Article Per Year (5 Year)
p-Index From 2020 - 2025
3.792
P-Index
This Author published in this journals
All Journal Indonesian Journal of Applied Linguistics (IJAL) BAHASA DAN SASTRA ELTIN Journal: Journal of English Language Teaching in Indonesia English Review: Journal of English Education Jurnal Penelitian Pendidikan Journal on English as a Foreign Language (JEFL) ETERNAL(english, teaching, learning, and Research Journal) Language Literacy: Journal of Linguistics, Literature, and Language Teaching Indonesian EFL Journal Al-Madrasah: Jurnal Ilmiah Pendidikan Madrasah Ibtidaiyah English Language and Literature International Conference (ELLiC) Proceedings JURNAL PENDIDIKAN TAMBUSAI Research and Innovation in Language Learning Edulangue Voices of English Language Education Society Journal of English Language Teaching and Linguistics JALL (Journal of Applied Linguistics and Literacy) REiLA: Journal of Research and Innovation in Language Edusentris: Jurnal Ilmu Pendidikan dan Pengajaran Muslim Education Review Studies in English Language and Education
Gustine, Gin Gin
Indonesia University Of Education
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

Published : 28 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 28 Documents
Search

 1   2   3 
English students’ experience of reframing narrative stories from a critical literacy perspective Gustine, Gin Gin; Insani, Hikmah Nur
Indonesian Journal of Applied Linguistics Vol 8, No 3 (2019): Vol. 8 No. 3, January 2019
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v8i3.15254

Abstract

This article reports a study investigating the English teacher’s strategies for assisting secondary school students of English to be critically literate through an analysis of narrative texts. In this study, Luke and Freebody’s (1999) four resources model of critical literacy was used as a framework for English instruction situated in an Indonesian secondary school. Data were collected from classroom observations, students’ reflective journals, and an interview with secondary school students. The findings showed that the four resources model of critical literacy, to some extent, helped students to become critically literate especially at the stage of meaning-making-of and criticizing the text. The implication of the study is that there is the possibility of implementing critical literacy-oriented English classrooms in Indonesian and Asian secondary schools.
A SURVEY ON CRITICAL LITERACY AS A PEDAGOGICAL APPROACH TO TEACHING ENGLISH IN INDONESIA Gustine, Gin Gin
Indonesian Journal of Applied Linguistics Vol 7, No 3 (2018): Vol. 7 No. 3, January 2018
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v7i3.9798

Abstract

In English-as-a-Foreign-Language (EFL) context, Foreign-Language (EFL) context,critical literacy as an alternative approach to teaching language and literature may be considered as something new, compared to its origin in some English-speaking countries such as Australia or the USA. Teachers wishing to adopt critical literacy stance in their class are often left with little knowledge or experience on what critical literacy is and how to develop this approach in their class. This article discusses the result of a survey involving twenty one English teachers in a teacher education university in Bandung, West Java province, Indonesia, related to their knowledge on critical literacy as an approach to teaching English language. Result of questionnaires followed up by a focus group discussion reveals that although these teachers have been teaching English for approximately five to seven years in different levels of schools, some teachers show lack of knowledge on critical literacy as a methodological approach to teaching English. Finally, this article concludes with suggestions for English teachers to develop a critical literacy-oriented classroom.
Critical Literacy Strategy and Challenges: Voice from a High School EFL Teacher Hidayat, Raden Aulia Utami; Gustine, Gin Gin; Setyarini, Sri
Jurnal Penelitian Pendidikan Vol 20, No 3 (2020)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/jpp.v20i3.25399

Abstract

This qualitative case study is proposed to investigate the implementation of critical literacy strategy in the English as a Foreign Language (EFL) classroom by one English teacher from one of the public senior high school in Indonesia. The qualitative analysis of the data collected from classroom observation and interview show that the teacher implements the five-steps instructional framework of critical literacy. In the implementation stage, the teacher conducted the framework's whole steps and emphasized the group discussion session where the students could be free to state their opinion. Although the material was taken from the textbook, the teacher could combine her teaching between the book and critical literacy teaching. She provoked her students by posing essential questions and helped students to read and think beyond the text. She also tried to develop her students' social awareness, tolerance, and responsibility through the discussion they shared. However, the teacher encountered some challenges in implementing critical literacy, such as the lack of students' language proficiency, classroom practice transformation, and the lack of teaching resources and facilities.
Analysis of English Formative Tests for Junior High School Students Andriyani, Devi; Gustine, Gin Gin
Jurnal Pendidikan Tambusai Vol. 6 No. 1 (2022): April 2022
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai, Riau, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (219.59 KB)

Abstract

Penelitian ini bertujuan untuk mendeskripsikan tes formatif bahasa Inggris pada siswa sekolah menengah pertama. Metode penelitian yang digunakan adalah metode penelitian deskriptif kualitatif. Responden penelitian berjumlah 34 siswa, dengan komposisi 20 siswa laki-laki, dan 14 siswa perempuan serta satu orang guru bidang studi bahasa Inggris. Tahapan penelitian yang dilakukan meliputi pralapangan, lapangan, dan analisis data. Hasil penelitian menunjukan bahwa tes formatif bahasa Inggris siswa sekolah menengah pertama berada pada kategori amat tinggi. Hasil ini tercapai dikarenakan tes formatif bahasa Inggris yang diberikan memiliki tingkat reliabilitas dan validitas yang sangat tinggi. Guru bidang studi bahasa Inggris yang membelajarkan pembelajaran sangat paham betul bagaimana merancang dan membelajarkan bahasa Inggris di kelas. Hal ini sangat patut dicontoh bagi guru-guru bahasa Inggris lainnya agar tes formatif yang didapatkan siswa juga amat tinggi. Prasarana dan sarana lainnya untuk terus mendukung keterampilan berbahasa Inggris ini perlu dijaga dan dipertahankan oleh pihak sekolah
UNDERGRADUATE STUDENTS’ PERSPECTIVES IN USING EDMODO AS AN EDUCATIONAL SOCIAL NETWORK Hikmah Nur Insani; Didi Suherdi; Gin Gin Gustine
English Review: Journal of English Education Vol 6, No 2 (2018)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v6i2.1254

Abstract

The integration of technology in education and the need to meet the requirements of the 21st century learning lead educators to use online learning platforms. Edmodo is offered as one of learning platforms that could be used in EFL classroom. This research aims to investigate perception of undergraduate students on the use of Edmodo as an educational social network which has been implemented in the classroom. This study employed mix method design by involving 50 undergraduate students from a university in Bandung, Indonesia. The data were collected through closed-ended and open-ended questionnaires. As results, it was found that undergraduate students showed positive response and attitudes towards the use of Edmodo in their learning process. Besides, some obstacles of using Edmodo were also revealed, such as lack of experiences in using technology and how to manage the time allocation. Finally, it is suggested that Edmodo should be implemented in undergraduate EFL classroom.Keywords: Edmodo, undergraduate students’ perception, educational social network, online learning platform
Using Cooperative Learning In Teaching Critical Thinking In Reading Anit Pranita Devi; Bachrudin Musthafa; Gin Gin Gustine Gustine
English Review: Journal of English Education Vol 4, No 1 (2015)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v4i1.310

Abstract

This study investigates how cooperative learning facilitates students in learning critical thinking in reading and to find out the benefits and challenges during the implementation of cooperative learning in one vocational school in Cimahi. A case study is utilized by using instruments of classroom observations, questionnaires, semi structured interview and students’ written tests. The findings show that the implementation of cooperative learning facilitates students develop their critical thinking and enhance critical thinking dispositions in reading. Three features which contribute to the development of students’ critical thinking in reading are: the encouragement of student-student interaction; the provision of group purposes; and the provision of stimulus to the students’ development of thought and ideas. The aforementioned features promote benefits which involved higher motivation and involvement, increased opportunity for language use, and developed interpersonal relationship. Nevertheless, these benefits are constrained by the availability of time, students’ English proficiency, and students’ contribution to the groupwork. It is recommended that further researchers conduct the similar study in a longer period to make sure that the key elements of cooperative learning are well-structured.Keywords: cooperative learning, critical thinking
Exploring EFL Teachers’ Beliefs on the Implementation of Learner Autonomy in Online Classrooms: Learner Autonomy, Teachers’ Beliefs, Online Classrooms, Technology Yayu Nopriani Martha; Gin Gin Gustine; Ahmad Bukhori Muslim
EDULANGUE Vol. 4 No. 1 (2021): Edulangue: Journal of English Language Education
Publisher : Universitas Islam Negeri (UIN) Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/edulangue.v4i1.3454

Abstract

Learner Autonomy is a dynamic process in which learners take an active role and are responsible for their learning. Nowadays, teachers and learners are using technology in online classrooms due to the pandemic situation during which learner autonomy can play critical roles. However, studies investigating teachers’ beliefs in fostering learner autonomy by utilizing technology in online classrooms remain sparse. To fill this gap, this qualitative study explored the teachers' beliefs in fostering learner autonomy by using technology in online classrooms. Drawing on the data garnered from online questionnaires and open-ended questions that involved 48 English teachers from various levels of education in Central Kalimantan with different teaching experience and education degrees, it was found that the teachers deployed various technological tools, which helped them foster learner autonomy in online classrooms.
Channeling Multiliteracies in Digital Era: A Case Study of EFL Student-Made Video Project in Vocational High School Nadzifa Nur Fadila; Sri Setyarini; Gin Gin Gustine
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 6(1), April 2021
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/jeltl.v6i1.494

Abstract

The rapid growth of technology and the new demand of workforce in 21st century have intrigued the research to explore multiliteracies in EFL vocational high school through student-made video project. The skills to process information from mass media and operate in a digitized field are deemed to be necessary for vocational high school students. Student-made video project can be considered as an alternative in training students to enhance their multiliteracies skill, which will be explored in this research. Through a case study design, the integration process and salient modes of multiliteracies are captured. Involving a teacher and students of a vocational high school, the findings revealed that the student-made video project are conducted through four main stages, namely experiencing, conceptualizing, analyzing, and applying. The modes of multiliteracies appeared more frequent are visual representation, audio representation, and oral language in the form of video visual, audio of the video, script writing, and classroom discussion.
EFL Students' Experience in Speaking Practice on Discord Application Dewi Sartika; Dadang Sudana; Gin Gin Gustine
Jurnal Pendidikan Bahasa dan Sastra Vol 22, No 1 (2022): APRIL 2022
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/bs_jpbsp.v22i1.47651

Abstract

Being fluent in a foreign language requires many practices. However, Indonesian EFL learners might find it challenging to find a speaking partner to practice with as English is not widely used in the society. Moreover, the outbreak of Covid-19 has restricted people to communicate face to face, thus they seek for alternative modes of communication utilizing technology. This study was conducted in order to provide a detailed account and explanation of how learning English informally through a social media called Discord could be a better alternative to practice speaking English. The study involved two EFL students with different background based on their reason of joining the application. Narrative inquiry was used as the method of the study with data collected from interviews and observations to gather the stories on how they practiced their English in the application. The stories were then retold in a narrative account which then validated by the participants. The result includes a detailed account of the experience of practicing English in informal settings with an explanation of how these experiences reflected on the factors affecting speaking skill and ways to develop the three main aspects of speaking. With the results, Discord application shows the possibility to be an alternative for EFL students in finding a place and partners to practice their speaking.
OBSTACLES OF IMPLEMENTING LEARN FROM HOME PROGRAM FOR JUNIOR HIGH SCHOOL STUDENTS: TEACHERS’ AND PARENTS’ EXPERIENCES Nur Padhilah; Sri Setyarini; Gin Gin Gustine
ETERNAL (English, Teaching, Learning and Research Journal) Vol 8 No 1 (2022)
Publisher : Universitas Islam Negeri Alauddin Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24252/Eternal.V81.2022.A10

Abstract

The global pandemic in the last two years forces the education practitioners in Indonesia to transform the face-to-face learning to distance learning which is a massive change in a sudden time. This article discusses one study that address the phenomena. The study was conducted in junior high school to find the obstacles faced by the EFL teachers and the students’ parent/guardian when applying learn from home program during the pandemic. Online interview was used in the study for investigating the implementation of two teachers, one mother, and one guardian. The findings reveal that the teachers faced obstacles in students’ attitude evaluation, integrity evaluation, teaching duration, students directions, and uncooperative parents. Whereas, the parent/guardian’s obstacle was they couldn’t participate in the learning process maximally due to work schedule. The various obstacles imply inactive cooperation between the teachers and the parents during the program. The findings are directed to provide information to the teaching literature and to improve EFL teaching practice.global pandemic, learn from home, distance learning.
Co-Authors Adiantika, Hanif Nurcholish Ahmad Bukhori Muslim Anggraini, Nurul Anit Pranita Devi Bachrudin Musthafa Budi Hermawan Damayanti, Elok Devi Andriyani Dewi Sartika Emi Emilia Emi Emilia Eva Fauziah Geby Maryono Gunawan, Aninda Putri Hidayat, Raden Aulia Utami Hikmah Nur Insani Insani, Hikmah Nur Islamy, Jiaul Haque Muhammad Handi Gunawan Musaldin, La Ode Mustofa, M. Ibnu Nadzifa Nur Fadila Nenden Lengkanawati Ningsih, Sri Kusuma Ningtyas Orilina Argawati Noviani Nurjannah Nur Padhilah Rojab Siti Rodliyah Sitti Nurfaidah, Sitti Slamet Wahyudi Yulianto Sri Setyarini Sudana, Dadang Suherdi, Didi Susilowaty, Susilowaty Yayu Nopriani Martha