Articles
<![CDATA[A NARRATIVE INQUIRY OF STUDENT TEACHERS MULTIMODAL PRACTICE EXPERIENCES IN THE INDONESIAN ESP CLASSROOM CONTEXT ]]>
<![CDATA[Yanto, Elih Sutisna]]>;
<![CDATA[Pravitasari, Hikmah]]>
<![CDATA[ Wiralodra English Journal Vol 4 No 1 (2020): Wiralodra English Journal ]]>
Publisher : <![CDATA[Universitas Wiralodra ]]>
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DOI: 10.31943/wej.v4i1.81
<![CDATA[Drawing on narrative inquiry aiming to understand the experience of student teachers learning context texts through different modes of meaning. This paper reports on the use of narrative frames as a mean of investigating the intersemiotic practice experiences of student teachers majoring in English education program in Karawang, West Java, Indonesia. Students in depth interview data revealed that multimodal practice has the potential to promote the role of student teachers as designers and navigators in reading English disciplinary texts. In addition, multimodal reading encourages the student teachers to become autonomous language learners. Moreover, multimodality reading tasks can scaffold students in comprehending academic language and in increasing students’ academic vocabulary development as well. These findings have implications for policy makers and teacher educators.]]>
<![CDATA[Video viewing as a mediation of learning content-based vocabulary: Assisting students in understanding disciplinary vocabulary in context ]]>
<![CDATA[Yanto, Elih Sutisna]]>;
<![CDATA[Nugraha, Sidik Indra]]>
<![CDATA[ Indonesian Journal of Applied Linguistics Vol 8, No 2 (2018): Current Issues in English Language Education: Perspectives, Directions, and Inno ]]>
Publisher : <![CDATA[Universitas Pendidikan Indonesia ]]>
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DOI: 10.17509/ijal.v8i2.13278
<![CDATA[Although much research in the area of second language (L2) vocabulary development has extensively been researched, video text viewing as a strategy for understanding disciplinary vocabulary in context is rarely reported in the literature. To fill this void, the present action research reports the findings of vocabulary self-collection strategy (VSS) along with the use of video as a multi-semiotic medium of understanding disciplinary vocabulary in content-based EFL instruction. Informed by students’ reflective journal, observation, and interview data, students recounted that the VSS encouraged them to learn disciplinary vocabulary in different discourse contexts. Through role scaffolding by a teacher and peer support, they were engaged in the discovery of vocabulary by documenting unfamiliar or interesting words from their readings and by exploring different meanings of vocabulary using e-dictionaries and corpora. The other research findings showed that the students had enhanced their awareness of word classes, word orders, and word meanings. This empirical evidence suggests that VSS can be a catalyst for engaging students in such post-listening tasks as writing a summary of the video text and creating new vocabulary mapping or profiling.]]>
<![CDATA[ENGAGING STUDENTS IN A FLIPPED CLASSROOM INSTRUCTION: JUNIOR HIGH SCHOOL GRAMMAR PROGRAM ]]>
<![CDATA[Yanto, Elih Sutisna]]>;
<![CDATA[Triyani, Ghyarlina]]>;
<![CDATA[Pravitasari, Hikmah]]>
<![CDATA[ Research And Innovation In Language Learning (RILL) Vol 3, No 2 (2020) ]]>
Publisher : <![CDATA[Lembaga Penelitian Universitas Swadaya Gunung Djati Cirebon, Indonesia ]]>
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DOI: 10.33603/rill.v3i2.3468
<![CDATA[The importance of grammar pedagogy in learning and teaching of foreign language has been the focus of discussion for many years which has resulted in a variety of views on grammar and grammar teaching and different teaching approach as well depend on various perspectives and contexts of language learning. The present study reports students? perception on flipped classroom mode in learning English grammar. Drawing on classroom action research through reflective journal, photo elicitation and interviews data. Qualitative findings show that: All of the students enjoyed watching the video materials and had an interest in using them for learning grammar; (2) the use of the flipped classroom mode in learning grammar made students? independent and active in learning grammar; (3) flipped classroom engaged them in learning grammar in different discourse contexts; (4) flipped classroom mode motivated students in learning grammar. The findings of this study may be useful to other researchers who are interested in EFL teaching innovation or teachers who seek effective grammar teaching method.]]>
<![CDATA[Secondary School Students'_Perception on Literary Text Extensive Reading Program Through Story Map ]]>
<![CDATA[Kania, Destis]]>;
<![CDATA[Yanto, Elih Sutisna]]>;
<![CDATA[srisudarso, Mansyur]]>
<![CDATA[ Jurnal Pendidikan Tambusai Vol. 5 No. 2 (2021): 2021 ]]>
Publisher : <![CDATA[LPPM Universitas Pahlawan Tuanku Tambusai, Riau, Indonesia ]]>
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<![CDATA[Penelitian ini melaporkan temuan penelitian kualitatif studi wawancara tentang persepsi siswa pada program membaca ekstensif teks sastra melalui peta cerita. Pertanyaan penelitiannya adalah: Dengan cara apa siswa memahami teks sastra melalui membaca ekstensif dengan peta cerita? Dan bagaimana reaksi siswa terhadap kegiatan ini? Penelitian dilakukan untuk mengetahui persepsi siswa terhadap program membaca ekstensif teks sastra melalui peta cerita. Penelitian ini bertujuan untuk mengetahui persepsi siswa terhadap pembelajaran membaca teks sastra dalam program membaca ekstensif melalui peta cerita. Partisipan penelitian ini adalah siswa kelas VIII SMP sebanyak 4 siswa yang diambil secara acak untuk diwawancarai. Penelitian ini dilakukan di salah satu SMP di Jawa Barat, Indonesia. Pengumpulan data dalam penelitian ini menggunakan data wawancara semi terstruktur dan jurnal reflektif siswa. Analisis data menggunakan teori (Braun & Clark 2006). Temuan melaporkan bahwa membaca ekstensif dapat mendorong minat siswa dalam mengingat dan mengembangkan kosakata baru yang tidak dikenal. Selanjutnya, pembelajaran membaca teks sastra dengan peta cerita melibatkan siswa dalam belajar mandiri yang memperluas keterampilan membaca dan mempelajari salah satu teks multimodal, yaitu tata bahasa visual. Terakhir, penelitian menyarankan bahwa program membaca ekstensif melibatkan siswa dalam kegiatan membaca yang dapat membantu siswa dalam memahami teks sastra, cerita pendek dan menganalisis elemen cerita pendek dengan peta cerita.]]>
<![CDATA[ENGLISH TEACHERS’ PERCEPTION OF TEACHING VOCABULARY DURING ONLINE LEARNING IN THE COVID-19 PANDEMIC ]]>
<![CDATA[Andriyati, Anisa]]>;
<![CDATA[Kusrin, Kusrin]]>;
<![CDATA[Yanto, Elih Sutisna]]>
<![CDATA[ PROJECT (Professional Journal of English Education) Vol 5, No 1 (2022): VOLUME 5 NUMBER 1, JANUARY 2022 ]]>
Publisher : <![CDATA[IKIP Siliwangi ]]>
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DOI: 10.22460/project.v5i1.p149-158
<![CDATA[The objective of this research was to investigate English teachers' perceptions about teaching vocabulary during online learning in the COVID-19 Pandemic at junior high school. This research provides one research question: What is English teachers’ perception about teaching vocabulary online learning? The study was conducted by using qualitative research as the research design. The participants of this study were the English teacher at Islamic Junior High School in Telukjambe Timur Karawang. The instruments used in this study were semi-structure interview for teachers. The findings of this study found three main themes regarding to the English Teachers’ Perception about Teaching Vocabulary During Online Learning in the COVID-19 Pandemic: (1)The advantage of teaching vocabulary online learning during the COVID-19 Pandemic, (2)The challenges of teaching vocabulary online learning during the COVID-19 Pandemic, (3)The innovation and strategy of teaching vocabulary online learning during the COVID-19 Pandemic. The result implies that the teachers had positive view of vocabulary online learning during the COVID-19 pandemic, students become easier, practical to be able to understand and follow vocabulary learning online because surely every English teacher will more creative to provide vocabulary learning materials through either from a video, picture that has been prepared complete with visual images along with clear writing and sound through various technological media (Google Classroom, Google Meet, E-learning, Youtube, WhatsApp etc.) that English teachers have learned before. Keywords: English Teachers, Perception, Online Learning, Teaching Vocabulary, COVID-19  ]]>
<![CDATA[IMPLEMENTING VOCABULARY SELF-COLLECTION STRATEGY IN THE EFL COLLEGE CLASSROOM IN ENGAGING STUDENTS’ COMMUNICATIVE CLASSROOM ]]>
<![CDATA[Elih Sutisna Yanto]]>
<![CDATA[ TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 1, No 2 (2017): Teaching and Learning English in Multicultural Contexts ]]>
Publisher : <![CDATA[Siliwangi University ]]>
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DOI: 10.37058/tlemc.v1i2.402
<![CDATA[The application of vocabulary self-collection strategy (VSS) to EFL classroom has been well-published, but little is known about how this strategy is applied to tertiary grades education context. To fill this gap, this small-scale research reports the findings of the implementation of vocabulary Self-Collection-Strategy (VSS) in growing and developing tertiary students’ vocabulary in terms of second language research terminologies.Vocabulary self-collection strategy is an interactive-learning instructional strategy that promotes word consciousness, as students are actively involved in identifying important words from their reading through video to share with partners of their class so that communicative classroom is engaging. Qualitative data show that this strategy encouraged independent learning of the students in understanding research terminologies and their responses toward this strategy are positive. Students engaged in their own learning, discover how to recognize unfamiliar or interesting words from their readings, develop their vocabularies, and become word conscious. In addition, Vocabulary Self-Collection Strategy can be a catalys for engaging students in post listening tasks such as write a brief summary of the text from the video; explain to students’ partner in students’ own words that text was about]]>
<![CDATA[ENGAGING PRE SERVICE TEACHERS IN MULTIMODAL READING WITH LEARNING LOGS: AN ACTION CLASSROOM-BASED RESEARCH ]]>
<![CDATA[Elih Sutisna Yanto]]>;
<![CDATA[Kusrin Kusrin]]>
<![CDATA[ Jurnal Penelitian Humaniora Vol 21, No 1: Februari 2020 ]]>
Publisher : <![CDATA[Universitas Muhammadiyah Surakarta ]]>
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DOI: 10.23917/humaniora.v21i1.8592
<![CDATA[Students’ reading comprehension on disciplinary texts commonly involves the interaction between the cognitive aspect and the text itself, but little is known how it is carried out through multimodal reading. To fill this practical void, this article reports the findings of classroom action research of the pre-service teachers learning disciplinary vocabularies through different modes of meaning, the socially and culturally shaped resources or semiotic structure for making meaning: video viewing and graphic organizers. This study proposes that multimodal reading has the potential to promote the role of student teachers as designers and navigators in reading English disciplinary texts. Pedagogically, this multimodal engagement not only creates interactive content learning but also it encourages the students to become autonomous language learners. In addition to multimodal reading activities, the students were motivated not only to learn about language but also to learn through language. Moreover, multimodality reading tasks can scaffold comprehension and production of the academic language of the students. Finally, students who are engaged in cognitive work in content areas (e.g., statistics for second language research) have the motivation to learn a language that supports their learning. Multimodality reading tasks can support students ‘communication, increasing students’ academic writing and students’ academic vocabulary development as well.]]>
<![CDATA[MORAL EDUCATION IN ELT: A CRITICAL DISCOURSE ANALYSIS OF TOLERANCE VALUES REPRESENTED IN INDONESIAN EFL TEXTBOOK ]]>
<![CDATA[Filzah Khoirunisa]]>;
<![CDATA[Maman Suryaman]]>;
<![CDATA[Elih Sutisna Yanto]]>
<![CDATA[ Eltin Journal : Journal of English Language Teaching in Indonesia Vol 9, No 2 (2021): VOLUME 9, ISSUE 2, OCTOBER 2021 ]]>
Publisher : <![CDATA[STKIP Siliwangi ]]>
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DOI: 10.22460/eltin.v9i2.p88-100
<![CDATA[This present study investigates the representation of tolerance values in cultural and religious difference in EFL textbook approved by Ministry of Education and Culture (MONEC). The study used critical discourse analysis to investigate both visually and verbally text that represent tolerance values in the ELT textbook for Junior High School grade VII entitled “Bahasa Inggris: When English Rings a Bell”. The data was analyzed by using the Miles, Huberman, & Saldana’s (2016) model that consisted of data identification, data reduction, data display, conclusion drawing, and verification. The finding shows that textbook contains the tolerance values in cultural and religious difference. The other finding indicates that tolerance values are mostly predominantly depicted in the textbook through activity with fellow students or peers such as behaving politely to elder, caring to peers and respect to others habitual action without distinguish between religion and ethnic culture. It was suggested that language textbook designers need to be fully aware of tolerance values and tolerance sensitivity when writing language textbook. This is because language textbook teach not merely linguistics and communicative competence/skills but also knowledge and deliver the moral messages. Keywords: Critical discourse analysis, English textbook, moral education, tolerance values]]>
<![CDATA[A Social Semiotic Analysis of Register Variables in the Indonesian Government-Distributed English Textbook ]]>
<![CDATA[Elih Sutisna Yanto]]>;
<![CDATA[Hikmah Pravitasari]]>
<![CDATA[ English Learning Innovation (englie) Vol. 3 No. 1 (2022): February ]]>
Publisher : <![CDATA[Masters in English Education, The Directory of Postgraduate Program,Universitas Muhammadiyah Malang ]]>
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DOI: 10.22219/englie.v3i1.19288
<![CDATA[While the inclusion of Genre-Based Approach (GBA) as language pedagogy globally has received extensive attention in recent years, research on evaluating ELT textbooks focusing on the register representation remains relatively scarce. Drawing on the framework of social semiotic text analysis as the functional variety of language and register theory: field, mode and tenor, the present study aimed to explore Indonesian Ministry of Education and Culture-endorsed secondary school English textbook from the perspective of textbooks as “a resource for making meanings—language as a social semiotic.” The findings revealed that language textbooks should be viewed as sociocultural artifacts that feature register or the context of situation representation. This article examines the research question in what ways register variables are portrayed in one Indonesian Ministry of National Education-approved secondary school English textbook, which deploys various genres and discursive resources. This critical analysis reveals that verbal texts with different genres in the textbook represent a myriad of contexts of which both teachers and students need to become aware. The implication of this study suggests that both teachers and students need to equip with skills in analyzing and reading as well as in critical language awareness analysis. Both teachers and students should have the opportunity to engage critically with textbooks as a socio-semiotic agent, for instance.]]>
<![CDATA[Gender Representation in The English Textbook for Grade Ninth in Indonesia ]]>
<![CDATA[Wafda 'Aini]]>;
<![CDATA[Elih Sutisna Yanto]]>;
<![CDATA[Wahyudin Fitriyana]]>
<![CDATA[ INTERACTION: Jurnal Pendidikan Bahasa Vol 8 No 2 (2021): INTERACTION: Jurnal Pendidikan Bahasa ]]>
Publisher : <![CDATA[Universitas Pendidikan Muhammadiyah (UNIMUDA) Sorong ]]>
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DOI: 10.36232/jurnalpendidikanbahasa.v8i2.1334
<![CDATA[This study aims to examine how different genders are represented in Indonesia's grade eight English textbooks. The primary goal of this research is to ascertain the various gender representations and how language and images are used in the English textbook "Think Globally Act Locally." The study employs Fairclough's (1989) Critical Discourse Analysis (CDA) frameworks, specifically the description, interpretation, and explanation. Analyses are divided into five categories: Authors' genders, character genders, issues centered on men or women pictures and visibility, and linguistic traits. Additionally, the images have been subjected to a critical image analysis using the Critical Image Analysis program. The investigation's findings reveal that gender prejudice or stereotypes persist in the English textbooks used in Indonesian schools, despite the government's efforts to promote equality and fairness in education through the country's educational policy. Lastly, the study offers some pedagogical implications and recommendations for resolving gender inequality in the educational materials used in English classrooms.]]>
