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All Journal Parole: Journal of Linguistics and Education Indonesian Journal of Applied Linguistics (IJAL) Jurnal Berkala Ilmu Perpustakaan dan Informasi Journal on English as a Foreign Language (JEFL) English Language and Literature International Conference (ELLiC) Proceedings Curricula: Journal of Curriculum Development
Emi Emilia
Universitas Pendidikan Indonesia
Humanities Education Languange, Linguistic, Communication & Media Library & Information Science Social Sciences

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Gerakan literasi masyarakat berbasis media sosial Riche Cynthia Johan; Emi Emilia; Aah Ahmad Syahid; Angga Hadiapurwa; Gema Rullyana
Berkala Ilmu Perpustakaan dan Informasi Vol 16 No 1 (2020): June
Publisher : Perpustakaan Universitas Gadjah Mada

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22146/bip.v16i1.35

Abstract

Introduction. The three main aspects to improve literacy movement are family, school, and society. Using social media could be useful to improve literacy as many reading materials can be accessed and freely available. However, the content should be selected to prevent from unexpected materials. Data Collection Method. Data obtained through observations of 100 participants in the development of community literacy movement. They were religious education community (pesantren) with professions such as, teachers, education staffs and students’ representatives from two levels of education within the reading village frameworks in Tanjungmekar village, Tanjungkerta, Sumedang. Analysis Data. Data were analyzed using descriptive percentage studies, and describing the results of observations. Result and Discussions. The community accesses reading material dominant using printed material, reading assignment and communication through social media have not done as expected. In general, the activities of fostering literacy in the religious education community require patterns that are in accordance with time, motivation, access, technological devices, various social media to foster literacy readiness. Conclusions. Alternative use of social media is expected be able to support community movement to build the literate village.
Training teachers to teach PISA-like reading: A case in Indonesia Emi Emilia; Eva Tuckyta Sari Sujatna; Nia Kurniasih
Indonesian Journal of Applied Linguistics Vol 12, No 1 (2022): Vol. 12, No. 1, May 2022
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v12i1.46534

Abstract

This paper presents partial results of the first year of a multi-year joint study, involving three universities in Indonesia, aiming to develop a program to train English and Indonesian teachers to teach PISA-like reading (24 teachers in junior and senior high schools in West Java, Indonesia). The study aimed to identify whether the program can help the teachers enhance their PISA-like reading ability, create PISA-like reading materials for reading practices, and teach them to their students. The program drew on principles of effective teacher professional development (Ajani, 2018; Borko, 2004; Borko et al., 2010; Darling-Hammond et al., 2017), PISA reading (OECD, 2009, 2016, 2017, 2019, 2021), text-based instruction (Macken-Horarik et al., 2017), Reading to Learn Program (Rose, 2020a,b), and online teaching (Ragan, 2015). The study uses a program evaluation with the data collected from four sources, including a phase of training, pre- and post-tests, collection of PISA-like reading materials, and questionnaires distributed before and after the training program. The focus of the first year was on enhancement of teachers’ understanding and skills in different PISA-related aspects. Enhancement of their teaching capacity has not been explored, except for that prior to the training program, and this has been reported in Rahmadina and Emilia (2022). The first-year results reveal that the training program could help enhance the teachers’ ability to read, to use appropriate texts, and to construct PISA-like reading tasks. This was confirmed by the teachers’ positive responses to the program, in accordance with previous research on effective teacher professional development (TPD). It is recommended that the training program be conducted in different contexts, involving more teachers to help students learn to read and succeed in PISA reading.
A Graduate Student’s Thesis Writing Process Geby Maryono; Emi Emilia; Gin Gin Gustine
English Language and Literature International Conference (ELLiC) Proceedings Vol 5 (2022): Innovative Practices in Language Teaching, Literature, Linguistics, and Translation
Publisher : Universitas Muhammadiyah Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

A thesis is a challenging scholarly writing task at the university level. Previous studies showed that an effective writing process is necessary to complete writing tasks. Therefore, it is assumed that effective process is also necessary to complete thesis writing well. This qualitative research applied a case study design to explore the writing process of a proficient graduate student in writing a thesis. The participant of this study was a graduate student from a private university with cum laude predicate. The interview was used as the main data source with document analysis as a data source for triangulation. Models of writing processes from the process-genre approach were used as the main theory to discuss the findings. This research revealed that the student went through stages of writing well with various activities. In the pre-writing stage, the student reflected on her surrounding to find the problem to solve, read numerous references and discussed the topic with the experts to gain a deeper understanding. In the drafting stage, the student always provided a specific time for writing and simultaneously integrated her reading into her writing. In the revision stage, the student got feedback from many experts, then she selected the feedback before applying them to her writing. During the revision, the student also simultaneously edited her writing. She also published her thesis several times. The student gained many benefits from each stage of writing, such as improving academic writing skills and changing mindset in perceiving writing specifically and perceiving life in general. However, she also faced challenges during the writing process, such as feeling bored with the tedious process and dealing with her perfectionist to stay realistic. From this research, it can be seen that proficient students recursively went through each stage of the writing process, which resulted in a quality thesis.
An analysis of International Baccalaureate – English Language Curriculum for Middle Year Program Geby Devtiana Maryono; Emi Emilia
PAROLE: Journal of Linguistics and Education Vol 12, No 1 (2022): Volume 12 Number 1 April 2022
Publisher : Master Program in Linguistics, Diponegoro University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14710/parole.v12i1.69-80

Abstract

The IB Curriculum, which was initially founded in Switzerland, is used globally. Many schools in Indonesia also apply this curriculum, and the number keeps growing. This paper will present the results of a study aiming to investigate the ideology, model, and elements of the International Baccalaureate (IB) curriculum, specifically the English (Language Acquisition) curriculum for the Middle Year Program (secondary school). The study has been given shape by the theory of curriculum development. The study employed a case study research design, especially text analysis. The results show that the English IB curriculum applies a learner-cantered ideology with collaborative learning to build students’ communicative skills. It also has been influenced by a deductive model proposed by Tyler. Moreover, the elements also confirm Tyler’s rationale, consisting of objectives, the content, learning activities or learning experiences designed to achieve the objectives various types of assessments and evaluations.
Program evaluation of English language learning for EYL curriculum development in Indonesia: teachers perception, challenges, and expectation Metty Agustine Primary; Emi Emilia; Didi Sukyadi
Journal on English as a Foreign Language Vol 13, No 1 (2023): Issued in March 2023
Publisher : Institut Agama Islam Negeri (IAIN) Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v13i1.6068

Abstract

Program evaluation (henceforth PE) is a phase of curriculum development in the ELT context and is precious for improving curriculum reform. However, more research needs to be undertaken to investigate PE as a part of the English curriculum development for young learners context in Indonesian elementary schools. This case study research aims to scrutinize the teachers voices on PE centered on the challenges, perceptions, and expectations of the English to young learners (EYL) curriculum development. A semi-structured interview with three English teachers chosen by purposive sampling in Tasikmalaya, West Java, Indonesia, was employed to gather the data, and the collected data were examined thematically. The results showed that EYL teachers believe PE is vital to conduct since it can encourage curriculum development. They deal with challenges in designing and developing the curriculum related to lesson planning, materials development, instructional methods, and assessment practices. Teachers expected the EYL program to be adjusted with a suitable curriculum, such as contextualized, character-based, and school-based curricula. The study suggests that PE should be performed regularly to gain insightful reforms for the EYL curriculum, so teachers, schools, and stakeholders can advance the quality of the English program at Indonesian elementary schools.
English curriculum analysis and its relevance to Islamic boarding school goals Rina Lestari; Emi Emilia
Curricula: Journal of Curriculum Development Vol 2, No 1 (2023): Curricula: Journal of Curriculum Development, June 2023
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/curricula.v2i1.56483

Abstract

This case study reports on the analysis of the national curriculum known as curriculum 2013, and its relevance to a modern Islamic boarding school goals. This study involved one Islamic senior high school in West Java, Indonesia. The qualitative data were derived from curriculum 2013 and the curriculum complementary documents designed by the curriculum development department of the school. This document analysis relied on four fundamental elements of curriculum introduced by Tyler (1949), those are educational goals, learning experiences, learning organizations, and learning evaluations. The results showed that four fundamental aspects of the curriculum 2013 were in line with the Tyler curriculum principles. A minimum TOEFL score is one of the objectives, but the programs are inadequate to prepare the students to achieve it. Likewise, the final evaluation for the objective is still inconsistent due to the test cost issue. However, the curriculum 2013 supported by some complementary programs has demonstrated its relevance to the goals of the modern Islamic boarding school.
“Learning Functional Grammar is fun”: A snapshot of functional grammar unit at an English Education Department in Indonesia Emi Emilia; J. R. Martin
Indonesian Journal of Applied Linguistics Vol 13, No 1 (2023): Vol. 13, No.1, May 2023
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v13i1.58256

Abstract

This paper reports on a teaching program for the Functional Grammar (FG) unit at an English Education Study Program of a state university in West Java Indonesia in 2020-2022.  Three cohorts of pre-service teachers in semester six were involved in the program (38 students in 2020, 26 in 2021, and 36 in 2022). The teaching program was conducted online due to the Covid 19 pandemic. The report focuses on exploring students’ understanding of Systemic Functional Linguistics (SFL) – FG in particular, and their ability to use SFL in text analysis. The study  also addresses students’ opinions on learning SFL through FG unit. The  study used a qualitative case study design and the data were obtained from participant observations, a questionnaire distributed at the end of the teaching program, and analysis of students’ essays on text analyses. In the interest of space, the paper will only present and discuss data from the questionnaire and three samples of student essays. The questionnaire data were analysed qualitatively using a thematic analysis of different aspects of the unit and SFL, and students’ essays were analysed using SFL, especially theme, transitivity, and mood systems in lexicogrammar stratum. The data from the questionnaire indicate that all the students in all cohorts responded positively to the teaching program. Many students in each cohort said that learning FG is fun, enjoyable, interesting, and useful for both daily and academic life. They displayed a good understanding of SFL, including its basic principles, notions, and values ­ – especially concerning their reading and writing improvement. The data from students’ essays also reveal their ability to show how and why the text means what it does and to evaluate why the text is or is not effective for its own purposes. On this basis, it is recommended that SFL be introduced to Indonesian university students to enhance their literacy capacity and to Indonesian teachers to improve their teaching skills and their ways to develop assessment that is linguistically informed.
Co-Authors Aah Ahmad Syahid, Aah Ahmad Angga Hadiapurwa Didi Sukyadi Eva Tuckyta Sari Sujatna Geby Devtiana Maryono Geby Maryono Gema Rullyana Gustine, Gin Gin J. R. Martin Johan, Riche Cynthia Metty Agustine Primary NIA KURNIASIH Rina Lestari Yulia Hapsari