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Nainggolan, Bernard Richard
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Education

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Teaching Education Program and Teaching Experience of Two EFL Teachers: A narrative Inquiry of English Teachers’ Identity Nainggolan, Bernard Richard
PAEDAGOGIA Vol 24, No 1 (2021): PAEDAGOGIA Jilid 24 No 1 (2021)
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/paedagogia.v24i1.54189

Abstract

Previous personal beliefs about teaching, impressions with good teachers, and memories of good teachers might have contributed to motivating students to enroll in the teacher education program. The shape of teacher identity is influenced by students before teaching education programs. However, a question arises on how the teachers’ identity is formed during the teaching education program and how its shift remains to change in the context of teaching at school. My narratives and Puji's were used as the data to answer the research question. This study used the narrative inquiry, which used my narratives and my colleague’s being the primary sources of data. The theories selected, used as the framework, were the ‘Situated Learning’ and the ‘image-text teacher identity. Coding was done to narratives and fundamental concepts were generated. The fundamental concepts of the analyzed data are (1) teacher education program vs teaching experiences, (2) the importance of senior guidance in the learning community, (3) teacher relations as a weapon, (4) affects of a new identity. The findings also show what makes the teacher identity formation different both in the teacher education program and in teaching experience. My study also provides the recommendation for the next research and implications for teacher identity formation. 
COMPREHENSION PROCESSES AND CRITICAL THINKING SKILLS IN TWO UNIVERSITY ENTRANCE EXAMS IN INDONESIA: A CONTENT ANALYSIS OF THE SBMPTN AND THE SIMAK UI 2008-2019 Bernard Richard Nainggolan; Pupung Purnawarman; Didi Sukyadi
Polyglot Vol 18, No 1 (2022): January
Publisher : Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/pji.v18i1.4908

Abstract

Language testing development intervened with cognitive processes and higher-order thinking skills (HOTS) has impacted the English tests, included Indonesian university entrance exams within a decade. State universities in Indonesia which are in demand to the high quality of their candidates have conducted a highly reputable entrance exams to select their best candidates. However, less research was conducted to investigate the trend of English questions in the scope of university entrance tests. This study aimed to investigate trends of English questions tested in both the SBMPTN (national university entrance exams) and the SIMAK UI (Universitas Indonesia’s entrance exams) in a decade (from 2009 to 2018). The study design was a mixed-method employing content analysis to English questions (quantitatively and qualitatively).  The findings revealed; 1) types of questions tested, 2) comprehension processes, 3) and higher-order thinking questions, and 4) construction MCQs to promote critical thinking skills in both entrance exams. Finally, implications of the findings were elaborated.Bahasa Indonesia Abstrak: Ujian Saringan Masuk (USM), khususnya soal bahasa Inggris, dipercaya dapat mengambarkan pemahamanan dan kemampuan berpikir kritis para kandidat. Oleh karena itu, penelitian terhadap USM menjadi sangat signifikan. Nyatanya, penelitian tentang USM sangat jarang dan tren terhadap soal-soal bahasa Inggris terbatas. Penelitian ini bertujuan untuk menyelidiki tren dalam proses pemahaman dan kemampuan berpikir tingkat tinggi yang termanifestasi dalam Ujian Seleksi Masuk UI (SIMAK UI) dalam satu dekade belakangan (2009-2018). Dengan menggunakan metode campuran content analysis, pertanyaan-pertanyaan dianalisa secara kualitatif dan kuantitatif dan menghasil beberapa temuan seperti 1) jenis pertanyaan yang diuji, 2) proses pemahaman, 3)  pertanyaan  untuk kemampuan berpikir tingkat tinggi, dan 4)konstruksi pembuatan pertanyaan pilihan ganda yang bertujuan meningkatkan kemampuan berpikir kritis. Implikasi dari temuan ini juga dijelaskan. 
THE FUNCTIONS OF INFOGRAPHICS IN A NATIONALLY PUBLISHED TEXTBOOK [FUNGSI INFOGRAFIS DALAM BUKU TEKS YANG DITERBITKAN SECARA NASIONAL] Nainggolan, Bernard Richard; Gunawan, Wawan; Wirza, Yanty
Polyglot Vol 20, No 2 (2024): JULY 2024
Publisher : Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/pji.v20i2.6449

Abstract

AbstractThe presence of diagrams or infographics in English textbooks is believed to support Indonesia’s curriculum goal of communication using multimodal resources. However, the functions of infographics in language learning have not been well understood. This study examines how infographics accompanied by verbal texts can convey visual metalanguage. The images from an English textbook designed for X grades were used as the basis for this study. Drawing on the theories of Visual Design Grammar (Kress & Leeuwen, 2006) and Systemic Functional Linguistics (Halliday & Matthiessen, 2004, 2013), this study explores the images and instructions in infographics. The systemic functional approach to multimodal discourse analysis (SF-MDA) was employed. The results of this study reveal the functions of the images in the textbook and how metalanguage competencies can support the teaching of multimodal texts in a representative and compositional manner. The study also provides several pedagogical implications for teachers in teaching diagrammatic images.Bahasa Indonesia AbstrakKehadiran diagram atau infografis dalam buku teks bahasa Inggris diyakini mendukung tujuan kurikulum Indonesia, komunikasi menggunakan sumber daya multimodal. Namun, fungsi infografis dalam pembelajaran bahasa belum banyak diketahui. Studi ini mengkaji bagaimana infografik yang disertai dengan teks verbal dapat menyampaikan metabahasa visual. Gambar-gambar dari buku teks bahasa Inggris, yang dirancang untuk kelas X, dijadikan sumber penelitian ini. Dibangun di atas Grammatika Desain Visual (Kress & Leeuwen, 2006) dan Linguistik Fungsional Sistematik (Halliday & Matthiessen, 2004), penelitian ini mengeksplorasi gambar dan instruksi dalam diagram dan infografis. Pendekatan yang digunakan adalah pendekatan fungsional sistemik dengan analisis wacana multimodal (SF-MDA). Hasil penelitian ini mengungkapkan fungsi gambar dalam buku teks dan bagaimana kompetensi metabahasa dapat membantu untuk mendukung pengajaran teks multimodal secara representatif dan komposisional. Studi ini juga memberikan beberapa implikasi pedagogis bagi guru untuk mengajar gambar diagram.
THE FUNCTIONS OF INFOGRAPHICS IN A NATIONALLY PUBLISHED TEXTBOOK [FUNGSI INFOGRAFIS DALAM BUKU TEKS YANG DITERBITKAN SECARA NASIONAL] Nainggolan, Bernard Richard; Gunawan, Wawan; Wirza, Yanty
Polyglot Vol 20 No 2 (2024): JULY
Publisher : Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/pji.v20i2.6449

Abstract

AbstractThe presence of diagrams or infographics in English textbooks is believed to support Indonesia’s curriculum goal of communication using multimodal resources. However, the functions of infographics in language learning have not been well understood. This study examines how infographics accompanied by verbal texts can convey visual metalanguage. The images from an English textbook designed for X grades were used as the basis for this study. Drawing on the theories of Visual Design Grammar (Kress & Leeuwen, 2006) and Systemic Functional Linguistics (Halliday & Matthiessen, 2004, 2013), this study explores the images and instructions in infographics. The systemic functional approach to multimodal discourse analysis (SF-MDA) was employed. The results of this study reveal the functions of the images in the textbook and how metalanguage competencies can support the teaching of multimodal texts in a representative and compositional manner. The study also provides several pedagogical implications for teachers in teaching diagrammatic images.Bahasa Indonesia AbstrakKehadiran diagram atau infografis dalam buku teks bahasa Inggris diyakini mendukung tujuan kurikulum Indonesia, komunikasi menggunakan sumber daya multimodal. Namun, fungsi infografis dalam pembelajaran bahasa belum banyak diketahui. Studi ini mengkaji bagaimana infografik yang disertai dengan teks verbal dapat menyampaikan metabahasa visual. Gambar-gambar dari buku teks bahasa Inggris, yang dirancang untuk kelas X, dijadikan sumber penelitian ini. Dibangun di atas Grammatika Desain Visual (Kress & Leeuwen, 2006) dan Linguistik Fungsional Sistematik (Halliday & Matthiessen, 2004), penelitian ini mengeksplorasi gambar dan instruksi dalam diagram dan infografis. Pendekatan yang digunakan adalah pendekatan fungsional sistemik dengan analisis wacana multimodal (SF-MDA). Hasil penelitian ini mengungkapkan fungsi gambar dalam buku teks dan bagaimana kompetensi metabahasa dapat membantu untuk mendukung pengajaran teks multimodal secara representatif dan komposisional. Studi ini juga memberikan beberapa implikasi pedagogis bagi guru untuk mengajar gambar diagram.
Co-Authors Didi Sukyadi Iko Agustina Boangmanalu Purnawarman, Pupung Wawan Gunawan Yanty Wirza