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Code Switching in the Instructions of English Language Education Study Program Lecturers Mukti, Thomas Wahyu Prabowo; Muljani, Retno
LLT Journal: A Journal on Language and Language Teaching Vol 19, No 1 (2016)
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (992.491 KB)

Language is an essential mean of communication in teaching and learning activities. Specifically, in the English Language Education Study Program (ELESP) that employs English as the main instructional language for teaching and learning activities. Considering that English was not studentsâ first language, some lecturers employed code switching to help third-semester students in learning English. With regard to this phenomenon, this study addressed two research questions. First, what the types of code switching ELESP lecturers employ in their instructional languages are and second, what the reasons for ELESP lecturers to employ code switching in their instructional languages are. This study belonged to a basic interpretative study. It employed interview guidelines to understand the experiences of the lecturers who employed code switching. The results of this study showed that the lecturers employed both situational and metaphorical code switching. In addition, the writer found that the participants of the study code-switched for the reasons which can be classified into topic, addressee, emphasis, persuasion, solidarity, affection, nature of the subject and strategy. The results of the study also revealed that the use of code switching in lecturersâ instructional languages was mainly for the studentsâ understanding.Â DOI: https://doi.org/10.24071/llt.2016.190105

LOCAL CULTURAL LITERACY AND ITS PROMOTION Muljani, Retno; Sunarto, Emanuel
International Journal of Humanity Studies (IJHS) Vol 2, No 1 (2018): September 2018
Publisher : Sanata Dharma University

As a place of conservation, research, education, and entertainment, a museum can support formal educational institutions to introduce kinds of literacy, including local cultural literacy. LocalÂ culturalÂ literacy in thisÂ study referred toÂ the knowledge ofÂ wayang ( = puppets) belongingÂ to Museum Wayang Kekayon Yogyakarta (MWK).Â VisitorsÂ to MWK can learn the tangible and intangible aspects ofÂ wayang collectionsÂ ofÂ MWK. As a preliminary study of a multi-year research, this study addressed two research questions: 1) what educational functions can be promoted through MWK collections? and 2) what criteria shouldÂ promotional mediaÂ haveÂ in order to promote MWK? The study implemented hermeneutic approach supported by theories ofÂ Semiotics,Â Â Discourse, Pragmatics, andÂ Â Web Usability. Data were collected by browsing the Internet, conducting observations while visiting MWK, interviewing experts on museum, wayang, and semiotics and MWK educators. The findings of the study were 1) the identification ofÂ MWK educational functionsÂ to introduce cultural literacy and other relevant philosophical values, and 2) the CLEAR criteria of effective promotional media to promoteÂ cultural (wayang) literacy in the digital era. The study recommended that fun but meaningful activities should be conducted at MWK, and relevant resources and tools should be providedÂ and usedÂ to support theÂ activities.DOI: https://doi.org/10.24071/ijhs.2018.020104

PARENTS’ INVOLVEMENT AND ITS EFFECTS ON ENGLISH YOUNG LEARNERS’ SELF- EFFICACY Christiani Tiwi Sumanti; Retno Muljani
Celtic : A Journal of Culture, English Language Teaching, Literature and Linguistics Vol. 8 No. 1 (2021): June 2021
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/celtic.v8i1.14632

The research aimed to describe parents’ involvement to support their children’s self-efficacy development in learning English. As a descriptive qualitative study, the research employed observations on two primary school students of grade three, and interviewed their parents and teachers. A set of questions was formulated by the researcher to analyze the influence of parents on their self-efficacy in learning English at home. This study showed that parents' commitment has proven to encourage their children to learn English, and through the Zone of Proximal Development (ZPD) process and learning, particularly their encouragement at home makes the children developed their self-efficacy. Parental participation in English should be taken seriously, particularly in public schools, where there was only a minimum period to learn English at school. It was revealed that parents' involvement in the learning and acquisition of English by the children could contribute positively to their learning achievement and motivation.

Code Switching in the Instructions of English Language Education Study Program Lecturers Thomas Wahyu Prabowo Mukti; Retno Muljani
LLT Journal: A Journal on Language and Language Teaching Vol 19, No 1 (2016): April 2016
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.v19i1.311

Language is an essential mean of communication in teaching and learning activities. Specifically, in the English Language Education Study Program (ELESP) that employs English as the main instructional language for teaching and learning activities. Considering that English was not students first language, some lecturers employed code switching to help third-semester students in learning English. With regard to this phenomenon, this study addressed two research questions. First, what the types of code switching ELESP lecturers employ in their instructional languages are and second, what the reasons for ELESP lecturers to employ code switching in their instructional languages are. This study belonged to a basic interpretative study. It employed interview guidelines to understand the experiences of the lecturers who employed code switching. The results of this study showed that the lecturers employed both situational and metaphorical code switching. In addition, the writer found that the participants of the study code-switched for the reasons which can be classified into topic, addressee, emphasis, persuasion, solidarity, affection, nature of the subject and strategy. The results of the study also revealed that the use of code switching in lecturers instructional languages was mainly for the students understanding.

Elementary EFL teachersâ€™ perceptions on code-switching in primary learning contexts Kristian Florensio Wijaya; Retno Muljani Retno Muljani; Barli Bram
Journal of English Language and Pedagogy Vol 3 No 2 (2020)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36597/jelp.v3i2.7236

In this 21st century teaching and learning, there is an intense debate involving language experts whether code-switching should be integrated into EFL learning contexts or not. The supporters of the L2 believed that intense training in the target language will enable EFL learners to be more proficient target language users. While the L1 experts allowed EFL teachers to apply their mother tongue while delivering the teaching-learning materials in order to deliver their teaching-learning instructions clearly for the learners. In line with this contradictory paradigm, EFL teachers need to implement the first language more judiciously in order to preserve learnersâ€™ first language and acquire their target language competencies fully. This study attempted to discover Elementary EFL teachersâ€™ perceptions of the use of code-switching in primary learning contexts. This study utilized narrative inquiry utilizing one research instrument, open-ended interview questions to discover Elementary EFL teachersâ€™ perceptions regarding the utilization of code-switching in primary learning contexts. The participants involving in this study were EFL teachers working in Demangan Baru 1 Elementary School, Yogyakarta. Findings from this study revealed that code-switching did not only help EFL teachers to deliver particular learning materials clearly but also promote greater EFL learning enjoyment for the students.

THAI UNIVERSITY STUDENTS’ ATTITUDES TOWARDS ELF IN CLASSROOM CONTEXTS: A MIXED-METHODS STUDY Sumit Choemue; Retno Muljani
ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol 6, No 1 (2021): JUNE
Publisher : IAIN Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eltecho.v6i1.7317

English has long acted as a powerful language in the world since it is spoken by various people from diverse cultural backgrounds and places around the globe. As a number of non-native speakers (NNSs) are rapidly growing, English as a Lingua Franca (ELF) has become more widespread among English users. This study aimed to investigate Thai university students’ attitudes towards ELF. Particularly, attitudes towards learning English, varieties of English, and ELF used as a medium of instruction in the classroom were examined. Employed a mixed-methods research design, the questionnaire and semi-structured interview were used to collect the data. 23 undergraduate students studying at Xavier Learning Community (XLC), Chiang Rai, Thailand, participated in this study. The findings revealed that effective communication with other English speakers was the paramount goal of learning English. Moreover, the students have begun to express positive attitudes towards different varieties of English used in the classroom as they showed their interest in non-native cultures. This study suggested that supportive learning environments where the students could expose to various varieties of English both inside and outside the classroom would raise their awareness of ELF. Also, ELF teachers should adjust their teaching strategies to meet students’ needs in the future.

LOCAL CULTURAL LITERACY AND ITS PROMOTION Retno Muljani; Emanuel Sunarto
International Journal of Humanity Studies (IJHS) Vol 2, No 1 (2018): September 2018
Publisher : Sanata Dharma University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/ijhs.v2i1.1504

As a place of conservation, research, education, and entertainment, a museum can support formal educational institutions to introduce kinds of literacy, including local cultural literacy. Local cultural literacy in this study referred to the knowledge of wayang ( = puppets) belonging to Museum Wayang Kekayon Yogyakarta (MWK). Visitors to MWK can learn the tangible and intangible aspects of wayang collections of MWK. As a preliminary study of a multi-year research, this study addressed two research questions: 1) what educational functions can be promoted through MWK collections? and 2) what criteria should promotional media have in order to promote MWK? The study implemented hermeneutic approach supported by theories of Semiotics, Discourse, Pragmatics, and Web Usability. Data were collected by browsing the Internet, conducting observations while visiting MWK, interviewing experts on museum, wayang, and semiotics and MWK educators. The findings of the study were 1) the identification of MWK educational functions to introduce cultural literacy and other relevant philosophical values, and 2) the CLEAR criteria of effective promotional media to promote cultural (wayang) literacy in the digital era. The study recommended that fun but meaningful activities should be conducted at MWK, and relevant resources and tools should be provided and used to support the activities.

GENDER SENSITIVE MESSAGES DELIVERED IN THE DISNEY MOVIE FROZEN Retno Muljani; Mega Wulandari; Deasy Ekawati
Sintesis Vol 12, No 1 (2018)
Publisher : Universitas Sanata Dharma

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/sin.v12i1.1738

In the era of information technology, electronic media are broadcasted throughout the world by farreachingmultinational companies. In that way, various forms of entertainment have becomeinseparable from childrens daily lives. Due to their extensive presence, media may have considerableinfluence over childrens development and behaviour. Naturally, media are expected to provide notonly creative entertainments but also positive didactic messages for child viewers, including thoseunder five (5) years old. Early age education practitioners can make use of the movies to introducethe child viewers to certain values such as relevant gender sensitive messages. Frozen (2013) is amovie which depicts female independent characters that do not pursue romance as their only lifegoal; instead, they prefer to stay together and keep their mutual love as sisters after a long journeyfull of adventures.In this preliminary study, the visual and narrative elements of the movie are studiedin order to analyze the gender sensitive messages wrapped in entertaining styles. To some extent,themessages can also enhancefive different developmental domains of childrennamely social, physical,intellectual, creativity, and emotion development (in short, S.P.I.C.E.).Thus, watching the movie canbring benefits to child and adult viewers from the viewpoints of entertainment, education, and childdevelopment.

English Teachers’ Performance Evaluation as a Means for Their Professional Developments Imelda Woa Wene; Retno Muljani
Indonesian Research Journal in Education |IRJE| Vol. 4, No. 2, Dec 2020
Publisher : Universitas Jambi, Indonesia

The study aimed to reveal how the teacher performance evaluation methods implemented by a private Catholic senior high school in Malang, East Java facilitated its English teachers towards their professional developments. This study employed a case study approach. The data from the participants - three senior English language teachers, two students, the school principal, vice principal, the head of Human Resources Development Section and supervisor from foundation were collected through semi-structured interviews. All data were analyzed qualitatively. The results revealed that the school employed five evaluation methods, namely, evaluation by students, self-evaluation, and evaluation by peers, evaluation by superior and supervision. The methods employed by the school provided positive impacts on the English teachers’ professional development, although the results of the evaluations did not serve as the main guideline for the school to include the teachers in development activities. The school carried out evaluation to ensure its teacher performance standard and the instruments to conduct the evaluation were always reviewed and adjusted to school culture and authentic conditions. The researchers suggest that the teachers should have their initiatives and build their agency to develop themselves professionally.

EXPLORING PARENTS’ HOME-BASED INVOLVEMENT IN THEIR CHILDREN’S ENGLISH LEARNING: TRIGGERS AND BARRIERS Cicilia Siwi Triutami; Retno Muljani
PROJECT (Professional Journal of English Education) Vol 4, No 1 (2021): VOLUME 4 NUMBER 1, JANUARY 2021
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/project.v4i1.p35-46

In Indonesian context, English has been taught in elementary school level and parents’ involvement is considered as one of the influencing factors which has contribution to the children’s language learning achievement. The rapid, complex and continuous societal changes in this digital era might impact and alter the possibilities of parents’ involvement in their children’s language learning. The current study explored the triggers and the barriers of parents’ home-based involvement in their children’s English language learning and the features of their involvement. The qualitative research by implementing semi-structured, in- depth interview with four parents of elementary students at one of private schools in Yogyakarta city was conducted. The findings show the three main triggers in parents’ home-based involvement namely: (1) parents’ belief of the importance of English, (2) the implementation of school technological learning tools and (3) parents’ expectation of their children academic achievement. While the barriers that parents encounter in their involvement are: (1) parents’ lack of time, (2) parents’ unproficiency in English and (3) parents’ unfamiliarity with the use of technological tools. As the features of involvement, the study reveals parents’ monitoring, accompaniment, assistances in their children’s home-learning activities, providing some additional English learning media and financing English private course. Keywords: Barriers, Children’s English Language Learning, Parents’ Home-Based Involvement, Triggers

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