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All Journal Indonesian Journal of English Language Teaching and Applied Linguistics Studies in English Language and Education Indonesian Journal of English Language Teaching and Applied Linguistics
Mustofa, Muhammad Ibnu
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Education Languange, Linguistic, Communication & Media

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Textbook Adaptation Techniques in a Technology-Integrated Environment by an Indonesian EFL Teacher Mustofa, Muhammad Ibnu; Damayanti, Ika Lestari
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 9, No 1 (2024): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/ijeltal.v9i1.1623

Abstract

Research on the roles of textbooks in EFL teaching contexts has been widely reported. However, studies on textbook adaptation strategies in a technology-integrated classroom have not received much attention. To fill the gap, the current research sought to explore the types of textbook adaptation strategies employed by an Indonesian EFL teacher in a technology-integrated teaching environment. The challenges encountered and the coping strategies used by the teacher were also investigated. Through a qualitative case study design, an English teacher of an Islamic junior high school in Medan was purposively recruited as the participant. An interview and document analysis were employed to collect the data. The interview data were analyzed using a thematic analysis while the documents were through skimming, reading, and interpretation. The findings revealed that the teacher employed several adaptive strategies, such as omission, addition, and modification on the assignments, the language skills, student activities, and approaches (conventional to the technology-based classroom) through the use of websites, a projector, and digital tools. It was also found that adapting the textbook was challenged by the varied students' levels of proficiency and learning styles, as well as the students' expectations of the teacher. As the coping strategies, the teacher optimized her skills of technology literacy to design creative and engaging learning materials and included tasks that met the levels of students from low and high-achieving groups. The findings of this study imply the crucial roles of all education stakeholders in providing support for teachers to use textbooks effectively
Textbook Adaptation Techniques in a Technology-Integrated Environment by an Indonesian EFL Teacher Mustofa, Muhammad Ibnu; Damayanti, Ika Lestari
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 9, No 1 (2024): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/ijeltal.v9i1.1623

Abstract

Research on the roles of textbooks in EFL teaching contexts has been widely reported. However, studies on textbook adaptation strategies in a technology-integrated classroom have not received much attention. To fill the gap, the current research sought to explore the types of textbook adaptation strategies employed by an Indonesian EFL teacher in a technology-integrated teaching environment. The challenges encountered and the coping strategies used by the teacher were also investigated. Through a qualitative case study design, an English teacher of an Islamic junior high school in Medan was purposively recruited as the participant. An interview and document analysis were employed to collect the data. The interview data were analyzed using a thematic analysis while the documents were through skimming, reading, and interpretation. The findings revealed that the teacher employed several adaptive strategies, such as omission, addition, and modification on the assignments, the language skills, student activities, and approaches (conventional to the technology-based classroom) through the use of websites, a projector, and digital tools. It was also found that adapting the textbook was challenged by the varied students' levels of proficiency and learning styles, as well as the students' expectations of the teacher. As the coping strategies, the teacher optimized her skills of technology literacy to design creative and engaging learning materials and included tasks that met the levels of students from low and high-achieving groups. The findings of this study imply the crucial roles of all education stakeholders in providing support for teachers to use textbooks effectively
Ideational metaphor in exposition texts in an EFL textbook and its pedagogical significance Mustofa, Muhammad Ibnu; Gustine, Gin Gin
Studies in English Language and Education Vol 12, No 2 (2025)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v12i2.34906

Abstract

Analytical exposition texts feature causal relationships and nominalization, which can be explored through a grammatical metaphor framework. Despite numerous studies on analytical exposition texts and grammatical metaphors, research on grammatical metaphors in analytical exposition texts in an EFL textbook has not been extensively reported. Through a qualitative research design, particularly qualitative content analysis, this study explored the frequency and variation of ideational metaphors in four selected analytical exposition texts in an EFL textbook for tenth graders of senior high schools in Indonesia. The results show that shift from process to thing occurred most frequently (37%), followed by shift from relator to relator: circumstance (conjunction verb) (15.8%), shift from process to process: quality (13.7%), and shift from thing to thing: class (of things) (13.1%). The other three types of shifts that occurred least frequently are shift from thing to thing: possessor (of thing) (11%), followed by shift from quality to quality: thing (6.8%), and finally, relator to relator: circumstance (conjunction prepositional phrase) (2.6%). The pedagogical implications of this study emphasize the importance of explicit teaching of grammatical metaphor through a genre-based approach. This research offers important contributions to our understanding of EFL teachers in facilitating students with the knowledge of grammatical metaphor and nominalization for better academic writing skills.
Co-Authors Gustine, Gin Gin Ika Lestari Damayanti