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Teaching Narrative Texts in Young Learners’ Classroom During Pandemic Covid-19: An Analysis from A Multiliteracies Perspective Iffianti Azka Atsani; Ika Lestari Damayanti
Jurnal Penelitian Pendidikan Vol 22, No 3 (2022)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jpp.v22i3.54122

There is an urgency in education to situate literacy instruction in practices that are responsive to the globalized, multilingual world we live in. The New London Group (1996) has predicted the situation and conceptualized multiliteracies, which view literacy as supplemental, continual, and modifying established literacy teaching and learning rather than replacing traditional teaching and learning practices (Rowsell, Kosnik, Beck, 2008). With the pandemic Covid-19 outbreaks, all schools were forced to be online, encompassing the principles of more than just a traditional literacy pedagogy. Thus, this study aims to see types of teaching and learning resources and pedagogical acts conducted in the classroom seen from multiliteracies perspective during the online classroom. This qualitative study explored the teaching and learning resources and the pedagogical acts based on the multiliteracy pedagogy perspective. The data was collected from classroom observation, interview with the teacher and document analysis. The results showed that the teacher in this study mostly focused on Situated Practice and Overt Instruction in teaching narrative texts in an online classroom. This indicated that the teaching and learning practices only focused on the knowledge process of experiencing and conceptualising. The teacher did not really promote the process of analysing-both functionally and critically- and applying creatively. Keywords: Multiliteracies, Narrative texts, COVID-19, English for Young learners

STORYTELLING: SUPPORTING PRE-SERVICE TEACHERS’ ENGLISH LANGUAGE PROFICIENCY AT A PRIMARY TEACHER EDUCATION PROGRAM MUTIARANI RAMDAYANTI; IKA LESTARI DAMAYANTI; DELLA NURIDA KARTIKA SARI
LINGUISTICA Vol 12, No 1 (2023): JANUARY 2023
Publisher : State University of Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/jalu.v12i1.43297

One of the challenges identified in the performance of TEYL in Indonesia comes from the aspect of pre-service teachers of young learners who lack English proficiency. Utilizing storytelling as a teaching technique, this study explores the phenomenon of the storytelling implementation by pre-service teachers from the Primary Teacher Education Program and how it helps them develop their English language proficiency. In order to answer the research question employed in this study, two types of instruments are collected: an interview with four pre-service teachers and their English lecturer and storytelling performance videos created by four of the pre-service teachers. Believed to provide a more joyful environment in learning the language, the development was sensed in the plan step of storytelling where these four pre-service teachers prepare the story, read and listen to story references, and practice to make instruction targeted for young learners inside the class. From the videos and the interview, it was found how the activity of practice making instructions help them develop their speaking skills, indicating improvement in the use of word choice and the fluency performed once the plan step of storytelling is being experienced. Nevertheless, it was also found how the participants involved in this study experienced challenges in terms of the exploration of writing skills due to the limitation time provided in the Pembelajaran Bahasa Inggris Anak Sekolah Dasar course, resulting them to experienced less development in writing skills during the implementation of storytelling inside the class as a teaching technique.

Building knowledge about language for teaching IELTS writing tasks: A genre-based approach Ika Lestari Damayanti; Fuad Abdul Hamied; Harni Kartika-Ningsih; Nindya Soraya Dharma
Studies in English Language and Education Vol 10, No 2 (2023)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v10i2.26957

As a widely used English proficiency test that includes a writing test component, IELTS raises pedagogical challenges that require high-stake literacy skills to meet the demands of the assessment criteria. Many studies on various teaching strategies for writing tasks in IELTS preparation courses have been conducted. However, more information about explicit instructions is needed to help test-taker candidates respond to the IELTS writing tasks effectively. This paper reports on a small-scale pilot project implementing a new generation of genre pedagogy, the Reading to Learn (R2L), for teaching IELTS writing to 14 government-sponsored student candidates at a public university language center in Indonesia. The project aimed first to identify the linguistic demands of IELTS writing, particularly Task 2. The identification of linguistic patterns was then used to design and implement the intervention. Second, it mapped the participants’ writing skills before and after the intervention. The data were drawn from IELTS teaching materials and the participants’ writing tasks before and after the intervention. Based on the genre analysis, the IELTS Writing Task 2 requires the test takers to respond to the tasks by taking one side or discussing two sides. Making such linguistic demands explicit to the participants in the writing class helped them respond to the tasks more successfully. As a result of their involvement in the intervention, the participants, including those with low English proficiency, demonstrated their ability to write more coherent texts. This study offered a genre-based teaching model for preparing EFL students intending to take English writing tests.

Efl Teacher Learning In Online Community Of Practice Fatin Fauziyyah Tiras Putri; Ika Lestari Damayanti
EDUKASIA: Jurnal Pendidikan dan Pembelajaran Vol. 4 No. 2 (2023): Edukasia: Jurnal Pendidikan dan Pembelajaran
Publisher : Ma'arif NU Janggan Magetan

Show Abstract | Download Original | Original Source | Check in Google Scholar

Teachers’ professional development is essential for improving student learning outcomes and fostering overall educational quality. However, many teachers believe that TPD programs are ineffective. Teachers require ongoing programs, encouraging them to discuss ideas and give feedback, and do a collaboration. One of the programs is community of practice, which is a social learning process in which individuals with similar interest collaborate. Thus, this study aims to explore teachers’ learning in community of practice to develop their professional growth. This study adopted case study design involving a group of English teachers in Indonesia who joining an online TPD program. The data were gained through WhatsApp interaction between the teachers and the trainer, and among the teachers. The findings indicated that teachers learn in community of practice by getting proposed questions and given feedback by the trainers, getting teaching resources from the trainers and their fellow teachers, and presenting an issue related to their teaching. These aspects lead to interaction among them. Moreover, the presence of a group coordinator and administrator may help the teachers to foster teachers’ engagement towards the program.

Integrating Traditional Games into EFL Speaking Class: A case of English for Young Learners Ihsan Hikmawan; Ika Lestari Damayanti; Sri Setyarini
Journal of English Language Studies Vol 8, No 2 (2023): Available Online in September 2023
Publisher : English Department - University of Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/jels.v8i2.19432

Speaking is an inevitable skill that EFL young learners have to master. However, their anxiety and teacherâ€™s strategies in the class remain the big issues which cause the low engagement in the speaking activities. This study examined if integrating traditional games into English class can lower the anxiety and increase their motivation to learn the skill by real interaction and collaboration provided in the games. The study observed a class of the fifth grade in Bandung, Indonesia learning speaking by implementing traditional games. The descriptive study equipped with the observation checklist, transcription of the recorder and questionnaires were used to look into the studentsâ€™ experiences and responses. The study revealed that integrating traditional games in English classes could boost young learnersâ€™ motivation in learning the skill and bring about better confidence in speaking in English. Moreover, the integration could build a joyful and safe learning atmosphere, thus lowering anxiety for the students.

Building knowledge about language for teaching IELTS writing tasks: A genre-based approach Ika Lestari Damayanti; Fuad Abdul Hamied; Harni Kartika-Ningsih; Nindya Soraya Dharma
Studies in English Language and Education Vol 10, No 2 (2023)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v10i2.26957

As a widely used English proficiency test that includes a writing test component, IELTS raises pedagogical challenges that require high-stake literacy skills to meet the demands of the assessment criteria. Many studies on various teaching strategies for writing tasks in IELTS preparation courses have been conducted. However, more information about explicit instructions is needed to help test-taker candidates respond to the IELTS writing tasks effectively. This paper reports on a small-scale pilot project implementing a new generation of genre pedagogy, the Reading to Learn (R2L), for teaching IELTS writing to 14 government-sponsored student candidates at a public university language center in Indonesia. The project aimed first to identify the linguistic demands of IELTS writing, particularly Task 2. The identification of linguistic patterns was then used to design and implement the intervention. Second, it mapped the participants’ writing skills before and after the intervention. The data were drawn from IELTS teaching materials and the participants’ writing tasks before and after the intervention. Based on the genre analysis, the IELTS Writing Task 2 requires the test takers to respond to the tasks by taking one side or discussing two sides. Making such linguistic demands explicit to the participants in the writing class helped them respond to the tasks more successfully. As a result of their involvement in the intervention, the participants, including those with low English proficiency, demonstrated their ability to write more coherent texts. This study offered a genre-based teaching model for preparing EFL students intending to take English writing tests.

DESIGNED-IN SCAFFOLDING: SUPPORTING EFL YOUNG LEARNERS IN CREATING MULTIMODAL TEXTS TIRA ROSTIA WARNDINI; IKA LESTARI DAMAYANTI; LULU LAELA AMALIA
LINGUISTICA Vol 12, No 3 (2023): JULY 2023
Publisher : State University of Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/jalu.v12i3.49501

The research explored the designed-in scaffolding features implemented by the teacher in the English as a foreign language (EFL) young learner classroom to support young learners in creating multimodal texts. The research used scaffolding theory proposed by Hammond and Gibbons (2005) which categorized scaffolding into two fragments: designed-in and interactional scaffolding. The research was conducted in one of the elementary schools in Bandung. It involved one teacher who taught 18 students in 4th grade. The data were gained from classroom observation and teacherâ€™s lesson plans. The findings revealed that the features of designed-in scaffolding were employed by the teacher in planning and implementing the lesson in the classroom. This research also found that following the designed-in scaffolding features could lead the teacher to structure and provide activities, tasks, and multimodal exposures for the students to be familiar with the multimodal texts. Hence, this research resulted in the pedagogical implication to encourage the teacher to be aware of scaffolding. If the teacher could provide an appropriate scaffolding, the students could gain the assistances, supports, and multimodal exposure for young learners to learn and create multimodal texts.

Identifying the proficiency level of primary English language teachersâ€™ productive skills from Kurikulum Merdeka and CEFR Dimas Pujianto; Ika Lestari Damayanti; Fuad Abdul Hamied; Della Nuridah Kartika Sari
Bahasa dan Seni: Jurnal Bahasa, Sastra, Seni, dan Pengajarannya Vol 51, No 2 (2023)
Publisher : Fakultas Sastra Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um015v51i22023p210

This study aims to identify the language proficiency level of primary English language teachersâ€™ (PELTs) productive skills (speaking and writing) analyzed using the Common European Framework of References (CEFR) and Kurikulum Merdeka. As a foreign language in Indonesia, English language proficiency among PELTs is crucial to determine the success of the learning process in a classroom. Furthermore, PELTs should also possess adequate language proficiency to communicate effectively with students in any situation. However, several local context studies show the low language proficiency level possessed by PELTs. The low proficiency level was mostly gained through general English tests, for example TOEFL, which focuses on teachersâ€™ receptive skills (listening and reading) and structure. A qualitative approach and case study research design were employed in this study. It was identified that the majority of teachersâ€™ productive skills proficiency level is categorized into the B1/B2 level of CEFR. Additionally, the mixed level of proficiency among PELTs is still apparent which can create issues regarding primary-studentsâ€™ language development and the standard of proficiency level that PELTs should be. Therefore, by involving subject teachers' communities and the government, a standard of language proficiency for PELTs should be developed.MengidentifikasiÂ tingkat kemahiran keterampilan produktif guru Bahasa Inggris tingkat dasar dari Kurikulum Merdeka dan CEFRPenelitian ini bertujuan untuk mengidentifikasi tingkat kemahiran berbahasa guru Bahasa Inggris tingkat dasar di bidang keterampilan produktif (berbicara dan menulis) yang dianalisis menggunakan Common European Framework of References (CEFR) dan Kurikulum Merdeka. Sebagai bahasa asing di Indonesia, kemahiran berbahasa Inggris di antara guru Bahasa Inggris tingkat dasar sangat penting untuk menentukan keberhasilan dalam proses pembelajaran di dalam kelas. Selain itu, guru Bahasa Inggris tingkat dasar juga harus memiliki kemahiran berbahasa yang cukup untuk berkomunikasi secara efektif dengan siswa di berbagai situasi. Namun, beberapa studi berkonteks lokal menunjukkan rendahnya tingkat kemahiran berbahasa oleh guru bahasa Inggris tingkat dasar. Tingkat kemahiran yang rendah mayoritas diketahui dari uji bahasa Inggris umum seperti TOEFL yang fokus pada kemampuan reseptif guru (menyimak dan membaca) dan struktur. Pendekatan kualitatif dan desain penelitian studi kasus digunakan dalam penelitian ini. Ditemukan bahwa mayoritas tingkat keÂmahiran keterampilan produktif berbahasa Inggris guru Bahasa Inggris tingkat dasar dikategorikan ke dalam tingkat B1/B2 menurut CEFR. Selain itu, beragamnya tingkat kemahiran berbahasa Inggris guru tingkat dasar masih kentara sehingga dapat mengakibatkan masalah pada perkembangan berbahasa siswa tingkat dasar dan pengukuran standar tingkat kemahiran berbahasa guru Bahasa Inggris tingkat dasar. Oleh karena itu, dengan melibatkan komunitas guru dan pemerintah, sebuah standar untuk tingkat kemahiran guru bahasa Inggris tingkat dasar harus dikembangkan.

INDONESIAN HIGH SCHOOLERS’ PERCEPTIONS OF RUANGGURU IN ENGLISH ONLINE LEARNING Fadhil Ramadhani; Ika Lestari Damayanti
JURNAL PENDIDIKAN GLASSER Vol 7, No 2 (2023)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Muhammadiyah Luwuk

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32529/glasser.v7i2.2659

English language instruction in Indonesia has been impacted by the shift to online learning. One of the popular online learning platforms in the country is Ruangguru. Students can access its English learning resources anytime and anyplace. The purpose of this study is to investigate how Indonesian high school students view Ruangguru as an online resource for studying English. Data from the students who utilize Ruangguru was gathered via a questionnaire and facilitatied interviews. A mixed-methods approach was used to analyze the data, combining qualitative analysis with descriptive statistics. The findings show that Ruangguru is well-liked by online English learners, particularly because its videos provide straightforward instructions that can inspire the students to become independent learners. However, some students continue to have issues with the limitations imposed by online learning and digital gap. Regardless, the majority of students consider Ruangguru to be a valuable English learning source in the age of online education

Unlocking the Potential: Exploring Factors and Overcoming Challenges in Gamifying English Literacy Kurniawan Suryatama; Ika Lestari Damayanti
Journal of English Education and Teaching Vol. 7 No. 4 (2023): Journal of English Education and Teaching
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jeet.7.4.862-880

Gamification in the education system emerges for the first time in the late 2000s, and since its emergence, gamification has gained recognition as an innovative approach in education, creating dynamic and engaging learning environments. However, with its current emergence, studies relating to gamification in education are still limited. As such, the current study is conducted to answer two research questions. First, what factors to be considered when applying gamification into the teaching process, and second, what are the challenges when applying gamification into the teaching process. This research used interview to collect the data from two English teachers who have been implementing gamification in their teaching for several time, and thus the present study falls into qualitative research. The findings emphasize the importance of considering game mechanics, engagement and motivation levels, alignment with learning outcomes, learner needs and preferences, and contextual factors to effectively implement gamification. Additionally, the study highlights challenges such as designing effective game mechanics, potential distraction from learning goals, balancing gamification with traditional teaching methods, and ensuring sufficient resources and support for implementation. These findings underscore the necessity for teachers to comprehend gamification and evaluate its compatibility with students' learning needs in order to achieve better educational outcomes.

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