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All Journal Indonesian Journal of Applied Linguistics (IJAL) Journal of English and Education The Journal of English Literacy Education
Nicke Yunita Moecharam
Universitas Pendidikan Indonesia
Education Languange, Linguistic, Communication & Media Other

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LET’S TALK AND TOLERATE: STRENGTHENING STUDENTS CULTURAL AWARENESS THROUGH LITERATURE CIRCLES Moecharam, Nicke Yunita; KartikaSari, Della Nuridah
Indonesian Journal of Applied Linguistics Vol 3, No 2 (2014): Volume 3 No. 2 January 2014
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v3i2.662

Abstract

Abstract: Putting more attention on teaching language skills, the use of literature in EFL classrooms is often abandoned. While essentially, exploiting literary texts in some advanced EFL courses, serves a variety of purposes, dedicated to encourage interactive and communicative classes for language learners at different levels of proficiency. Literary texts often offer cultural explorations through the embedded cultural contexts in the stories. Indeed, exploring literary works provides an exercise in cultural relativity, so that students are more aware of the cultural differences presented in various contexts. Both teachers and students need to get involved in class discussions and activities which are created to support deep exploration of cultures in the texts. This paper reports on the use of literature circles in an advanced EFL classroom to reinforce students‘ cultural awareness through the examination of classic literatures as well as contemporary realist fiction. The two genres of literatures also bring about multicultural issues which are worth noting in an attempt of developing students‘ cutural awareness. In the research, it is further found that distributing students in small discussion groups has encouraged more ―talking‖ and improved students‘ written responses. In addition, teachers discovered that cultural values and attitudes are easily transferred through the characters in the literary works.Keywords: literature circles in EFL classroom, classic literatures, contemporary realist fictions.
IN HOUSE TRAINING (IHT) MODEL TO IMPROVE THE ABILITIES OF ENGLISH TEACHERS IN DEVELOPING TEACHING MATERIALS Lengkanawati, Nenden Sri; Setyarini, Sri; Sari, R. Della Kartika; Moecharam, Nicke Yunita
Indonesian Journal of Applied Linguistics Vol 5, No 1 (2015): Vol. 5 No 1 July 2015
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v5i1.829

Abstract

The Ministerial Regulation Number 16 of the year 2007 on academic qualification standards and teacher competencies requires teachers to demonstrate four competencies: personality, social, pedagogical, and  professional. However, there are two competencies (pedagogical and professional) which become the stumbling obstacles for teachers of English in their professional involvement. Therefore, this study was designed to aim at: (1) creating a conceptual framework for enhancing teachers’ capabilities in developing and implementing teaching materials; (2) designing a model of IHT to improve the ability of teachers to develop and implement the use of teaching materials; and (3) piloting and implementing the IHT model in teacher training programs. The method used in the data analysis adopted a qualitative design with reference especially to the theory of the development of teaching materials (Crowford: 2002) and the design of IHT (Wallace: 1993). The results showed that most respondents tended to resort to the textbook as the primary source for students’ learning activities, with some enrichment materials obtained from the Internet and other sources. Nevertheless most of the teachers were still found to encounter quite a few obstacles in developing their teaching-learning materials, appropriate to the topics as indicated in the syllabus and to the student characteristics. To alleviate this hurdle, the IHT model to be incorporated in a teacher training program could be an effective alternative to improve the ability of the teachers in developing their English teaching-learning materials.
GENDER IN EFL CLASSROOM: TRANSITIVITY ANALYSIS IN ENGLISH TEXTBOOK FOR INDONESIAN STUDENTS Emilia, Emi; Moecharam, Nicke Yunita; Syifa, Iva Laela
Indonesian Journal of Applied Linguistics Vol 7, No 1 (2017): Vol. 7 No. 1, May 2017
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v7i1.6877

Abstract

This paper is concerned with the topic of gender in EFL classroom, particularly in Indonesian context. Owing to the framework proposed by Sunderland (1992), the paper focuses on the discussion of gender in classroom materials, i.e. English textbooks. Selected reading passages were analyzed within the framework of Transitivity system of functional grammar (Halliday Mathiessen, 2004; Haliday Mathiessen, 2014). The Processes in the texts (e.g. travel, walk, and climb) reveal that males were perpetually constructed as ‘adventurous’, ‘risk taker’, ‘active’, ‘independent’, and ‘capable’. Meanwhile, the Processes also indicate that the females were shaped as more ‘passive', ’expressive’, ‘nurturing’, and ‘unassertive’ than their male counterparts (Blackstone, 2003; Evans Davies, 2000). The findings suggest that the gender roles were presented in an asymmetrical manner. The paper provides recommendation in terms of how both teachers and students can develop gender awareness in the classroom practices through the use of the textbooks.
THE IMPLEMENTATION OF DICTOGLOSS STORYTELLING IN IMPROVING 8th GRADE STUDENTS’ WRITING ABILITY Azharra Aninda Putri Al Farid; Sri Setyarini; Nicke Yunita Moecharam
Journal of English and Education Vol 5, No 1 (2017)
Publisher : Journal of English and Education

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Abstract

This study investigates the implementation of Dictogloss Storytelling in 8th grade english classroom. It aims to see its contribution to the improvement of students’ writing performance in writing narrative texts. The study used experimental study as quantitative strand. It involved a class consisting of 19 students as the experimental group. The data were obtained from three meetings of teaching program.Hypothesis testing revealed that the post-test score (M = 64.00 , SD = 10.41) was significantly higher than pre-test score (M = 52.95, SD = 8.47), in t(18) = -10.849, p .05, r2 = .867 in 2-tailed direction. The effect size was also considered as large (r2.25), which indicated that the intervention had a large impact to the students’ score. The extent to which the students had significant improvement in their narrative writing is further explored.
TEACHER’S STRATEGIES IN BUILDING THE STUDENTS’ KNOWLEDGE OF THE FIELD (BKOF) IN TEACHING WRITING NARRATIVE TEXT Astrina Nur Sundari; Nenden Sri Lengkanawati; Nicke Yunita Moecharam
Journal of English and Education Vol 5, No 2 (2017)
Publisher : Journal of English and Education

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Abstract

This study is aimed at investigating the teacher’s strategies at the stage of building knowledge of the field (BKOF) especially when teaching writing narrative text. The BKOF stage is intended to build the students’ prior knowledge before they can write effectively. This study used the scaffolding theory as it shares some similarities with the BKOF stage. Qualitative research was applied in this study. Four instruments were used to collect the data; questionnaire, classroom observation, interview and document analysis. The findings showed that the teacher applied three main strategies in the BKOF stage, those are 1) asked students to translate in most of the class discussion; 2) built students vocabulary; and 3) the point system.
PROMOTING CHARACTER EDUCATION IN EFL CLASSROOM: USING CHILDREN’S LITERATURE AS A TEACHING MATERIAL Mentari Antika Putri; Sri Harto; Nicke Yunita Moecharam
Journal of English and Education Vol 5, No 2 (2017)
Publisher : Journal of English and Education

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Abstract

The article entitled Promoting Character Education in EFL Classroom: Using Children’s Literature as Teaching Material investigated a teacher’s strategies in integrating character education in EFL classroom using children’s literature as teaching material along with teacher’s ability to identify the ideology embodied in the story. A case study was employed in this study. The basic frameworks of this study are relied on Campoy (1997), Edgington (2002), O’sullivan (2004) and Hollindale (1988) framework. This study revealed that the teacher employed several strategies namely Cause/Effect/Far-Reaching Effect, Perspective Windows, What’s Your Perspective?, Comparison of Noble and Ignoble Character, Value Inculcation and Value Analysis. It is further found that teacher was able to identify the ideology presented in the story.
VOCATIONAL ENGLISH TEACHERS’ ADAPTATION TO DEEP LEARNING PEDAGOGY DURING CURRICULUM REFORM Nicke Yunita Moecharam; Gin Gin Gustine; Annisa Rahmadani; Nida Mujahidah Fathimah; Susan Santika
The Journal of English Literacy Education: The Teaching and Learning of English as A Foreign Language Vol. 13 No. 1 (2026): The Journal of English Literacy Education: The Teaching and Learning of Englis
Publisher : ENGLISH EDUCATION STUDY PROGRAM, FACULTY OF TEACHER TRAINING AND EDUCATION, UNIVERSITAS SRIWIJAYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36706/jele.v13i1.135

Abstract

Curriculum reform in vocational education requires English teachers to design learning that is meaningful, student-centered, technology-supported, and relevant to students’ future workplace communication needs. However, limited attention has been given to how vocational English teachers make sense of deep learning pedagogy and translate it into classroom practice after professional development. This qualitative case study examined five experienced vocational English teachers in a vocational school in Yogyakarta that had undergone curriculum reform and required teachers to incorporate deep learning-oriented pedagogy. Data were collected through semi-structured interviews and classroom observation notes and analyzed using reflexive thematic analysis. The findings show that teachers interpreted deep learning as pedagogical renewal within existing curriculum demands. Their adaptation, however, was shaped by school leadership, workload, facilities, mentoring, students’ readiness, and access to professional learning opportunities. Teachers enacted deep learning pragmatically through technology-supported and module-based English teaching, including digital tools, project-based tasks, multimodal activities, and contextualized learning materials. The study contributes to vocational English education research by showing that deep learning pedagogy is enacted through teacher sense-making, institutional negotiation, and classroom-level adaptation rather than as a fixed instructional model. 
Co-Authors Astrina Nur Sundari Azharra Aninda Putri Al Farid Emi Emilia Gustine, Gin Gin Nenden Sri Lengkanawati Nida Mujahidah Fathimah Putri, Mentari Antika R. Della Kartika Sari, R. Della Kartika Rahmadani, Annisa Rd. Della Nuridah Kartika sari A. Sri Harto Sri Setyarini Susan Santika Syifa, Iva Laela