Garuda - Garba Rujukan Digital

Fostering students’ Multimodal Communicative Competence through genre-based multimodal text analysis Fuad Abdullah; Arini Nurul Hidayati; Agis Andriani; Dea Silvani; Ruslan Ruslan; Soni T. Tandiana; Nina Lisnawati
Studies in English Language and Education Vol 9, No 2 (2022)
Publisher : Universitas Syiah Kuala

The multiplicity of semiotic resources employed in communication, the rapid advancement of information, communication, and technology (ICT), and burgeoning interdisciplinary research into multimodality have led to a paradigmatic shift from a mono-modal to the multimodal perspective of communication. Conversely, actualising multimodal concepts in teaching and learning practises remains underexplored, notably in developing the students’ multimodal communicative competence (MCC). For this reason, this study endeavoured to probe genre-based multimodal text analysis in fostering the students’ MCC. Grounded on Action Research (AR), the present study facilitated students to cultivate their MCC through the activities of Genre-based multimodal text analysis (hereafter, GBMTA). Practically speaking, students performed the analysing practises in the course at an English Education Department of a state university in Tasikmalaya, West Java, Indonesia, namely Grammar in Multimodal Discourse (GiMD. Four Indonesian EFL students were recruited as the participants. The data were collected through semi-structured interviews and analysed with thematic analysis. The findings showed that the students could: (1) build their knowledge on multimodality, (2) engage with theoretical and practical learning activities, (3) assign analytical and reflective task-based learning activities, and (4) provide constructive feedback about their learning performances, and (5) raise awareness of the contributions of multimodality to prospective English teachers’ competences. The main implication of this study is the promotion of increased awareness of deploying multimodal aspects to English language teaching, learning, and investigative practises to attain optimum MCC.

Unwillingness to Communicate in Survival English Course: Evidence from Indonesian EFL Students Sri Mulyani; Fuad Abdullah; Ruslan Ruslan; Arini Nurul Hidayati; Agis Andriani; Soni Tantan Tandiana
Journal of English Language Studies Vol 8, No 1 (2023): Available Online in March 2023
Publisher : English Department - University of Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/jels.v8i1.17411

Willingness to Communicate (WTC) has been extensively scrutinized over the last few decades. However, although there has been much research focusing on WTC, a few studies explored the students' unwillingness to communicate (UWTC) and its influential factors, notably in Indonesian higher education. Hence, the present study aims to delineate the students' UWTC and its influential factors while learning English speaking in the Survival English Course. Six English Education Department students of a state university in Tasikmalaya, West Java, Indonesia took part as investigative participants. Data was collected through semi-structured interviews and analyzed thematically. The findings revealed that students tended to indicate UTC while learning English speaking in the Survival English Course. In addition, the factors influencing their WTC encompassed students' less self-confidence, students' learning anxiety, demotivated to speak English, classroom atmosphere, unintelligible pronunciation, and uninteresting topics. Given these facts, understanding the students' UWTC and its influential factors enables the teacher to apply appropriate teaching methods, instructional media, and teaching materials coherently. By doing so, the students' UWTC can be mitigated and transformed to be WTC.

DRAMA AS A REINFORCEMENT IN YOUNG LEARNERS' ENGLISH VOCABULARY LEARNING Arini Nurul Hidayati; Irma Febrianti; Santiana Santiana
PRIMACY Journal of English Education and Literacy Vol. 1 No. 2 (2022): December - 2022
Publisher : English Language Education Department, Faculty of Teacher Training and Education, Syekh-Yusuf Islamic University (PBI FKIP UNIS)

This study seeks to ascertain whether drama has a significant impact on vocabulary instruction for young learners by looking into the teacherâ€™s teaching practice. One English instructor who frequently teaches English through drama was involved in data gathering for this study since the teacher is successful at doing so. Semi-structured interviews are the approach utilized to collect data, and Braun and Clarke's thematic analysis is then used to interpret the data (2012). Three emerging themes from this study's findings indicate the advantages of using drama to teach English: enhancing students' confidence, expanding students' vocabulary, and increasing students' interest in acquiring English language. However, based on the study's findings, the researcher concluded that young learners may benefit from drama-based vocabulary instruction for the following reasons: The use of drama in the classroom fosters intellectual and emotional conditions that promote students' ability to think. It encourages students to take chances and enables them to put their communication talents to use. Dramatic instruction increases language retention over the long run because vocabulary learning requires active participation from the learners.

Fostering students’ Multimodal Communicative Competence through genre-based multimodal text analysis Fuad Abdullah; Arini Nurul Hidayati; Agis Andriani; Dea Silvani; Ruslan Ruslan; Soni T. Tandiana; Nina Lisnawati
Studies in English Language and Education Vol 9, No 2 (2022)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v9i2.23440

The multiplicity of semiotic resources employed in communication, the rapid advancement of information, communication, and technology (ICT), and burgeoning interdisciplinary research into multimodality have led to a paradigmatic shift from a mono-modal to the multimodal perspective of communication. Conversely, actualising multimodal concepts in teaching and learning practises remains underexplored, notably in developing the students’ multimodal communicative competence (MCC). For this reason, this study endeavoured to probe genre-based multimodal text analysis in fostering the students’ MCC. Grounded on Action Research (AR), the present study facilitated students to cultivate their MCC through the activities of Genre-based multimodal text analysis (hereafter, GBMTA). Practically speaking, students performed the analysing practises in the course at an English Education Department of a state university in Tasikmalaya, West Java, Indonesia, namely Grammar in Multimodal Discourse (GiMD. Four Indonesian EFL students were recruited as the participants. The data were collected through semi-structured interviews and analysed with thematic analysis. The findings showed that the students could: (1) build their knowledge on multimodality, (2) engage with theoretical and practical learning activities, (3) assign analytical and reflective task-based learning activities, and (4) provide constructive feedback about their learning performances, and (5) raise awareness of the contributions of multimodality to prospective English teachers’ competences. The main implication of this study is the promotion of increased awareness of deploying multimodal aspects to English language teaching, learning, and investigative practises to attain optimum MCC.

Title

Found 24 Documents
Search

Abstract

Abstract

Abstract

Abstract

Title Search

Found 24 Documents Search

Abstract

Abstract

Abstract

Abstract

Title

Found 24 Documents
Search