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All Journal Language Literacy: Journal of Linguistics, Literature, and Language Teaching ELLITE: Journal of English Language, Literature, and Teaching JEELS (Journal of English Education and Linguistics Studies)
Fadlillah, Anam
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Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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Sketch and Literacy Fadlillah, Anam
ELLITE Vol 4, No 1 (2019): ELLITE
Publisher : Universitas Muhammadiyah Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (91.191 KB) | DOI: 10.32528/ellite.v4i1.2308

Abstract

Identity is known as the concept of how people come to understand themselves through the “worlds” they participate in and how they relate to others within and outside of these worlds. However, their identity that is constructed within their figured worlds give significant impact to their literacy practices, in which their literacy event, unconsciously, showed their identity and figured worlds that they participate in. This paper investigates one post-graduate student’s literacy event, sketching, by using the concept of figured worlds, in which it focused on figuring out how the figured worlds construct her identity in her literacy practices. The data were collected by taking photographs of the literacy events and interviewing to find out her cultural life, family, and social life that construct her identity. The findings of the study showed that somebody’s literacy events have a lot of implicit meaning rather than just a product of literacy practices.
Differentiated Instruction in ELT: Indonesian Pre-Service and In-Service Teachers’ Capabilities, Strategies, and Barriers Musyarrofah, Hamdatul; Kurniawati, Adelia Almira; Asad, Ahmad Sidiq Al; Fadlillah, Anam
JEELS (Journal of English Education and Linguistics Studies) Vol. 11 No. 2 (2024): JEELS November 2024
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v11i2.2847

Abstract

This study examines how the capabilities and the strategies of pre-service and in-service teachers in applying DI in their classroom as well as the barriers to that application. A descriptive qualitative study was employed through questionnaire distribution to thirty-six pre-service and in-service teachers and interviews with four in-service teachers. The data were analyzed by using descriptive statistics and thematic analysis. Results show that in-service teachers gained a higher level of capability in DI implementation rather than pre-service teachers. Hence, pre-service teachers need more understanding and practices of DI in the lecture and teaching practicum. Diverse strategies were implemented by the teachers, such as flipped classrooms, creating diverse forms of materials, outdoor learning, etc. Several barriers were also experienced by the teachers including limited time of learning, diverse materials and rubric preparation, and lack of facilities. The barriers related to content, process, product, and learning style can be solved by other teachers’ strategies addressed, for instance adapting materials and flipped classrooms.
EFFECTS OF MULTIMODAL LITERACY ON INTRINSIC AND EXTRINSIC MOTIVATION AMONG STUDENTS FROM PERIPHERAL AREAS Lestari, Jesinta Dwi; Mufaridah, Fitrotul; Fadlillah, Anam
Language Literacy: Journal of Linguistics, Literature, and Language Teaching Vol 9, No 2: December 2025
Publisher : Universitas Islam Sumatera Utara (UISU)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30743/ll.v1i1.12284

Abstract

Addressing low student engagement is critical, particularly in peripheral schools serving low socioeconomic status (SES) populations. This study aims to investigate the effect of multimodal literacy on students' motivation to learn English in a school with a low socioeconomic background. Using a mixed-methods strategy with a quasi-experiment pre-post design, 39 students participated in learning with multimodal literacy in three weeks of interventions. Students' motivation was measured before and after the intervention using a questionnaire adapted from the Attitude/Motivation Test Battery (AMTB). Results of the t-test showed a slight: 0.176 in intrinsic and -.956 in extrinsic. Intrinsic motivation showed no significant difference, and extrinsic motivation saw a statistically non-significant increase. Qualitative observations showed off-task behavior, low self-regulation, or inconsistent engagement. The extrinsic factors, multimodality and socioeconomic background, influenced students’ motivation simultaneously. This study concludes that short-term interventions using multimodal media have not been able to sustainably effect motivation. This non-significant effect emphasizes the importance of long-term strategies and family involvement as the necessary next steps for practitioners and policymakers in peripheral areas to capture the more stable impact of multimodality on students' internal and external motivation. 
Co-Authors Asad, Ahmad Sidiq Al Kurniawati, Adelia Almira Lestari, Jesinta Dwi Mufaridah, Fitrotul Musyarrofah, Hamdatul