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All Journal Jurnal Penelitian Humaniora JEELS (Journal of English Education and Linguistics Studies) Literasi: Jurnal Pendidikan Guru Indonesia
Aniq, Lailatun Nurul
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Arts Humanities Education Languange, Linguistic, Communication & Media Other

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THE REFUSAL STRATEGIES EMPLOYED BY PRE-SERVICE EFL TEACHERS: A COMPARISON BETWEEN JAVANESE AND SUMATRANS Dewi, Lintang Indah Ayu Respati; Aniq, Lailatun Nurul; Anisa, Khairani Dian
Jurnal Penelitian Humaniora Vol 21, No 2: Agustus 2020
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/humaniora.v21i2.9924

Abstract

Refusing is a part of commissive speech acts. Refusing is a face-threatening act (FTA) that needs a good pragmatic competence since it probably gives risk to the interlocutor's positive or negative face. However, it indicates that people from various cultural backgrounds employ dissimilar refusal strategies. This study aimed at providing a comparison of refusal strategies used between Javanese Pre-service English Teachers (JPETs) and Sumatranese Pre-service English Teachers (SPETs) in accordance with different levels of power. The data were elicited from the DCT given to 10 JPETs and 10 SPETs. The participants were asked to fill the DCTs with written responses in which each DCT described different contexts and settings. Based on the analysis, JPETs and SPETs employed similar strategies in refusing to a request. The difference was only on the frequency usage of a certain strategy. Furthermore, all of the indirect strategies were applied to refuse a request meanwhile only a strategy comes from a direct strategy called the negation of proposition that is applied. A direct refusal strategy call bluntness was not applied. This study evoked pre-service awareness of pragmatic competence which could be taught to their future students and larger participants were encouraged for future study.
Exploring EFL Pre-service Teachers' Experiences in Accessing Information to Develop Digital Storytelling as Learning Media: A Narrative Inquiry Drajati, Nur Arifah; Ekawati, Febriani Fajar; Ramli, Murni; Rochsantiningsih, Dewi; Haryati, Sri; Aniq, Lailatun Nurul
Literasi: Jurnal Pendidikan Guru Indonesia Vol. 3 No. 3 (2024): September
Publisher : Lembaga Bale Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/literasi.v3i3.980

Abstract

Technology's darting advancement made digital literacy a key component in pre-service teacher professional development. Their digital literacy ability is reflected in their teaching, including designing learning media such as digital story-telling. Hence, this study is designed to understand how EFL pre-service teachers access information as a part of digital literacy to create digital storytelling learning media. The data were gathered from 28 students of the English Education Department in the Cross-Cultural Understanding course by having them write diaries to reflect on their experiences in designing digital storytelling learning media. Using a narrative inquiry method, the data were analyzed through three steps: repeatedly reading, coding, and categorizing it into thematic headings. The findings from data analysis indicate the mastery of various dimensions of digital literacy, namely photo-visual, reproductive, branching, informational, and social-emotional literacy, by EFL pre-service teachers, substantially contributed to the quality of teaching and student engagement in digital-based learning. This research underscores the need to integrate digital literacy training into teacher education programs to better prepare future educators for the demands of modern, technology-driven classrooms.
Shifting Language Ideology and Teaching Practice in Multilingual Class: Voices of Indonesian Lecturers in CLIL Prasandha, Diyamon; Aniq, Lailatun Nurul
JEELS (Journal of English Education and Linguistics Studies) Vol. 10 No. 1 (2023): JEELS May 2023
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat IAIN Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v10i1.434

Abstract

Content and Language Integrated Learning (CLIL) has grown in popularity due to the idea that it may aid students in enhancing their foreign language proficiency. Previous studies have found that teaching a foreign language in a bilingual setting creates obstacles since students have fewer linguistic features in learning and teaching. While they investigated the significance of various perspectives in this process, this study explores language ideologies and practices in the multilingual background. It seeks the lecturer's voice who taught preparation courses for international students about his language ideologies and CLIL practices using different parameters of CLIL. This narrative study engaged guided dialogues and observations. We adopted Barkhuizen et al.’s (2014) thematic analysis for analyzing the data. It indicated that language ideologies emerged after framing the courses within the students' more comprehensive language ideological contexts, followed by a discussion of its relevance to classroom practice English is used to address gaps between individuals who might not share a common native language or a shared (domestic) identity and with whom English was the favored foreign language of communication. While he created a humanist course for students to use their broad vocabulary and grammar classes were nevertheless immersed in transitory language ideologies.
Co-Authors Anisa, Khairani Dian Dewi Rochsantiningsih Dewi, Lintang Indah Ayu Respati Ekawati, Febriani Fajar Murni Ramli Nur Arifah Drajati Prasandha, Diyamon Sri Haryati Sumardi .