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All Journal Linguistica Indonesian Journal of Applied Linguistics (IJAL) International Journal of Education ELTIN Journal: Journal of English Language Teaching in Indonesia English Review: Journal of English Education Jurnal Penelitian Pendidikan Journal of English Language Studies EDUCARE JURNAL PENDIDIKAN GLASSER Seloka: Jurnal Pendidikan Bahasa dan Sastra Indonesia Journal of English Education and Teaching (JEET) IALLTEACH (Issues In Applied Linguistics & Language Teaching) Edusentris: Jurnal Ilmu Pendidikan dan Pengajaran Bahasa dan Seni: Jurnal Bahasa, Sastra, Seni, dan Pengajarannya Edukasia: Jurnal Pendidikan dan Pembelajaran Studies in English Language and Education
Ika Lestari Damayanti
Universitas Pendidikan Indonesia
Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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Is the Younger the Better? Teaching English to Young Learners in the Indonesian Context Damayanti, Ika Lestari
EDUCARE Vol 1, No 1 (2008)
Publisher : EDUCARE

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (120.346 KB)

Abstract

ABSTRACT: It is universally acknowledged that learning a second/foreign language, e.g. English, since early childhood would contribute positively to the child’s language acquisition. Native-like pronunciation is one of the favored results gained from this process. This assumption is strongly supported by the Critical Period Hypothesis i.e. a biologically determined period of life when language can be acquired more easily. However, many studies indicate that “the younger the better” in learning English is not necessarily true. Native-like pronunciation and proficiency have been found to be acquired by a learner who started learning English in his adulthood. In regard to this matter, this paper attempts to review a belief “the younger the better” in learning English in the Indonesian context by looking at issues related to optimal age, factors contributing to the success of L2 acquisition, and current practices of teaching English to Young Learners (TEYL) in the Indonesian context.  KEY WORDS: second language, teaching English to young learners, critical period hypothesis, optimal age, psychosocial context, and learning condition.About the Author: Ika Lestari Damayanti, M.A. is a Lecturer at English Department, Faculty of Art and Language Education (FPBS), Indonesia University of Education (UPI) in Bandung. She could be reached at ikadlovely@yahoo.com.sgHow to cite this article? Damayanti, Ika Lestari. (2008). “Is the Younger the Better? Teaching English to Young Learners in the Indonesian Context” in EDUCARE: International Journal for Educational Studies, Vol.1(1) August, pp.31-38. Bandung, Indonesia: Minda Masagi Press owned by ASPENSI in Bandung, West Java; and FKIP UMP in Purwokerto, Central Java, ISSN 1979-7877.Chronicle of the article: Accepted (June 27, 2008); Revised (July 27, 2008); and Published (August 17, 2008).
Consciousness of Political Correctness in Gender Matters: A Transitivity Analysis of Reading Texts in Two English Textbooks Published in Great Britain and Malaysia in 1970s Damayanti, Ika Lestari
EDUCARE Vol 2, No 2 (2010)
Publisher : EDUCARE

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ABSTRACT: There has been awareness of gender asymmetry in some texts including those in ELT materials. This paper, in compliance to augmenting awareness of gender asymmetry, attempts to discuss gender representations in ELT textbooks. I will look at the representations of females and males by using transitivity analysis of functional linguistics within both the clause and the sentence. Two ELT textbooks published in Great Britain and Malaysia in 1970s were chosen in order to see how females and males were portrayed in the early era of language awareness. From the findings, it is revealed that both ELT textbooks from different cultures were not conscious enough of “political correctness” in gender matters. The number of female-male participants was unequal. Some males were described as being more active and competent whilst females being more passive and less competent than males. In some cases, females’ jobs were also represented as being less desirable. However, texts within Western culture represent females better than those within Eastern culture in terms of visibility and variety of job collocated to females. Hopefully, the present finding, from data in the 1970s, can be used as a gauge to measure progression of the use of language within educational material.   KEY WORDS: ELT textbooks, transitivity, gender asymmetry, and the Great Britain and Malaysia in 1970s.About the Author: Ika Lestari Damayanti, M.A. is a Lecturer at the Department of English Education, Faculty of Art and Language Education UPI (Indonesia University of Education), Jalan Dr. Setiabudhi No.229 Bandung 40154, West Java, Indonesia. She can be reached at: ikadlovely@hotmail.com or ikadlovely@yahoo.com.sg How to cite this article? Damayanti, Ika Lestari. (2010). “Consciousness of Political Correctness in Gender Matters: A Transitivity Analysis of Reading Texts in Two English Textbooks Published in Great Britain and Malaysia in 1970s” in EDUCARE: International Journal for Educational Studies, Vol.2(2) February, pp.211-222. Bandung, Indonesia: Minda Masagi Press owned by ASPENSI in Bandung, West Java; and FKIP UMP in Purwokerto, Central Java, ISSN 1979-7877.Chronicle of the article: Accepted (December 5, 2009); Revised (January 5, 2010); and Published (February 17, 2010).
Multimodal literacy: Unfolding reading path in children’s picture book and its potential for EFL classrooms Damayanti, Ika Lestari; Febrianti, Yusnita
Indonesian Journal of Applied Linguistics Vol 9, No 3 (2020): Vol. 9, No. 3, January 2020
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v9i3.23212

Abstract

This paper reports on an investigation into the reading path patterns in a children’s picture book. The primary investigation focused on the semiotic resources involved in the construction of meanings in picture books, i.e. language and image elements. These semiotic resources provide insights into the unfolding of the storylines in the observed picture book. In order to detail the roles of these resources, a picture book entitled Tacky the Penguin (Lester, 1988) was selected and examined by employing two methods: Kress and Van Leeuwen’s (1996, 2006) structure of information value and Royce’s (1998) Intersemiotic Complementarity. The results of the analysis suggest that the whole picture book is built from a page-by-page reading path that allows for a linear and non-linear reading path. While each page presents a different layout of information value, the general pattern leads to a linear reading path from the beginning up to the end of the picture book. The mapping of the reading path is reinforced by the interrelated meanings between verbal and visual resources on the page. Drawing on the analysis results, this paper offers the delve into the flow of information from the language and image resources in the picture books that can be used to inform practical use of picture books in EFL classrooms.
FROM STORYTELLING TO STORY WRITING: THE IMPLEMENTATION OF READING TO LEARN (R2L) PEDAGOGY TO TEACH ENGLISH AS A FOREIGN LANGUAGE IN INDONESIA Damayanti, Ika Lestari
Indonesian Journal of Applied Linguistics Vol 6, No 2 (2017): Vol. 6 No. 2, January 2017
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v6i2.4870

Abstract

It is widely acknowledged that the use of stories supports the development of literacy in the context of learning English as a first language. However, it seems that there are a few studies investigating this issue in the context of teaching and learning English as a foreign language.  This action-oriented case study aims to enhance students’ written narrative achievement through a pedagogical intervention that incorporates oral story sharing activities. In this paper, the intervention will be briefly described and the preliminary findings from the students’ written texts will be presented. This study which was conducted in a lower secondary school in Bandung Barat region, Indonesia implemented the intervention within eight learning periods. The intervention comprised the following stages: (1) preparing before reading (stories), (2) detailed reading, (3) joint rewriting, and (4) individual rewriting. Before and after the intervention, students’ narrative texts were collected and analysed in terms of how each text achieved its purpose, how it moved through stages and phases of meaning, the control of field, relationship with the reader and its coherence.  The preliminary findings indicate that there is a shift in students’ ability from writing fragmented and spoken-like language to more literate written narratives.   It is expected that this study which implemented R2L pedagogy in the Indonesian context will contribute to English language teaching in EFL contexts.
GENDER CONSTRUCTION IN VISUAL IMAGES IN TEXTBOOKS FOR PRIMARY SCHOOL STUDENTS Damayanti, Ika Lestari
Indonesian Journal of Applied Linguistics Vol 3, No 2 (2014): Volume 3 No. 2 January 2014
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v3i2.272

Abstract

Abstract: In the Indonesian context, little has been done to raise awareness of political correctness in gender matters in school textbooks.  As an attempt to fill this gap, I conducted a textual analysis on four English language textbooks used in Indonesian primary schools.  The focus of the study was on the pictorial texts accompanying the linguistic ones.  The ‘Visual Grammar’, developed by Kress and van Leeuwen, was used as the framework of analysis. The results showed that the illustrations accompanying linguistic texts fortified the representations of gender asymmetry.  Females were depicted more dependent than males and were also construed to be admirers of an action carried out by the males. The study recommended conscious efforts to value both genders equally in visualization as meaning construction is multimodal. Keywords: gender construction, visual grammar, pictorial texts, EFL textbooks KONSTRUKSI GENDER DALAM CITRA VISUAL PADA BUKU TEKS UNTUK SISWA SEKOLAH DASAR Abstrak:Di Indonesia, upaya penyadaran pentingnya isu penyetaraan gender dalam buku ajar sekolah masih belum banyak dilakukan. Untuk itu, penelitian ini dilakukan sebagai salah satu cara penyadaran isu gender dengan menginvestigasi representasi gender dalam buku ajar. Penelitian ini menggunakan analisis teks terhadap empat buku ajar yang digunakan di sekolah dasar. Fokus analisisnya adalah pada gambar ilustrasi yang menyertai teks tertulis seperti bagian bacaan. Gambar tersebut dianalisis dengan menggunakan teori ‘Visual Grammar’ yang dikembangkan oleh Kress dan van Leeuween. Hasilnya menunjukkan bahwa gambar-gambar tersebut merepresentasikan ketidaksetaraan gender. Perempuan digambarkan sebagai sosok yang tergantung pada orang lain dibandingkan laki-laki yang mandiri dan mereka berlaku sebagai pengagum pekerjaan yang dilakukan laki-laki. Berdasarkan hasil temuannya, penelitian ini merekomendasikan upaya yang lebih serius dalam menampilkan peran gender yang seimbang dan tidak hanya ditampilkan dalam teks tulis namun juga dalam gambar karena pada dasarnya makna dikonstruksi secara multimodal. Katakunci:konstruksi gender, visual grammar, teks gambar.
Unfolding Layers of Meanings: Visual-Verbal Relations in Just Ask—A Children’s Picture Book Damayanti, Ika Lestari; Moeharam, Nicke Yunita; Asyifa, Firly
Indonesian Journal of Applied Linguistics Vol 11, No 2 (2021): Vol. 11, No. 2, September 2021
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v11i2.39195

Abstract

Studies in the field of semiotics and children’s literature have described the relationship between the verbal and visual texts in picture books as both complex and subtle. These relationships are named differently across theories, yet they still note two possibilities, whether they support or are against each other in conveying meanings to the readers. This study seeks to explore the relations between visual-verbal modes depicted in a children’s picture book entitled Just Ask (author/illustrator by Sotomayor Lopez, 2019), viewed from the perspective of multimodality as proposed by Unsworth (2006). The analysis between the visual and verbal modes in the picture book is focused on ideational concurrence and ideational complementarity. The results indicate that meanings in Just Ask are negotiated through verbal and visual texts which may be complementary or have divergent relationships to one another. It is through such strategy that the suggested theme of the picture book, in this case accepting diversity, is consistently conveyed to the targeted readers.  Since picture books are used vastly in EFL/ESL classrooms to enhance students’ reading experiences, this study may help teachers develop students’ ability to make meaning from verbal and visual texts and inspire their visual thinking strategies.
THE EVALUATION OF ENGLISH ELECTRONIC BOOKS FOR JUNIOR HIGH SCHOOL IN INDONESIA Rijal Anshar, Miftahur; Emilia, Emi; Lestari Damayanti, Ika
Edusentris Vol 1, No 3 (2014): Desember
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (307.486 KB) | DOI: 10.17509/edusentris.v1i3.152

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Artikel ini melaporkan hasil dari sebuah penelitian yang mengevaluasi buku teks bahasa Inggris elektronik untuk sekolah menengah pertama di Indonesia. Penelitian ini menggunakan ceklis untuk mengevaluasi buku (Skierso 1991; Cunningworrth 1984) sebagai kerangka analisa buku terutama pada aspek fisik, isi, dan fitur tambahan didalam buku (Skierso 1991; Scott and Ytreberg, 1990; Grant, 1987; McGrath, 2002; Cunningworrth, 1984; Harmer, 2001; Woodward, 2001; Pinter, 2006). Penelitian ini mengungkapkan bahwa beberapa aspek kedua buku teks elektronik yaitu “Textbook 1 (T1)”dan “Textbook 2 (T2)” memenuhi kriteria buku bahasa ingggris yang baik dalam hal tampak fisik dan isi dari buku text. Meskipun, kedua buku teks elektronik tersebut masih membutuhkan perbaikan dalam hal bagaimana merancang dan menyusun kegiatan pembelajaran dan menambah fitur bantuan yang tepat untuk guru. Kedua buku teks elektronik ini memiliki tampilan yang atraktif dan menggunakan penjelasan – penjelasan yang menarik dalam hal grammar dan tata bahasa. Keduanya juga menitik beratkan pada keterampilan mendengarkan dan berbicara. Meskipun kedua buku tidak menyediakan fitur bantuan yang lengkap untuk guru seperti rekaman suara untuk kegiatan mendengarkan dan buku panduan guru (teacher’s book).Kata Kunci: Evaluasi Buku, Chcklist, Buku Sekolah Elektronik (BSE), Analisa Dokumen.
Pedagogic Register: An Analysis of Online Classroom Interaction During Covid-19 Pandemic Winda Herdisa Dewi; Ika Lestari Damayanti
IALLTEACH (Issues In Applied Linguistics & Language Teaching) Vol 3 No 2 (2021): Issues in Applied Linguistics and Language Teaching
Publisher : Pendidikan Bahasa Inggris (Universitas Internasional Batam)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37253/iallteach.v3i2.5363

Abstract

The current pandemic has changed all aspects of life, including education. Some of the changes are the time and place of teaching due to the pandemic forcing the teaching and learning process to shift to online platforms (Zhao, 2021). As a result of these changes, the interaction between teachers and students in a classroom is also affected. By employing descriptive qualitative design, this research focused on analyzing classroom interaction in an online classroom during COVID-19 pandemic. The data were collected through observation. To analyze the data, David Rose’s pedagogic register analysis (2014, 2018) was employed. The findings showed that online classroom interaction revealed the relation between teacher efficacy and students’ positive attitudes. Then, it also showed that 21st-century skills impacted teacher’s adaption of teaching materials. Last, online classroom interaction also showed the consistency of teacher roles both in offline and online classes.
The Implementation of School from Home in English for Young Learners' Classrooms Azharra Aninda Putri Al Farid; Ika Lestari Damayanti
Jurnal Penelitian Pendidikan Vol 22, No 2 (2022)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jpp.v22i2.49062

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The sudden occurrence of the coronavirus pandemic (COVID-19) has affected the education sector in Indonesia. The Indonesian government responded to this matter and issued a policy on the implementation of distance learning or known as the school from home. School from home has been applied to all education levels in Indonesia, including primary schools. This qualitative case study investigates the implementation of school from home in English for young learners' classrooms at a primary school in Indonesia. The data was collected through online classroom observation in second, fourth, and sixth-grade classrooms and interviews with five English teachers who taught in first until sixth-grade classrooms. Data from the interview were analyzed using thematic analysis, resulting in three generated themes on the implementation of school from home in English for young learners' classrooms. The themes include teachers' readiness to implement school from home, teachers' strategies to implement online learning as part of the school from home, and teachers' strategies to overcome challenges in online learning. The results of the study indicated that the implementation of school from home requires thorough preparation and has the potential to be implemented in English for young learners' classrooms, especially in the upper-grade classrooms of primary schools. 
MENTORING THROUGH LESSON STUDY: A COLLABORATIVE WAY TO SUPPORTING EFL TEACHERS’ PROFESSIONAL DEVELOPMENT IN MADRASAHS (ISLAMIC SCHOOLS) Dian Ekawati; Ika Lestari Damayanti; Nenden Sri Lengkanawati
International Journal of Education Vol 15, No 2 (2022): Volume 15, Issue 2
Publisher : Kantor Jurnal dan Publikasi Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ije.v15i2.32853

Abstract

Recently, attending seminars or professional development programs for teachers is not sufficient to cope with today's teaching challenges. In addition, tight schedules and preparing teaching administration often refrain teachers to work and discuss together with their colleagues. Pointing out such problems, this study tries to investigate how mentoring program for EFL teachers in Indonesia was conducted collaboratively at schools through a lesson study approach and what teachers’ competencies were improved during the program. Eight EFL teachers from three Islamic junior high schools (called madrasahs) and a university lecturer serving as a mentor were involved in the program. Data gathered from observations, questionnaires, and interviews were analyzed qualitatively through (1) iterative reading of the data, (2) reducing the data, (3) categorizing the data, (4) combining all data, and (5) concluding the data.  The findings indicate that the lesson study cycle involved in this program covered two stages of PLAN, one stage of DO, and SEE. The participant teachers required more time during the planning due to several factors such as adjustment working with the revised Curriculum recently released by the government at the time of data collection, and challenges in aligning learning objectives, classroom activities, and evaluation. Upon their involvement in the program, the teachers reported that they gained benefits and strong improvements in four aspects of teachers' competencies, namely professional, pedagogical, social, and personal competencies from the collaboration with peer teachers and a university lecturer. For instance, they found their knowledge extending in terms of teaching techniques and methods, planning and implementing effective lessons, and their motivation to teach better and share resources with others increasing as well. In short, mentoring through lesson study is valuable to improve the teachers’ competencies.
Co-Authors Asyifa, Firly Azharra Aninda Putri Al Farid DELLA NURIDA KARTIKA SARI Della Nuridah Kartika Sari Dian Ekawati Dimas Pujianto Emi Emilia Fadhil Ramadhani Fatin Fauziyyah Tiras Putri Fuad Abdul Hamied Harni Kartika-Ningsih Iffianti Azka Atsani Ihsan Hikmawan Iyen Nurlaelawati KURNIAWAN SURYATAMA Lulu Laela Amalia Lulu Laela Amalia MAHMUD LAYAN HUTASUHUT Moeharam, Nicke Yunita MUTIARANI RAMDAYANTI Nenden Sri Lengkanawati Nindya Soraya Dharma Nindya Soraya Dharma Rijal Anshar, Miftahur Sri Ratnaningsih Sri Setyarini Syahrul Jihad TIRA ROSTIA WARNDINI Winda Herdisa Dewi Yusnita Febrianti Zakarias Sukarya Soetedja