digital literacy should be positioned in the
frontline of the language education. This is a new frontier for language
learning, language form and format, text types, and social discourse should be
revised.

            Fortunately, some schools in
Indonesia has begun to realize the importance of digital learning and
implementation of it in the teaching and learning process. SMAN 1 Kedamean Gresik
is one of the school that understand the importance of digital literacy in
education, especially in language teaching and learning. This paper will
explains teaching planning, teaching and learning process, and digital literacy
assessment found in the school.

 

2.       
Research
Questions

In
this section, the writer will state the research problem of this paper. This
paper works as a tool for explaining the digital literacy as an assessment tool
for language learning. Moreover, based on the background of the study, that has
been explained prior in the introduction section, the writer choose to focus on
“how a senior high school in Indonesia assess their students in language
classroom by using digital literacy?” and “what is the school teacher’s
perspective of the digital literacy as assessment in classroom?”

 

3.       
Objectives
of the Study

Based
on the Research Questions that have been stated in the previous section, this
paper objective are to describe the English teachers’ way to use digital
literacy as a tool to measure the language skills of the students, and what
modes might be found in the students’ short movie.

 

4.       
Scopes
of the Study

This
mini research will be focus on the use of digital literacy as a project of
language teaching in the school. Moreover, because of the limited time given to
finish this paper, there are only two teachers and one school that could be
observed. SMAN 1 Kedamean was the only school accepted the writer’s interview
invitation, thus only one school are observed in the making of this paper.