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All Journal Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa Indonesian Journal of Applied Linguistics (IJAL) Semantik ELT Worldwide: Journal of English Language Teaching Jurnal English Education: Jurnal Tadris Bahasa Inggris Jurnal Pendidikan Bahasa Al Ishlah Jurnal Pendidikan Metathesis: Journal of English Language, Literature, and Teaching International Journal of Language Teaching and Education English Language and Literature International Conference (ELLiC) Proceedings Research and Innovation in Language Learning Edulangue Voices of English Language Education Society Humaniora Journal of English Education TEKNOSASTIK Pedagogy : Journal of English Language Teaching UAD TEFL International Conference Indonesian Journal of EFL and Linguistics AKSARA: Jurnal Bahasa dan Sastra JEELS (Journal of English Education and Linguistics Studies) Studies in English Language and Education
Ngadiso Ngadiso
English Education Department Teacher Training And Education Faculty, Universitas Sebelas Maret, Surakarta
Arts Humanities Computer Science & IT Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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Promoting Photovoice for Teachers’ Self-Reflection on Multimodal Literacy Drajati, Nur Arifah; Ngadiso, Ngadiso; Zainnuri, Hasan
English Education: Jurnal Tadris Bahasa Inggris Vol 12 No 2 (2019): English Education: Jurnal Tadris Bahasa Inggris
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ee-jtbi.v12i2.5415

Abstract

Self-reflection is a concept of learning from experience that dominates teacher educator around the world. It is true that self-reflective is not a natural process since it needs critical thought, self-direction, and problem-solving with personal knowledge and self-awareness. The major premise of the study is that although teachers are repeatedly encouraged to reflect on their teaching and learning, they are unable to do so successfully. Photovoice is a valuable tool to engage teachers in reflecting their own lives outside the school, voice their perspectives and share with other teachers, students, and policymakers. Thus, the purpose of this study is to report on action research that investigated photovoice in emerging teachers’ self-reflective on multimodal literacy. To examine this issue, a qualitative study with an action research design was conducted with five junior high school teachers as participants. The data collected through photovoice and analyzed by using SHoWeD Analysis. SHoWeD analysis is the acronym for a series of questions: (1) what do you see here; (2) what is happening; (3) how does this relate to our lives; (4) why are things this way; (5) how could this image educate people. In general, the study indicates that the use of photovoice for self-reflective on multimodal literacy gives positive impacts on the context of teacher professional development.
Pre-service Teachers' Language Ideologies of Dual Language Bilingual Education Program : A Discourse in Language Education Policy Nupus, Hayati; Djatmika, Djatmika; Ngadiso, Ngadiso
VELES Voices of English Language Education Society Vol 7 No 3 (2023): VELES (Voices of English Language Education Society)
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v7i3.21283

Abstract

Dual language bilingual education programs have been applied in Indonesia for a long time, especially in Islamic boarding schools. Drawing to classroom language policy, this paper aims to explore language ideologies of pre-service English teachers in implementation of dual language bilingual education (DLBE) program in the classroom and to what extent do their language ideologies affect their DLBE implementation before and after-class reflection. This article uses an ethnography case study in describing and exploring individual phenomena to find out the natural data from individual daily activity. Interview and observation will be used as a data collection. The participants of this study are four pre-service English teachers represented in different race, native-language and gender categories. The focus use in this study on DLBE  when students learn more than one language. Languages are separate and distinct when bilingual speakers are compared to monolingual speakers. Therefore, different language ideologies of pre-service teachers which are influenced by race, gender, and native language will affect the implementation of DLBE itself.
Multimodality instructions in teaching reading using multimodal texts: Its impact on students’ semiotic awareness Ngadiso Ngadiso; Kristiandi Kristiandi; Herlina Usman
Studies in English Language and Education Vol. 13 No. 1 (2026)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v13i1.188

Abstract

This study investigates students’ responses to the implementation of multimodality instructions in teaching reading using multimodal texts and their impact on students’ development of semiotic awareness. This study employed a two-cycle classroom action research design, each of which consisted of planning, acting, observing, and reflecting. The participants involved in this study were 42 third-semester students majoring in English Education enrolling in a reading class. The data were collected using observation, a questionnaire, and interviews. The observation and interview data, as well as the theme emerging from the questionnaire data, were analyzed using an interactive model of analysis consisting of data condensation, data display, and conclusion drawing/verification. The study found that the students had a positive response toward the lecturer’s multimodality instructions in teaching reading using multimodal texts. The four strategies used in employing multimodality instructions in teaching reading using multimodal texts, namely assessing students’ knowledge of semiotics, helping students use their knowledge of semiotics to build mental pictures, guiding students to use background experience in using linguistic knowledge to make predictions, and guiding students to confirm predictions enabled students to construct mental pictures, influence semiotic knowledge, and utilize background experience to facilitate reading comprehension. These strategies were also found to help develop students’ semiotic awareness, which included visual, linguistic, and multimodal awareness. The findings stress the importance of multimodality instructions in reading pedagogy, particularly to nurture semiotic awareness and enhance reading comprehension. This implies that multimodality instructions using multimodal texts can be beneficial for promoting better literacy skills.
Co-Authors Abdul Asib Abdul Asib Agus Wijayanto Ahmad Lizamuddin Amanda Ummu Haniah Andawi, Dyan Ayu Anggun Fitriana Dewi Anis Handayani Apriliani, Agustin Arifah, Kurnia Fitri Azizatuz Zahro Al Faruq Budi Purnomo Cahyaningtyas, Dhestyn Ervina Sigit Cahyaningtyas, Dhestyn Ervina Sigit Cahyono, Syariful Imam Hadi Dewayani, Gracia Putri Djatmika . Dwi Oktalia Dyah Aminatun Eliawati, Deni Endang Setyaningsih Farro Durrotul Qorri’aina Fitria, Yuanovita Prihatianti Fransiskus Dinang Raja Hasan Zainnuri Hayati Nupus Herlina Usman I Gusti Bagus Wiksuana Iga Yolanda Joko Nurkamto Khotimah Mahmudah Kristian Adi Putra Kristiandi Kristiandi Laily, Farida Nur M. Sri Samiati Tarjana Mousa, Abdusalam Ali Muhammad Asrori Muhlis Fajar Wicaksana Nito Majid Mujtahid Nur Arifah Drajati Nur Arifah Drajati Nur Arifah Drajati Nur Arifah Drajati Rahayu Meliasari Riyadi Santosa Salsabila, Unik Hanifah Senny Wiyanti Siti - Fatimah Slamet Supriyadi Slamet Supriyadi Sri Marmanto Sri Marmanto Sujoko Sujoko Sumardi . Sumardi Sumardi Sumardi, Sumardi Sunardi Sunardi Sunardi Suparno Suparno Suparno Suparno Suwandi, Sarwiji Tanty Prianty Tanty Prianty Teguh Sarosa Teguh Sarosa Vera Nursyarah Widyani Solihat Winarni, Retno Wiyanti, Senny Wulandari, Tri Agustina Yonalia, Salma Yudi Basuki Zainnuri, Hasan