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All Journal EXPOSURE JOURNAL Indonesian EFL Journal Engagement: Jurnal Pengabdian Kepada Masyarakat
Nita Novianti
Universitas Pendidikan Indonesia
Religion Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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A JOURNEY TO MATURITY IN A WALK TO REMEMBER BY NICHOLAS SPARKS Adisti Khairunnisa; Bachrudin Musthafa; Nita Novianti
EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol 8, No 1 (2019): Exposure
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/exposure.v8i1.1708

Abstract

This study aims to examine the journey to maturity of the main character, Landon Carter, in A Walk to Remember by Nicholas Sparks, by analyzing the literary elements that construct it. Employing a textual analysis method, this study is framed within Allport’s (1961) theory of maturity, and to discuss the analysis, Bean and Moni’s (2003) theory of young adult literature is also employed. The findings show that Landon’s journey to maturity is depicted mostly through the use of one literary element, namely characterization peculiar to Reams’ (2015). Based on Allport’s (1961) general criteria of maturity, throughout the story, Landon shows six types of maturity: (1) extension of the sense of self, (2) warm relatedness of self to others, (3) emotional security, (4) realistic perception of skills, (5) self-insight, and (6) unifying philosophy of life, and three types of immaturity: (1) an ego-centric sense of self, (2) emotional insecurity, and (3) lack of self-insight. Based on the analysis, several moral values can be obtained by young adult readers with different perspectives from reading Landon’s journey to maturity, such as the importance of being mature and the struggles of attaining maturity. 
Early Reading Movement through Read Aloud Training for Parents: A Community Development Project Nita Novianti; Iyen Nurlaelawati; Temmy Widyastuti
Engagement: Jurnal Pengabdian Kepada Masyarakat Vol 5 No 2 (2021): November 2021
Publisher : Asosiasi Dosen Pengembang Masyarajat (ADPEMAS) Forum Komunikasi Dosen Peneliti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52166/engagement.v5i2.780

Abstract

The National Literacy Movement is widely echoed in the school environment. On the other hand, literacy can also be developed at home for young children by parents. Reading together between parents and children is proven to be able to develop children's literacy. Herein, the Community Service activity which focuses on the initial read aloud training for parents is pivotal. The initial read aloud training aimed to train parents in a village in West Bandung Regency, West Java, to read storybooks to children. This activity was carried out in October 2018, involving 18 parents (mothers) with young children. Through this training, the involved parents showed an awareness, among mothers, of the importance of reading stories at home, selecting story books for children, and reading stories to and/or with children. Through this activity, it is hoped that parents can increase awareness of the importance of supporting literacy from an early age in children and practicing it at home. In addition, it is expected that there will be follow-up trainings such as reading assistance to parents
NEGOTIATING CRITICAL LITERACY IN JUNIOR HIGH: A TEACHER’S EXPLORATION USING FAIRY TALES Nita Novianti
Indonesian EFL Journal Vol. 10 No. 2 (2024)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v10i2.10095

Abstract

Critical literacy is context dependent in nature; its practice is negotiated by teachers with their local contexts (Alford & Jetnikoff, 2016; Comber & Simpson, 2001). While this context dependency has been widely acknowledged, not much research has explored how teachers negotiate their local contexts to integrate critical literacy in their English classroom. Using the Framework for critical literacy negotiations in EFL classrooms (Novianti, 2023), action research involving a junior high school teacher was conducted. As part of the teacher’s professional learning program, the teacher negotiated the practice of critical literacy in her classroom. The results show that integrating critical literacy into the English classroom is a complex process requiring the teacher to negotiate multiple factors in their teaching practice as well as their knowledge and beliefs regarding literacy. The teacher’s main concern was negotiating a space for critical literacy in the existing curriculum, making sure the topic raised was relevant to students’ lived experiences, and considering local artifacts and happenings that could be raised in the instruction. Negotiation also occurs when the teacher integrated the principles of critical literacy pedagogy into her classroom teaching and learning, which comprise text analysis and critique, bridging the word and the world, and taking social action. The findings highlight the nature of critical literacy practice that is dependent upon teacher’s local contexts.
Co-Authors Adisti Khairunnisa Bachrudin Musthafa Iyen Nurlaelawati Temmy Widyastuti