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All Journal Indonesian Journal of English Language Teaching and Applied Linguistics International Journal Linguistics of Sumatra and Malay (IJLSM)
Sitio, Ihsan Tanama
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Languange, Linguistic, Communication & Media

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EFL Students’ Agility in Online Learning During the Covid-19: A Gender Study Sitio, Ihsan Tanama; Lingga, Good; Nasution, Mutia Nursyafitri; Br. Perangin-angin, Alemina
International Journal Linguistics of Sumatra and Malay Vol. 1 No. 2 (2023): International Journal Linguistics of Sumatra and Malay (IJLSM)
Publisher : TALENTA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32734/ijlsm.v1i2.10579

Abstract

This study attempts to investigate the agility of male and female senior high EFL students of SMA Negeri 4 Pematangsiantar in online learning during the Covid-19 pandemic. The study employs the theory of learning agility introduced by Gravatt and Caldwell (2016). As they stated, there are four dimensions of learning agility, namely; mental agility, people agility, results in agility, and change agility. The sampling technique used was random sampling. 150 students of X PMIA 1, 2, 3, and X PIS 1 and 2 were selected as the participants. The score of male students for all types of learning agility was 6798. While the score of female students for all types of learning agility was 6831. From 150 participants, the percentage of male students who had a high level of agility was 27,33%, while the female students were 26%. The percentage of male students who had a moderate la level of agility was 22,67%, while the female students were 78.33%. None of the male and female students had a low level of agility. The results showed that when it came to the o general calculation of scores, the female students were higher and more agile. However, when it was seen individually, especially in the learning activities, the male students had a higher level of agility rather than the female students.
Textbooks as Value-laden: A Critical Discourse Analysis of Moral Values Representation in Primary School EFL Textbooks Sitio, Ihsan Tanama; Sinar, T. Silvana; Rangkuti, Rahmadsyah
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 8, No 2 (2023): 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.v8i2.1515

Abstract

The inculcation of moral values in English textbooks, particularly in primary schools, has been a global concern in recent decades due to English’s growing importance as a global lingua franca and the impact it carries. Hence, the present study aimed to: (1) elucidate the realisation of moral values discursively represented in three primary school English textbooks entitled English Chest 1, 2 and 3, and (2) determine the extent of the textbooks’ contents in teaching the moral values. Fairclough’s (1995, 2013) framework of Critical Discourse Analysis (CDA) integrated with Kress & Van Leeuwen’s (2006) Visual Grammar Theory (VGT) was applied to elucidate the depiction of moral values in the textbooks. Additionally, Isaacs’ (2001) framework of Developmental Moral Values and Smetana’s (2006) Social Domain Theory were also adopted to look at how the contents of the textbooks teach moral values. The results show that (1) modesty (8,99%), curiosity (8,44%), perseverance (7,08%), and friendship (6,53%) are the most frequently occurring values in the three EFL textbooks. (2) The discursive realisation has revealed that certain fundamental moral values such as audacity, sociability, industriousness, respect for others, and responsibility are taught through the depictions of verbal-visual images in both school and familial contexts. Importantly, the three EFL textbooks have fairly adhered to the Indonesian moral (character) education goals and stipulation. They also provide implications on both primary school students and English teachers’ pedagogical, linguistic, and moral development so as to raise EFL textbook designers’ awareness to develop more morally-laden content.
Co-Authors Br. Perangin-angin, Alemina Lingga, Good Nasution, Mutia Nursyafitri Rangkuti, Rahmadsyah Sinar, T. Silvana