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All Journal Indonesian Journal of Applied Linguistics (IJAL) IJECA (International Journal of Education and Curriculum Application) Studies in English Language and Education
Asyifa, Firly
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Computer Science & IT Education Languange, Linguistic, Communication & Media Mathematics Social Sciences

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Unfolding Layers of Meanings: Visual-Verbal Relations in Just Ask—A Children’s Picture Book Damayanti, Ika Lestari; Moeharam, Nicke Yunita; Asyifa, Firly
Indonesian Journal of Applied Linguistics Vol 11, No 2 (2021): Vol. 11, No. 2, September 2021
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v11i2.39195

Abstract

Studies in the field of semiotics and children’s literature have described the relationship between the verbal and visual texts in picture books as both complex and subtle. These relationships are named differently across theories, yet they still note two possibilities, whether they support or are against each other in conveying meanings to the readers. This study seeks to explore the relations between visual-verbal modes depicted in a children’s picture book entitled Just Ask (author/illustrator by Sotomayor Lopez, 2019), viewed from the perspective of multimodality as proposed by Unsworth (2006). The analysis between the visual and verbal modes in the picture book is focused on ideational concurrence and ideational complementarity. The results indicate that meanings in Just Ask are negotiated through verbal and visual texts which may be complementary or have divergent relationships to one another. It is through such strategy that the suggested theme of the picture book, in this case accepting diversity, is consistently conveyed to the targeted readers.  Since picture books are used vastly in EFL/ESL classrooms to enhance students’ reading experiences, this study may help teachers develop students’ ability to make meaning from verbal and visual texts and inspire their visual thinking strategies.
Exploring English for Academic Purposes Program: Needs analysis and impact evaluation Damayanti, Ika Lestari; Derinalp, Pelin; Asyifa, Firly; Suryatama, Kurniawan
Studies in English Language and Education Vol 11, No 3 (2024)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v11i3.38329

Abstract

A collaborative project involving two universities was initiated to support lecturers in Indonesia in designing English for Academic Purposes (EAP) instruction adjusted to local needs and the latest advancements in EAP. Using a mixed-methods approach and developmental research design, the study included a needs analysis, implementation of an EAP professional learning program, and a program evaluation survey. Needs analysis was conducted through a survey with 88 lecturers and 618 students from 41 universities in Indonesia. The results of the need analysis were then used to inform the design and delivery of an online professional development program for EAP lecturers. Based on the needs analysis results, the EAP lecturers who participated in the survey conveyed that they required improvements in digital skills, teaching techniques for diverse proficiency levels, and methods for improving students productive skills and critical thinking abilities. The participating students also expressed their need for interactive EAP activities, team-based learning, and the use of social media for collaboration and connectivity. Informed by the needs analysis results, a two-month program was designed and delivered in eight 90-minute video conferences, combined with asynchronous activities on a learning platform. As revealed in the post-program survey, the participating lecturers feedback on the program highlighted contributing factors to the changes in their technological and pedagogical content knowledge, particularly in the areas of using digital tools and differentiated instruction in EAP. This study highlights the need for continuous professional development to enhance EAP lecturers ability to effectively apply acquired skills in teaching and professional practice.
A Comparative Analysis of the Philippine and Indonesian English Curricula at the Elementary Education Level Asyifa, Firly; Rodliyah, Rojab Siti; Amalia, Lulu Laela; Mababaya, Ahmad Dindang
IJECA (International Journal of Education and Curriculum Application) Vol 8, No 2 (2025): August
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/ijeca.v8i2.30813

Abstract

Curriculum plays an important role in education because it provides a structured framework for learning. Understanding how English curricula in different countries are constructed can be beneficial for improving educational quality.  This study, therefore, aimed to analyze and compare the Indonesian and Philippine English curricula, focusing on their construction, particularly at the elementary education level. The study employed document analysis through three stages. First, the data were coded using themes adapted from Tyler’s Rationale (objectives, design, scope and sequence, evaluation). Then, a comparative analysis was conducted to identify similarities and differences between the two curricula. Finally, the findings were interpreted by considering contextual and philosophical factors influencing each curriculum. Findings reveal significant differences: the Philippine curriculum introduces English from Kindergarten, highlighting its role as a second language that is vital for national development and global integration. It employs a structured approach emphasizing early exposure, higher-order thinking, and standardized assessments. By contrast, Indonesia introduces English in Grade 3, prioritizing foundational skills in the Indonesian language first; and emphasizing flexibility, formative assessments, and greater teacher autonomy, allowing contextualized adaptation to diverse student needs. Despite these differences, both curricula aim to foster communicative competence, critical thinking, and intercultural awareness, essential skills for 21st-century learners. The results bring to light the importance of context-sensitive curriculum development that balances international educational trends with local linguistic realities, contributing theoretically by clarifying how national contexts influence curriculum choices in ESL and EFL environments. Practically, it provides actionable insights for policymakers and curriculum designers aiming to develop adaptable, inclusive, and culturally relevant English programs in multilingual contexts.
Lessons learned from investigating EFL pre-service teachers competencies Sukyadi, Didi; Damayanti, Ika Lestari; Hamied, Fuad Abdul; Gunawan, Wawan; Suryatama, Kurniawan; Asyifa, Firly
Studies in English Language and Education Vol 12, No 3 (2025)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v12i3.44064

Abstract

This study investigates the English proficiency levels, perceptions, and pedagogical competencies of pre-service English teachers who graduated from one of the teacher education universities in Indonesia, along with stakeholder evaluations and future quality benchmarks. This research employed a mixed-methods case study approach, with data collected from TOEFL-like test score reports and a survey involving 52 pre-service teachers, two classroom observations, interviews with two employers, and focus group discussions (FGD) involving four stakeholders from other teacher education universities. Score report and survey data were analyzed through descriptive statistics, while observation notes, employers interviews, and FGD data were analyzed using thematic analysis. The findings from the report revealed that most pre-service teachers possessed B2 or higher English proficiency. The survey result showed that they valued courses on English for Young Learners and general pedagogy clusters, though several courses on the English for Specific Purposes cluster were perceived as less supportive. Classroom observations and employer feedback revealed strong pedagogical competencies, creative use of resources, and technology integration abilities, while also indicating the need for future improvement. Additionally, FGD results emphasized the need for pre-service teachers to master TPACK, obtain standardized English certification, develop leadership skills, possess AI ethico-onto-epistemological awareness, and demonstrate competence in multiliteracies and multimodal pedagogies.
Co-Authors Derinalp, Pelin Didi Sukyadi Fuad Abdul Hamied Ika Lestari Damayanti Lulu Laela Amalia Mababaya, Ahmad Dindang Moeharam, Nicke Yunita Rojab Siti Rodliyah Suryatama, Kurniawan Wawan Gunawan