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All Journal Jurnal Penelitian Pendidikan Journal on English as a Foreign Language (JEFL) AL-ATHFAAL : JURNAL ILMIAH PENDIDIKAN ANAK USIA DINI English Language, Linguistics, and Culture International Journal (ELSTIC-IJ)
Hidayat, Raden Aulia Utami
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Education Languange, Linguistic, Communication & Media

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Critical Literacy Strategy and Challenges: Voice from a High School EFL Teacher Hidayat, Raden Aulia Utami; Gustine, Gin Gin; Setyarini, Sri
Jurnal Penelitian Pendidikan Vol 20, No 3 (2020)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jpp.v20i3.25399

Abstract

This qualitative case study is proposed to investigate the implementation of critical literacy strategy in the English as a Foreign Language (EFL) classroom by one English teacher from one of the public senior high school in Indonesia. The qualitative analysis of the data collected from classroom observation and interview show that the teacher implements the five-steps instructional framework of critical literacy. In the implementation stage, the teacher conducted the framework's whole steps and emphasized the group discussion session where the students could be free to state their opinion. Although the material was taken from the textbook, the teacher could combine her teaching between the book and critical literacy teaching. She provoked her students by posing essential questions and helped students to read and think beyond the text. She also tried to develop her students' social awareness, tolerance, and responsibility through the discussion they shared. However, the teacher encountered some challenges in implementing critical literacy, such as the lack of students' language proficiency, classroom practice transformation, and the lack of teaching resources and facilities.
ARTIFICIAL INTELLIGENCE (AI) DALAM MENDUKUNG PRODUKSI TEKS MULTIMODAL SISWA DI SEKOLAH MENENGAH ATAS HIDAYAT, R RIZKIKI AZKIA; HIDAYAT, RADEN AULIA UTAMI
elstic : english language linguistics culture Vol 4 No 03 (2024): Volume 04, Number 03, December 2024
Publisher : Univeristas Islam Negeri (UIN) Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/elstic-ij.v4i03.49896

Abstract

In the digital age, integrating artificial intelligence (AI) into educational practices has revolutionized students' capabilities in producing multimodal texts, which encompass a diverse range of communicative forms, including text, images, audio, video, and interactive content. This study explores the multifaceted role of AI in supporting students' multimodal text production. It examines how AI-driven tools and platforms facilitate content generation, provide personalized feedback, enhance collaborative efforts, and improve accessibility for diverse learners. The participants of this study were an English teacher and her students at one of the public senior high schools in West Java, Indonesia. A qualitative design in the form of a case study was selected as the methodology. Classroom observation and interviews were employed to collect the data. Through a comprehensive analysis of current AI applications such as Grammarly, Chat-GPT, and Canva, this paper highlights the transformative potential of AI in enhancing students' creativity, technical proficiency, and academic success. The findings suggest that AI not only aids in the efficient creation and refinement of multimodal texts but also fosters a more inclusive and adaptive learning environment. This study underscores the importance of integrating AI technologies into educational curricula to equip students with the necessary skills to thrive in a multimodal and increasingly digital world.
Pengetahuan dan Pemahaman Guru-guru Pendidikan Islam Anak Usia Dini (PIAUD) Terhadap Literasi Kritis di Indonesia Hidayat, Raden Aulia Utami; Hidayat, Paridah; Umayah, Siti
Al-Athfaal: Jurnal Ilmiah Pendidikan Anak Usia Dini Vol. 4 No. 2 (2021): Al-Athfaal: Jurnal Ilmiah Pendidikan Anak Usia Dini
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ajipaud.v4i2.9806

Abstract

Istilah literasi kritis cenderung dianggap sebagai sesuatu yang baru di Indonesia. Sebagian besar guru memiliki pengetahuan dan pemahaman yang terbatas tentang literasi kritis, tentang apa dan mengapa itu penting. Kesulitannya tidak hanya dialami oleh guru yang mengajar dalam pendidikan tinggi, bahkan guru pengajar anak usia dini pun merasa bahwa mereka tidak mengerti istilah ini. Penelitian ini menggunakan jenis penelitian kualitatif yang bertujuan untuk mencari tahu pengetahuan dan pemahaman gugru-guru Pendidikan Islam Anak Usia Dini (PIAUD) terhadap Literasi Kritis. Partisipan dari penelitian ini adalah lima puluh tujuh guru PIAUD di Garut, Provinsi Jawa Barat, Indonesia, yang disurvei menggunakan kuisioner daring terkait dengan pengetahuan dan pemahaman mereka tentang literasi kritis. Hasil dari kuesioner terbuka yang dianalisis secara induktif mengungkapkan bahwa, meskipun guru PIAUD ini telah mengajar selama kurang dari satu hingga lima belas tahun, mereka memahami apa itu melek huruf dan apa yang penting dalam konteks tradisional. Namun, semuanya menunjukkan kurangnya pengetahuan dan pemahaman tentang istilah literasi kritis. Disisi lain beberapa guru PIAUD menunjukkan keyakinan positif mereka pada promosi literasi kritis kepada siswa mereka dan beberapa dari mereka masih tidak yakin tentang implementasi hal yang baru tersebut karena mereka memiliki pengetahuan dan pemahaman yang terbatas tentang istilah literasi kritis tersebut.
A qualitative case study of critical literacy in boosting EFL students’ critical language awareness: Critical literacy in teaching exposition text and its impacts Hidayat, Raden Aulia Utami; Setyarini, Sri; Gustine, Gin Gin; Hermawan, Budi
Journal on English as a Foreign Language Vol 15 No 1 (2025): Issued in March 2025
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v15i1.9680

Abstract

Critical literacy is essential to be implemented in this 21st-century education. However, the implementation of it remains underexplored, especially in the Indonesian context. This study aims to investigate the implementation of critical literacy in teaching exposition texts and its impacts on students' critical language awareness. Using a qualitative approach with a case study design, the research involved an English teacher and thirty-six tenth-grade students of a public senior high school in one district in West Java, Indonesia. Data were collected through classroom observations. The data were analyzed using deductive thematic analysis based on the four-dimension framework of critical literacy and the five-step guided instructional approach as the guideline. Findings indicated that the teacher has successfully implemented the critical literacy strategies in teaching exposition texts. Furthermore, the practices enhanced students’ critical language awareness by encouraging analytical text evaluation. However, there were two main challenges, particularly in engaging with socio-political issues and taking action since both the teacher and students were still unfamiliar with the discussion of sensitive issues. The study highlights the practical and pedagogical benefits of critical literacy in underrepresented educational settings, contributing to the preparation of a globally competitive and socially aware generation.
Co-Authors Budi Hermawan Gustine, Gin Gin Hidayat, Paridah HIDAYAT, R RIZKIKI AZKIA Siti Umayah, Siti Sri Setyarini