Article Per Year (5 Year)
p-Index From 2020 - 2025
1.325
P-Index
This Author published in this journals
All Journal Journal of Language and Literature Wiralodra English Journal (WEJ) Research and Innovation in Language Learning Journal of English Education, Linguistic and Literature English Journal English Didactic
Nurhadianty Rahayu
STKIP La Tansa Mashiro
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

Published : 7 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 7 Documents
Search

 1 
DESIGN-BASED RESEARCH TO DEVELOP SFL-INFORMED TBLT INSTRUCTIONS: REFLECTION FROM ESP COURSE Nurhadianty Rahayu; Hikmah Pravitasari
JEELL (Journal of English Education, Linguistics and Literature) English Department of STKIP PGRI Jombang Vol 8, No 1 (2021)
Publisher : STKIP PGRI Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32682/jeell.v8i1.1964

Abstract

Design-based research (DBR)’s use in education research has been manifold since it provides teacher-researcher collaboration in order to improve theoretical understandings and plan an intervention to a non-optimal learning condition. Plethora of studies utilize the methodology to design and develop macro pedagogic documents, professional development programs, and refine the theoretical understanding in real classroom practices. However, its use for developing a set of instructional designs that promote critical meaning-making and reflection in English for Specific Purposes (ESP) courses is relatively scarce. The iterative cycle of DBR affords us to co-create the instructional design that utilizes some systemic functional linguistic (SFL) concepts to task-based language teaching (TBLT) in supporting students’ critical meaning-making. Students report they find TBLT suitable for their pace of learning as it organizes the pedagogic tasks in a sequential manner. Even though SFL concepts to approach texts were initially seen challenging, but with explicit instruction and scaffolding, they can carry on with the demands of the tasks. This informs that SFL-informed TBLT can be also adapted to a wider variety of contexts, adapting DBR cycles.
STUDENTS’ PERCEPTION ON THE USE OF ENGLISH-SUBTITLED MOVIES TOWARD STUDENTS’ SPOKEN GRAMMAR UNDERSTANDING Tasya Murti Larasati; Movi Riana Rahmawanti; Nurhadianty Rahayu
Wiralodra English Journal Vol. 5 No. 2 (2021): Wiralodra English Journal
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/wej.v5i2.135

Abstract

Grammar is a problematic issue regarding English comprehension for the students, both spoken and written. Several studies showed that English- subtitled movies are effective to develop students' skills in English. Thus, students' behavior in watching English-subtitled movies can be interlinked with their understanding of spoken Grammar. This study aims to find students' perception of using English subtitled movies toward students' Spoken Grammar Understanding. Ten participants who enrolled in spoken grammar course participated in this study. An online closed-ended questionnaire is employed to determine students' perception of using English subtitled movies to their Spoken Grammar Understanding. An online semi-structured interview was then used to clarify and elaborate the students’ view on using English subtitled movies to their Spoken Grammar Understanding further. From the result, the subtitled movies are perceived to impact the students’ spoken grammar understanding significantly. This study implies the use of subtitled movies in English teaching and learning grammar.
Designing ESP materials from social semiotic perspective: A design-based approach Hikmah Pravitasari; Nurhadianty Rahayu
Research And Innovation In Language Learning (RILL) Vol 4, No 1 (2021)
Publisher : Lembaga Penelitian Universitas Swadaya Gunung Djati Cirebon, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33603/rill.v4i1.4364

Abstract

This research aims at developing Supplementary English Material to fulfil the students needs toward the material at midwifery academy using Project-based Learning (PBL). This research uses Design Based Research (DBR). It is conducted in four steps, i.e. analysis of the practical problem, product development, try out of the product development and reflection. The findings show that the existing English materials contain general English material and it is less specific to be used for the students of midwifery study program. The supplementary project book contains theoretical theories of ESP and PBL. The prototype is validated and reviewed by two experts in English Language Teaching (ELT) and expert of Midwifery. To get the feasible product, the prototype was tried to be implemented three times in the classroom. Through observation, questionnaire, and focus group discussion that involved the researcher, the instructor, and students, the draft is finalized. Therefore, after going through the stages, it could be said that the draft is feasible to be applied as supplementary material to teach students of midwifery study program. It is expected that the module can give some contribution and improvement for English teaching and learning.
The Subjectivity of Forced-migrant in Poems of and by Refugees Nurhadianty Rahayu
Journal of Language and Literature Vol 20, No 1 (2020): April
Publisher : Universitas Sanata Dharma

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (210.642 KB) | DOI: 10.24071/joll.v20i1.2398

Abstract

Refugeesperilous experiences force them to flee home for safety. Their arrival from home country tothehost country is not only often reduced to beastatistical number in factual reports but also seen as threats to national well-being. The study aims to provide the argument that poems provide a symbol of resistance towards refugeesgiven fate,and offer a platform for them to create their authentic version of knowledge.Poems are chosen to be analyzed in this study as they can mediate the refugeesunique experiences and their struggle to cope with the changing condition. The study argues that poemsof and by refugees can serve as strategic means of preserving memories that connect them with their past,which shape their present andconstructan alternative subjectivity against objectification and stereotypes pinned to them. Poemsanalyzed in this researchareHomebyWarsanShire,The IcebreakerbyYovankaPaquetePerdigao,andEmpathyby A.E. Stallings. Those excerpts areinterpretedthrough Feminist Refugee Epistemology (FRE),which according to Espiritu (2018),reveals the hidden political forces within the site of intimate domestic interaction in each refugees unique experiences and queer sociality.The study concluded that poemsof and by refugees couldfacilitate the forced-migrantsaspiration and create alternativeknowledgeas opposedto their common objectification in mass-media reports.
‘FUNCTIONAL WRITING' AS A SOCIAL ACT: SFL INFORMED GENRE-BASED APPROACH IN TEACHING EFL WRITING TO PRE-SERVICE TEACHERS Nurhadianty Rahayu; Siti Ulfa Musyarofah
ENGLISH Vol 16 No 2 (2022)
Publisher : Fakultas Keguruan Ilmu Pendidikan Universitas Ibn Khaldun Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32832/english.v16i2.8150

Abstract

The study explores how Systemic Functional Linguistics (SFL)-informed Genre-Based Approach (GBA) to teaching English as a Foreign Language writing is orchestrated in a teacher training program. This approach helps student teachers see the socio-communicative consequences of their metalinguistic repertoires to achieve certain communicative purposes to a particular readership. The data are collected through students' writing and their reflection about learning writing instructed by SFL-informed GBA. The data analysis is done using Halliday Systemic Functional Linguistics to see whether texts include appropriate lexicogrammatical choice to represent text as a social semiotic means. Results show that students are aware of their socio-communicative means of writing for a certain readership. The implementation of GBA may affect students' awareness of writing as a social act, yet a more comprehensive study needs to be developed to see how SFL-informed GBA affects pre-service teachers writing and how it helps shape English as a Foreign Language (EFL) teaching in their own classrooms. 
CAN REFLECTION ENABLE TEACHERS TO PROVIDE A MORE HUMANE LEARNING PROCESS? Reza Pahlevi; Lena Nurfadillah; Nurhadianty Rahayu; Dian Ikawati
English Didactic Vol 4, No 1 (2022)
Publisher : La Tansa Mashiro

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

Abstract

This study aims at exploring the practice of teachers’ reflection as a potential medium to disentangle the rigid teaching and learning interactions where teachers take control or dominate learning discourses. Utilizing the qualitative method of narrative inquiry, this study offers insight into how teachers’ reflective practices can set the ground for more humane pedagogic practices for students to express their voices in learning. The stories from two teachers contribute to a deeper understanding of how the simple acts of reflection can deconstruct the rigid teachers-learners interactions and create opportunities for a more collaborative and equal position of knowledge-sharing practices between teachers and learners.
AN OVERLOOKED POTENTIAL OF A FANTASY FILM TO HONE CRITICAL GENDER LITERACY Nurhadianty Rahayu; Siti Habsah; Deddy Suprapto
ENGLISH Vol 17 No 2 (2023)
Publisher : Fakultas Keguruan Ilmu Pendidikan Universitas Ibn Khaldun Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32832/english.v17i2.15101

Abstract

This study attempts to explore the potentiality of a fantasy film, i.e., Maleficent, to be used as a tool to sharpen language learners’ critical literacy toward the issue of gender construction. The purpose of the study is to unravel the genre of fantasy film as a space to deconstruct the way gender is represented. This study borrows the framework of postcolonial feminism in deconstructing and reconstructing the portrayal of the main female protagonist. As the study also discusses the insights of using film as a tool to facilitate language learning, the data is also gained from the teacher-student written and verbal reflection. The reflection data is then analyzed using narrative analysis proposed by (Creswell, 2012). The study gives insights into how fantasy films can be used for language teaching. The analysis of Maleficent as a powerful tool to sharpen language learners’ critical gender literacy.
Co-Authors Dian Ikawati Hikmah Pravitasari Lena Nurfadillah Movi Riana Rahmawanti Reza Pahlevi Siti Habsah Siti Ulfa Musyarofah Suprapto, Deddy Tasya Murti Larasati