Article Per Year (5 Year)
p-Index From 2021 - 2026
1.817
P-Index
This Author published in this journals
All Journal English Review: Journal of English Education English and Literature Journal Pendas : Jurnah Ilmiah Pendidikan Dasar JURNAL PETIK JEPAL (Journal of English Pedagogy and Applied Linguistics) Indonesian Journal of Community Empowerment English Education and Applied Linguistics Journal (EEAL Journal)
Nugraha, Irsyad
Unknown Affiliation
Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Social Sciences Other

Published : 12 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 12 Documents
Search

 1   2 
A GENRE-BASED APPROACH IN TEACHING MULTIMODAL TEXTS Nugraha, Irsyad; Emilia, Emi; Gunawan, Wawan
English Review: Journal of English Education Vol. 12 No. 3 (2024)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v12i3.9568

Abstract

Abstract: This research aims to investigate how the teaching and learning processes of English Education Program Students occur in creating multimodal texts using the Genre Based Approach teaching method. The study seeks to demonstrate that Genre Based Approach, as a teaching method for academic reading and writing courses, can assist students in creating their own multimodal texts, which combine words and images. Participatory Case Study is employed as the research design, aiming to delve deeper into the phenomenon of teaching and learning processes within it. The use of field notes in each phase of the learning activities is crucial in this research as it clearly records interactions between lecturers and students in the classroom. This study provides evidence that the analysis based on the Image Framework analysis (O'Halloran, 2008) in collaboration with the Transitivity System from Systemic Functional Linguistics (Emilia, 2014) enables students to comprehend multimodal texts, analyze them, and ultimately create their own multimodal texts using the genre of analytical exposition. The results of this research demonstrate that the Genre Based Approach teaching process, conducted over 14 sessions from February 21 to April 10, 2024, has improved the reading and writing abilities of fourth-semester students who will be undertaking the PLP program in their fifth semester. This improvement is evidenced by the pre-test and post-test results, which measured understanding of multimodal texts and the production of multimodal texts.
PORTRAYING HOW EFL TEACHERS APPLIED TRANSLANGUAGING IN THE SPEAKING CLASSROOM Yustini, Rosa; Nugraha, Irsyad; Fajriah, Yustika
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 03 (2026): Volume 11 No. 03, September 2026 Processed
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i03.64815

Abstract

Translanguaging has emerged as a transformative pedagogical orientation in English as a Foreign Language (EFL) classrooms, challenging traditional monolingual norms by utilizing learners' full linguistic repertoires. However, how teachers systematically manage and execute translanguaging strategies during oral speaking activities remains under-explored. This qualitative descriptive study portrays how EFL teachers apply translanguaging strategies to manage classroom interactions and facilitate students' oral English production. Data were gathered through non-participant classroom observations using structured checklists across three senior high school classes and semi-structured in-depth interviews with three English teachers at a multilingual senior high school in West Java, Indonesia. Utilizing thematic analysis, the findings reveal four core instructional translanguaging strategies: (1) instructional scaffolding through linguistic starters and synonym prompting, (2) non-disruptive reformulation and modeling, (3) strategic code-switching for conceptual clarification and instruction, and (4) peer-collaborative translanguaging to mitigate speaking anxiety among low-proficiency learners. Observational evidence confirms that deliberate translanguaging regulation acts as a vital cognitive bridge that enhances student participation without reducing exposure to the target language. The study highlights that managing translanguaging requires a flexible, goal-oriented balance where the first language serves as a temporary scaffolding mechanism while maintaining English as the primary communicative goal.
Co-Authors Adiansyah, Adi Admajayanti, Fifian Alami, Intan Alawiyah, Sopi Andini, Anggi Setia Asep Suparman Ayu Safitri Baehaqi Damayanti, Hemalia Dya, Dya Emi Emilia Emiliasari, Raynesa Noor Fajriah, Yustika Fajriah, Yustika Nur Fifian, Fifian Ghandy, Ghandy Halla, Maulana Ahsan Hemalia, Hemalia Hidayat, Perdi Hidayat, R. Rizkiki Azkia Hilda Hilda Ismiati, Iis Isnawati Isnawati Julianna, Ainna Kartika6, Hilda Sry Mohammad Soni Nisa, Asri Ainun Nuralifah, Rini Nurjamin, Lucky Rahayu Nursabani, Riyandi Febriana Ramadhan, Mochamad Randi Salsabila, Dya Samsudin, Taupik Sholihah, Kiah Nur Sidiq, Muhammad Japar Siti Fatimah Soni, Muhammad Tawanggono, Ghandy Ardyan Wardana , Bayu Ali Wawan Gunawan Yustini, Rosa