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THE ROLE OF PARENTS AND TEACHERS AS LITERACY SPONSOR FOR CHILDREN WITH DYSLEXIA DISSORDER IN TAARE ZAMEEN PAR MOVIE Mas Alwis Imru'ul Qais As-syauqi; Pratiwi Retnaningdyah; Ali Mustofa
English Teaching Journal : A Journal of English Literature, Language and Education Vol 9, No 1 (2021)
Publisher : Universitas PGRI Madiun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25273/etj.v9i1.7717

The role of parents and teachers is less to be considered in developing children’s literacy skills such reading and writing. As literacy sponsors, both parents and teachers hold a critical role for the children, especially those with special needs such dyslexic ones, in acquiring literacy skills and knowledge. This study focuses on the role of parents and teachers as literacy sponsor portrayed in Taare Zameen Par movie and how the application of multimodal literacy is depicted through the story of a dyslexic boy, Ihsaan. This study uses descriptive qualitative method to analyse and describe the data. The main data of this study are dialogues and screenshots taken from the movie. Furthermore, the data will be analysed using Brandt’s literacy and sponsorship theories to support the argumentation and interpretation in the analysis process. The result shows that the role of parents and teachers has a great impact toward the literacy development of dyslexic children like Ishaan. Likewise, multimodal literacy could give a better outcome for the children with dyslexia disorder.

Enhancing Critical Thinking Through Literature Circles in EFL Classrooms: Empirical Evidence and Contributions to SDG 4 Junie Darmaningrum; Lies Amin Lestari; Pratiwi Retnaningdyah
Journal of Current Studies in SDGs Vol. 2 No. 3 (2026): September
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jocsis.2.3.255

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Adapting Literature Circles for Critical Thinking in Indonesian EFL Classrooms: A Qualitative Case Study Aligned with SDG 4 Junie Darmaningrum; Lies Amin Lestari; Pratiwi Retnaningdyah
Journal of Current Studies in SDGs Vol. 2 No. 4 (2026): December
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jocsis.2.4.263

Objective: To investigate how Literature Circles can be pedagogically adapted to the Indonesian English as a Foreign Language (EFL) context to foster students' critical thinking while accommodating curriculum requirements, students' language proficiency, and classroom learning needs in support of Sustainable Development Goal (SDG) 4. Method: A qualitative case study was conducted at an Indonesian senior high school involving one English teacher and twelve eleventh-grade EFL students. Data were collected through classroom observations, semi-structured interviews, and document analysis, including lesson plans, students' worksheets, dialogue journals, and learning products. The data were analyzed using coding, categorization, thematic analysis, and triangulation. Results: The findings revealed that Literature Circles were successfully adapted through modifications to instructional procedures, collaborative learning stages, reading materials, and role assignments, including the addition of Text Analyzer and Grammar Pointer roles to align with the Indonesian genre-based curriculum. These adaptations promoted six dimensions of critical thinking interpretation, analysis, inference, evaluation, explanation, and self-regulation while enhancing students' affective, cognitive, and behavioral engagement in collaborative learning. Novelty: The study proposes a contextualized adaptation model of Literature Circles for Indonesian secondary EFL classrooms, demonstrating how collaborative reading can be integrated with curriculum demands to foster critical thinking, student engagement, and the achievement of Sustainable Development Goal 4 (SDG 4) through student-centered learning.

Enhancing Critical Thinking Through Literature Circles in EFL Classrooms: Empirical Evidence and Contributions to SDG 4 Junie Darmaningrum; Lies Amin Lestari; Pratiwi Retnaningdyah
Journal of Current Studies in SDGs Vol. 2 No. 3 (2026): September
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jocsis.2.3.255

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Adapting Literature Circles for Critical Thinking in Indonesian EFL Classrooms: A Qualitative Case Study Aligned with SDG 4 Junie Darmaningrum; Lies Amin Lestari; Pratiwi Retnaningdyah
Journal of Current Studies in SDGs Vol. 2 No. 4 (2026): December
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jocsis.2.4.263

Objective: To investigate how Literature Circles can be pedagogically adapted to the Indonesian English as a Foreign Language (EFL) context to foster students' critical thinking while accommodating curriculum requirements, students' language proficiency, and classroom learning needs in support of Sustainable Development Goal (SDG) 4. Method: A qualitative case study was conducted at an Indonesian senior high school involving one English teacher and twelve eleventh-grade EFL students. Data were collected through classroom observations, semi-structured interviews, and document analysis, including lesson plans, students' worksheets, dialogue journals, and learning products. The data were analyzed using coding, categorization, thematic analysis, and triangulation. Results: The findings revealed that Literature Circles were successfully adapted through modifications to instructional procedures, collaborative learning stages, reading materials, and role assignments, including the addition of Text Analyzer and Grammar Pointer roles to align with the Indonesian genre-based curriculum. These adaptations promoted six dimensions of critical thinking interpretation, analysis, inference, evaluation, explanation, and self-regulation while enhancing students' affective, cognitive, and behavioral engagement in collaborative learning. Novelty: The study proposes a contextualized adaptation model of Literature Circles for Indonesian secondary EFL classrooms, demonstrating how collaborative reading can be integrated with curriculum demands to foster critical thinking, student engagement, and the achievement of Sustainable Development Goal 4 (SDG 4) through student-centered learning.

Digital Literacy Practices and Identity Negotiation among Thai Students in Indonesian EFL Classrooms: Advancing SDG 4 through Quality and Inclusive Education Lestari Budianto; Slamet Setiawan; Pratiwi Retnaningdyah
Journal of Current Studies in SDGs Vol. 3 No. 1 (2027): March
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jocsis.3.1.242

Objective: To investigate how Thai students in Indonesia negotiate their identities through digital literacy practices in an English as a Foreign Language (EFL) classroom, contributing to Sustainable Development Goal 4 (SDG 4) by examining how digital practices support quality and inclusive education in multilingual higher education contexts. Method: Employing a qualitative approach, the study involved three Thai students from the English Education Department at Universitas K.H. Abdul Chalim. Data were collected through classroom observations and self-administered interviews and analyzed using thematic analysis. Result: The findings indicate that digital literacy practices facilitated language learning, classroom participation, and identity negotiation as international EFL learners. The participants utilized digital tools, including translation applications, social media, online learning platforms, and artificial intelligence tools, to adapt to academic and sociocultural environments. Their identity construction was shaped by cross-cultural experiences, multilingual communication, and digital engagement within the EFL classroom. Novelty: The study contributes to the growing literature by demonstrating the interconnected role of digital literacy and identity construction among international students in higher education EFL contexts. It also provides novel insights from the underexplored context of Thai students studying in Indonesia, highlighting how digital literacy practices support both academic adaptation and identity development.

Digital Literacy Practices and Identity Negotiation among Thai Students in Indonesian EFL Classrooms: Advancing SDG 4 through Quality and Inclusive Education Lestari Budianto; Slamet Setiawan; Pratiwi Retnaningdyah
Journal of Current Studies in SDGs Vol. 3 No. 1 (2027): March
Publisher : Sekolah Tinggi Agama Islam Sabilul Muttaqin Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63230/jocsis.3.1.242

Objective: To investigate how Thai students in Indonesia negotiate their identities through digital literacy practices in an English as a Foreign Language (EFL) classroom, contributing to Sustainable Development Goal 4 (SDG 4) by examining how digital practices support quality and inclusive education in multilingual higher education contexts. Method: Employing a qualitative approach, the study involved three Thai students from the English Education Department at Universitas K.H. Abdul Chalim. Data were collected through classroom observations and self-administered interviews and analyzed using thematic analysis. Result: The findings indicate that digital literacy practices facilitated language learning, classroom participation, and identity negotiation as international EFL learners. The participants utilized digital tools, including translation applications, social media, online learning platforms, and artificial intelligence tools, to adapt to academic and sociocultural environments. Their identity construction was shaped by cross-cultural experiences, multilingual communication, and digital engagement within the EFL classroom. Novelty: The study contributes to the growing literature by demonstrating the interconnected role of digital literacy and identity construction among international students in higher education EFL contexts. It also provides novel insights from the underexplored context of Thai students studying in Indonesia, highlighting how digital literacy practices support both academic adaptation and identity development.

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