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All Journal TLEMC (Teaching and Learning English in Multicultural Contexts) Pancaran Pendidikan
Asri Ainun Nisa
Siliwangi University
Humanities Chemistry Education Languange, Linguistic, Communication & Media Physics

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Compositional Meaning Represented in Indonesian EFL Learners PowerPoint Slides: A Multimodal Viewpoint Asri Ainun Nisa; Yesi Dambaresya; Siti Nuraisyiah Fauziah
TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 5, No 2 (2021): TLEMC (Teaching and Learning English in Multicultural Contexts)
Publisher : Siliwangi University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/tlemc.v5i2.3651

Abstract

A proper layout is one of the essential fragments of PowerPoint’s slides. Due to it is one of instruments that needed to display graphs, thin data-density, chartjunk, encoded legends, etc. Therefore, to achieve ideal PowerPoint’s layout, the analysis of compositional meaning is necessary. Compositional meaning consists of information values, salience, framing, based on theoretical frame work which is in accordance with the applicable provisions of color selection, layout, size, positioning must be relevant. The method of this research is qualitative descriptive analysis technique by using the concept of Kress and van Leeuwen (2006) focusing on compositional meaning represented in Indonesian EFL learners PowerPoint slides. The result revealed that the designers of the PowerPoint used the bright color that it clearly differ subheading of the layout. Additionally, the text was positioned properly by placing the priority text on the top part of slide then the less important text was placed in the bottom part. Unfortunately, the designers made the text tone were almost the same tone with the background of the slides. Through the analysis of compositional meaning, it can be used as the rules for students in making PowerPoint.
English Teachers’ Beliefs on Technology Enhanced Language Learning: A Rush Paradigmatic Shift during Covid-19 Pandemic Yadi Supriadi; Asri Ainun Nisa; Silvia Wulandari
Pancaran Pendidikan Vol 9, No 2 (2020)
Publisher : The Faculty of Teacher Training and Education The University of Jember Jember, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (850.169 KB) | DOI: 10.25037/pancaran.v9i2.290

Abstract

Covid-19 pandemic has affected multifaceted aspects of life around the globe, including Indonesia. English language pedagogy is an obvious milieu that suffered from this pandemic, notably English teachers. They should shift their beliefs from traditional to technological paradigm (e.g. online teaching). However, this paradigmatic shift generates challenges for their teaching practices. This study aimed at scrutinizing the paradigmatic shift of English teachers’ beliefs on the deployment of Technology-Enhanced Language Learning (TELL) during this pandemic. A descriptive case study was employed as a research design. There were four English teachers involved as participants. The findings implied that the teachers’ beliefs represent their teaching practices during this Covid-19 pandemic.
Co-Authors Silvia Wulandari Siti Nuraisyiah Fauziah Yadi Supriadi Yesi Dambaresya