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All Journal Linguistica Indonesian Journal of Applied Linguistics (IJAL) International Journal of Education BAHASA DAN SASTRA ELTIN Journal: Journal of English Language Teaching in Indonesia English Review: Journal of English Education Jurnal Penelitian Pendidikan IJoLE: International Journal of Language Education Journal of Teaching and Learning English Issues IJECA (International Journal of Education and Curriculum Application) Journal of English Teaching and Learning Issues JOLLT Journal of Languages and Language Teaching Basic and Applied Education Research Journal (BAERJ)
Lulu Laela Amalia
Universitas Pendidikan Indonesia
Arts Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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INDONESIAN TERTIARY STUDENTS’ ATTITUDES TOWARDS THE USE OF LOCAL CULTURE VS TARGET CULTURE READING MATERIALS IN ENGLISH READING CLASS Rodliyah, Rojab Siti; Imperiani, Ernie D.A; Amalia, Lulu Laela
Jurnal Pendidikan Bahasa dan Sastra Vol 14, No 1 (2014): Volume 14, Nomor 1, April 2014
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/bs_jpbsp.v14i1.714

Abstract

This paper aims at portraying Indonesian tertiary students’ attitudes towards the use of local and target culture reading texts in English reading classes with regard to today’s role of English. It has been widely recognized that today’s role of English is as an international language (EIL) and as a lingua franca (ELF). Regarding this international role of English language, ideally teaching and learning English should be matched with appropriate pedagogical approach, in this case, EIL pedagogy approaches. In other words, teaching and learning EIL should be different from teaching and learning of any other second or foreign languages. Since Indonesia is categorized as an EFL country, it is interesting to find out whether this issue has an impact on ELT practices such as English reading class in this country. The subjects of the study are first year English Education Department students. The data were gained by delivering Likert scale questionnaire to the students on their attitude towards the reading materials given to them in one semester. In addition to this, an interview was conducted to verify the data and gain further information. The findings revealed that in general they show positive attitude to both local culture and target culture reading materials, with the majority of them prefer reading target culture reading materials. Furthermore, a considerable number of the students also acknowledge the importance of the use international culture along with English language teaching.
THE EXPLORATION OF PRE-SERVICE EFL TEACHERS’ CHALLENGES IN FIELD PRACTICUM Pasaka, Rainal Wempi; Emilia, Emi; Amalia, Lulu Laela
International Journal of Education Vol 7, No 2 (2014): May 2014
Publisher : UPI Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ije.v7i2.5314

Abstract

This study investigates the challenges that six pre-service EFL teachers of a Bachelor ofEducation (Sarjana Pendidikan) program experienced in conducting field practicum. This studyemploys a qualitative research design, with a phenomenological approach. Data was gatheredthrough in-depth interviews. The interview data was then scrutinized and codified, respectiveto emergent themes through thematic analysis procedures (Merriam, 1988 in Emilia, 2007,p. 84). The findings showed that the pre-service teachers experienced challenges related tolesson preparation, classroom management, and communication breakdown within their fieldpracticum. The study concludes with a recommendation and justification for teacher preparationprograms to provide pre-service teachers with: robust theoretical frameworks in order to designinstruction; practical experience in classroom management; profound knowledge of Englishlanguage; and activities that develop strong confidence in teaching. In addition, teacherpreparation programs are endorsed to formally inform mentor teachers regarding their rolesand responsibilities in the practicum.Keywords: Pre-service teachers, teacher preparation programs, field practicum
MENTOR COACHING TO HELP PRE-SERVICE TEACHERS IN DESIGNING AN EFFECTIVE LESSON PLAN Amalia, Lulu Laela; Imperiani, Ernie
Indonesian Journal of Applied Linguistics Vol 2, No 2 (2013): Volume 2 No. 2 January 2013
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v2i2.171

Abstract

Abstract: This paper investigates how mentor coaching, which is intended to prepare preserviceteachers of English as a Foreign Language in facing their teaching practices, help themdesign lesson plans. A lesson plan, as Farrell (2002) stated, is a collection or a summary of ateacher’s thoughts about what will be covered during a lesson. This means that before comingto the teaching process, a teacher should prepare systematic steps to be conducted in a class inorder to reach the objective of a lesson. However, most pre-service teachers are confused withthe designing process of lesson plan that is how to articulate the government curriculum intooperational details. For example, they do not know which activities to include in the lessonplan, and they do not understand how to determine indicators or “enabling objectives” (Brown,2007) for assessing students’ achievement in the lesson. Therefore, mentor coaching is seen asone of alternatives in helping pre-service teachers. Mentor coaching, as Nolan (2007, cited inZepeda, 2012, p. 165) said, is a “structured process whereby an experienced person introduces,assists, and supports a less-experienced person (the protege) in a personal and professionalgrowth process.” In the context of this study, the experienced person refers to the teacher/thelecturer in the class and the less-experienced person in this context refers to the pre-serviceteachers or student teachers. This study used action research as the method. Furthermore, thedata were obtained by distributing questionnaire and collecting pre-service teachers’ lessonplans as well as conducting an interview. In addition, after having designed a lesson plan withmentor coaching technique, the pre-service teachers were asked to reflect the process in orderto gain their perception about the mentor coaching technique. It is important to find whatthey think and feel about this mentor coaching process because it is expected that this type ofcoaching will be useful in helping pre-service teachers to write an effective lesson plan.
TWO FACES OF MASCULINITY IN AXE CHOCOLATE ADVERTISEMENT Ririn, Bernadeta; Amalia, Lulu Laela
Indonesian Journal of Applied Linguistics Vol 1, No 2 (2012): Volume 1 No. 2 January 2012
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v1i2.90

Abstract

Abstract: An advertisement has never been departed from an ideology. Although it occurs implicitly, an ideology in an advertisement is able to make someone believe in particular value of life. This study tries to reveal the ideology both in positive meaning as a belief system which marks certain group and in negative meaning as a false consciousness. Besides that, this study also tries to reveal the way of illustrating the ideology that lies within the Axe Chocolate advertisement. In order to obtain the ideology, each scene in the Axe Chocolate advertisement is analyzed based on Barthes’ model of sign. Then, to find the way of illustrating the ideology, the connotative meaning of mass media codes applied in the advertisement, i.e. fashion codes, color codes, non-verbal codes and technical codes is analyzed. The result of this study shows that masculinity appears as the negative and positive ideology because masculinity is not contradictory with Indonesian culture. However, the value of masculinity shown by the advertiser is narrowed down into the area of sexuality only. In addition to this, the way of illustrating the ideology of masculinity in sexuality area also gives negative stereotype to women, for instance by showing women as figures who like to advertise their body through wearing fashion which exposes women’s body.   Keywords: ideology, advertisement, semiotics, mass media codes
Reflective practice on lesson planning among EFL teacher educators Amalia, Lulu Laela; Widiati, Utami; Basthomi, Yazid; Cahyono, Bambang Yudi
Indonesian Journal of Applied Linguistics Vol 10, No 1 (2020): Vol. 10, No. 1, May 2020
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v10i1.25025

Abstract

As an important part of teacher professional development, a reflective practice started to flourish in the 1980s. Along with it, many scholars have researched reflective practice in various fields, one of which is English Language Teaching. The present study explores reflective practice by teacher educators in a doctoral program, focusing on how they reflect on the journey of planning their lessons ranging from their earliest teaching years up to their future hope. Narrative inquiry with a multiple case study design is employed in this study. The data in this study, which included both narrative and non-narrative data, are collected by using narrative frames and interviews. The data are then coded and analyzed using thematic analysis. The results of the study show how learning from experience in lesson planning helps teacher educators improve their teaching performance.
Indonesian EFL Learners’ Responses To Extensive Reading: Benefits and Challenges Mardiyana, Lina; Setyarini, Sri; Amalia, Lulu Laela
Jurnal Penelitian Pendidikan Vol 21, No 3 (2021)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jpp.v21i3.39871

Abstract

AbstrakKarena manfaatnya terhadap banyak keterampilan spesifik, ER telah dipercaya sebagai salah satu solusi terbaik dalam merangsang penguasaan bahasa siswa. Namun, terlepas dari manfaat yang ditawarkan, beberapa kendala dan masalah juga dilaporkan muncul baik dari guru maupun siswa. Studi saat ini mencoba untuk menggali (1) manfaat ER pada keterampilan spesifik yang diakui oleh mahasiswa dan (2) hambatan yang mereka hadapi dalam menerapkan ER. Penelitian ini melibatkan 4 mahasiswa Program Studi Pendidikan Bahasa Inggris di salah satu universitas di Riau, Indonesia yang telah menerapkan ER sebelum mereka masuk Universitas. Pengumpulan data dilakukan melalui angket terbuka dan wawancara. Temuan dan diskusi tentang tanggapan peserta terhadap ER kemudian disajikan dan saran untuk penelitian lebih lanjut juga diberikan.Kata kunci: Manfaat, Tantangan, Membaca Ekstensif AbstractDue to its many benefits for specific skills, extensive reading (ER) has been trusted as one of the best solutions in stimulating student language acquisition. However, apart from the benefits it offers, some constraints and issues were also reported that arise from both teachers and students. The current study attempted to investigate (1) the benefits of ER on specific skills recognized by university students and (2) the obstacles they face in implementing ER. This study involved four students of an English Education Study Program at a university in Riau, Indonesia, who implemented ER before they entered the university. The data were collected through open-ended questionnaires adapted from Arai (2019) and interviews. Findings and discussions about the participants’ responses to ER are then presented, and suggestions for further research are also given.Keywords: Benefit, Challenges, Extensive Reading.
EFL Teachers’ Perceptions and Strategies in Fostering Learner Autonomy during the COVID-19 Pandemic Khairani Putri Salsya; Lulu Laela Amalia
Basic and Applied Education Research Journal Vol 3 No 2 (2022): Basic and Applied Education Research Journal
Publisher : Future Science

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11594/baerj.03.02.03

Abstract

Learner autonomy is required when studying English as a Foreign Language (EFL). In fact, teacher-centered learning is still dominating the learning activity, where the students still depend on the teacher as the source of knowledge in the classroom, including in Indonesian context. Unfortunately, the world is now facing serious pandemic COVID-19 which has caused the teachers not able to do the teaching and learning process conventionally. This research sought two senior high school teachers in Lampung. In this study, questionnaires and semi-structured interviews were used as instruments. This qualitative research aimed to describe the EFL teachers’ perceptions and strategies to foster learners’ autonomy during the COVID-19 pandemic. Both EFL teachers agreed that autonomy meant that students could choose how they learned and be in charge of their own learning. The EFL teachers fostered learner autonomy by using some strategies such as assigning e-diaries, asking for a presentation based on certain tasks, and allowing students using educational apps as it is one of a tool to reach students’ learner autonomy. The result showed that teachers had positive perspectives and the eagerness to foster learner autonomy. Furthermore, the teachers’ strategies affect positive responses for their students during online learning due to the COVID-19 pandemic.
THE COMPREHENSION OF REFLECTIVE PRACTICE AMONG EFL PROFESSIONAL TEACHERS IN INDONESIA: A CASE STUDY Asep Dedeh Permana; Eri Kurniawan; Lulu Laela Amalia
ELTIN Journal Vol 11 No 2 (2023): VOLUME 11, ISSUE 2, OCTOBER 2023
Publisher : STKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/eltin.v11i2.p183-192

Abstract

In English Language Teaching, reflective practice is a significant pedagogical approach for teacher professional development. This study aims to find out the comprehension of six Professional EFL Teachers in West Java, Indonesia. The research addressed two research questions: (1) how the participants define reflective practice; and (2) how they practice their reflection. The researcher applied a case study using semi-structured interviews, observation and document analysis to collect the data, which then was analyzed thematically. The participants of this study were six professional English teachers who has passed the Teacher professional education program (PPG) and has been teaching more than 10 years. According to the findings, the participants view reflective practice as a method of evaluation and introspection which positively contribute to their professional development. The participants depend heavily on student feedback and peer observation as the primary technique for putting reflective practice into action. It leads to the notion that their comprehension of reflective practice is neither complete nor exhaustive. To improve their understanding of reflective practice, higher education can provide continuing assistance and direction to EFL teachers with mentorship programs, collaborative peer work, and training sessions in which experts in reflective practice guide them toward becoming reflective practitioners. Keywords: EFL, Professional Teachers, Reflective Practice, Teachers’ Comprehension
DESIGNED-IN SCAFFOLDING: SUPPORTING EFL YOUNG LEARNERS IN CREATING MULTIMODAL TEXTS TIRA ROSTIA WARNDINI; IKA LESTARI DAMAYANTI; LULU LAELA AMALIA
LINGUISTICA Vol 12, No 3 (2023): JULY 2023
Publisher : State University of Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/jalu.v12i3.49501

Abstract

The research explored the designed-in scaffolding features implemented by the teacher in the English as a foreign language (EFL) young learner classroom to support young learners in creating multimodal texts. The research used scaffolding theory proposed by Hammond and Gibbons (2005) which categorized scaffolding into two fragments: designed-in and interactional scaffolding. The research was conducted in one of the elementary schools in Bandung. It involved one teacher who taught 18 students in 4th grade. The data were gained from classroom observation and teacher’s lesson plans. The findings revealed that the features of designed-in scaffolding were employed by the teacher in planning and implementing the lesson in the classroom. This research also found that following the designed-in scaffolding features could lead the teacher to structure and provide activities, tasks, and multimodal exposures for the students to be familiar with the multimodal texts. Hence, this research resulted in the pedagogical implication to encourage the teacher to be aware of scaffolding. If the teacher could provide an appropriate scaffolding, the students could gain the assistances, supports, and multimodal exposure for young learners to learn and create multimodal texts.
Project-Based Learning: The Highlighting Teachers’ Views of Teaching English Language in Secondary Schools Faza Lutfiyana; Lulu Laela Amalia; Ashanti Dayani Ajeng Pitaloka; Sri Novianti
Journal of Languages and Language Teaching Vol 12, No 2 (2024)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i2.10644

Abstract

It has been two years since the Ministry of Education and Culture in Indonesia mandated an Emancipated curriculum to foster independent learning after the COVID-19 pandemic. All of the aspects and policies in school need to adapt to the new version of the learning and teaching process. The use of Project-based learning in this era is imperative things which can help students and teachers be more interactive in dealing with global skills. This approach can guide the teachers more easily understand the topic by using projects that relate to their workplace. This research is designed to investigate the teachers' views on practicing project-based learning in classroom activities. This case study used document analysis in the form of a lesson plan to check their understanding of project-based learning. The semi-structured interviews were also held to collect deep data analysis with two teachers at the secondary level who had already implemented project-based learning during the learning process. The findings showed that project-based learning can assist the teacher in developing an engaging and collaborative classroom that supports both the teachers' and students' capacity for critical Thinking. Interestingly, the study revealed that the teachers realized that the challenges in applying Project-based learning might derive from the number of meetings in one project. 
Co-Authors Asep Dedeh Permana Ashanti Dayani Ajeng Pitaloka Astuti, Indri Andriani Asyifa, Firly Bambang Yudi Cahyono Bernadeta Ririn Dharma, Nindya Soraya Elis Homsini Maolida Emi Emilia Eri Kurniawan Eri Kurniawan Ernie D.A Imperiani Ernie Imperiani Faza Lutfiyana Hermawan, Hengki Anggra Ika Lestari Damayanti Iyen Nurlaelawati Khairani Putri Salsya Lestari, Indrie Setya Lugina, Tiana Dara Lutfiyana, Faza Mababaya, Ahmad Dindang Mardiyana, Lina Nurnaningrum, Gayatri Pasaka, Rainal Wempi Pitaloka, Ashanti Dayani Ajeng Raihan Utami, Alvi Rojab Siti Rodliyah Safrina Noorman, Safrina Sri Novianti Sri Novianti Sri Ratna Ningsih, Sri Ratna Sri Setyarini TIRA ROSTIA WARNDINI Utami Widiati Yazid Basthomi