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All Journal International Journal of Humanity Studies (IJHS) LLT Journal: A Journal on Language and Language Teaching
Monica Ella Harendita
Sanata Dharma University, Yogyakarta
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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New Literacies: Some Implications for Language Teachers Monica Ella Harendita
LLT Journal: A Journal on Language and Language Teaching Vol 17, No 1 (2014): April 2014
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/llt.v17i1.259

Abstract

The ever-changing development of digital technology has become a scapegoat that exacerbates literacy. In scrutinising this issue, this article counters the simplistic view on literacy. Instead, it views literacy as socially, culturally and historically constructed. Therefore, the traditional definition of literacy, which is the ability to read and write, may not fit the digital age. This article discusses how digital technologies have reshaped the nature of literacy. After discussing literacy, and the Internet in general and Web 2.0 in particular, this paper presents some implications for language teachers in dealing with the altered literacy practices. First, critical literacy should be embedded in classroom practices so as to make students critically evaluate the free-flowing information on the Internet. Second, language teachers should nurture participatory culture of the students by encouraging collaboration among them.DOI: https://doi.org/10.24071/llt.2014.170102
What Governs Their Practices? A Study on Pre-service English Language Teachers Beliefs Monica Ella Harendita
LLT Journal: A Journal on Language and Language Teaching Vol 20, No 1 (2017): April 2017
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/llt.v20i1.507

Abstract

Pre-service teachers undergo an important phase, called teaching practice, before plunging in the real teaching. Thus, the experiences and what they do during the practice can be an interesting subject to study. In this light, this case study attempts to gain more understanding on the beliefs of some pre-service teachers with regard to learning and teaching, as well as to see the influence of their beliefs on their practices. The data were gathered from reflective journals and observations. The findings show that the participants held some beliefs in regard to teaching and learning. First, they believed that mutual respect should be maintained in classroom. Second, interrelated with the previous belief, for the participants, meaningful learning requires active participation. Third, the participants believed that learning should be motivating. Fourth, the participants held a belief that as a teacher they have flexible roles. Hopefully, the results of this study will be beneficial in informing teacher training education in order to prepare and assist their students better as future teachers.
MAKING PEACE AMONG CONFLICTING IDENTITIES: AN AUTOETHNOGRAPHY Monica Ella Harendita
International Journal of Humanity Studies (IJHS) Vol 1, No 1 (2017): September 2017
Publisher : Sanata Dharma University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/ijhs.v1i1.672

Abstract

Autoethnography has gained more popularity in qualitative research. Putting the researchers personal narratives at the centre, authoethnography can present one way to vocalize her voice without diminishing the significance of theories. By connecting lived experiences with the framework, autothnography can serve as a powerful tool in meaning makings. Drawn upon my experiences when I was pursuing my masters in Australia, this autoethnography portrays my struggle on identity negotiation as a Javanese woman and a student in Australia. As I was trying to uncover my experiences and look at them mainly using Halls (1993, 1997) theories as the framework, I came into a better understanding on my multiple and multilayered identities. Negotiating those identities is the key to make peace among them.
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