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All Journal International Journal of Humanity Studies (IJHS) ELTR Journal UC Journal: ELT, Linguistics and Literature Journal
Ive Emaliana
Brawijaya University
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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EQUAL GENDER REPRESENTATION IN EFL INSTRUCTIONAL MATERIALS DURING EMERGENCY REMOTE LEARNING Hilda Triyaswati; Ive Emaliana
International Journal of Humanity Studies (IJHS) Vol 5, No 1 (2021): September 2021
Publisher : Sanata Dharma University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/ijhs.v5i1.3774

Abstract

Gender representations in EFL instructional materials can be given less attention amid covid-19 pandemic because there are abundant resources offered in online learning. The current paper aims to investigate a measurement to determine whether males and females are portrayed equally in EFL instructional materials, as proposed in RUU No. 81 A of 2013 the Republic of Indonesia's Ministry of Education and Culture which stated: “The curriculum should be oriented toward the production of good manners and a fair attitude, with a focus on gender equality". Employing library research method, researchers attempt to achieve this by examining ten experts’ theories which postulate equal representations of gender in EFL textbooks, namely (Dominguez 2003), Cohen, L Manion (1992), (Porreca 1984), Stockdale (2006), (Sovič and Hus 2015), (Hall 2014),  (Gharbavi and Mousavi 2012), Holmqvist and Gjorup (2006), Nofal and Qawar (2015), and Chung (2014). The findings from the analysis indicate that gender representations in learning materials measured through language items and illustrations showed inequal and further complete sub dimensions descriptions are elucidated in the discussions. Pedagogical implications of selecting and developing instructional materials, which represent gender equality, are explored more to foster effective emergency remote learning
DEVELOPING WRITING SKILLS THROUGH ONLINE SELF-REGULATED LEARNING Cahyaning Imani; Ive Emaliana
UC Journal: ELT, Linguistics and Literature Journal Vol 2, No 2 (2021): November 2021
Publisher : Sanata Dharma University, Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (290.502 KB) | DOI: 10.24071/uc.v2i2.3849

Abstract

As a side effect of the emergency transition to remote online learning, all Indonesian schools and universities have stopped teaching in classroom settings in mid-March 2020 and began using internet platforms to deliver online learning activities. However, there are issues concerning students' perseverance and achievement as fully online learning is implemented. Considering many learners may not be able to concentrate on studying under traumatic circumstances, such as a pandemic, it is necessary to consider learning strategies that produce learning opportunities for all students to achieve specific goals in distance learning. Writing skills are considered the most challenging of all language skills among English as foreign language (EFL) students. When students use an online self-regulated learning (OSEL) strategy in learning writing, they can control their performance and benefit from online learning by adjusting their behaviors. Thus, the aim of the study is to find the causal relationship between OSEL strategy and writing skills.
EXPLORING EFL STUDENTS' LEARNING STRATEGIES AND THEIR ONLINE LEARNING ENGAGEMENTS AMID COVID-19 PANDEMIC Dimas Mulia; Ive Emaliana
ELTR Journal Vol. 5 No. 2 (2021)
Publisher : English Language Education Study Program Association (ELESPA) or Asosiasi Program Studi Pendidikan Bahasa Inggris (APSPBI), Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37147/eltr.v5i2.122

Abstract

Amid Covid-19 pandemic, emergency remote teaching has been done through online learning. Recent research has found some challenges and opportunities, including the debate analyzing the effectiveness of EFL online teaching and learning processes. However, little is known about the types of learning strategies that suit students' engagement with online learning. The investigation between them illustrates an emerging paradigm for English learning in an online setting, where learning takes place in authentic environments with immersive experiences in order to achieve meaningful learning. This early examination reveals assessments on their natures and applications in connection to English success with the goal of distributing such a revolutionary arena. The findings are revealed in the conclusions in the form of model hypothesis of causal relationship may accordingly help other researchers to conduct further research in exploring the prediction of learning strategies provided in this paper when dealing with enhancing EFL teaching method during this emergency remote teaching and learning
Co-Authors Cahyaning Imani Dimas Mulia Hilda Triyaswati