Article Per Year (5 Year)
p-Index From 2020 - 2025
1.652
P-Index
This Author published in this journals
All Journal Indonesian Journal of Applied Linguistics (IJAL) International Journal of Education English Review: Journal of English Education Pedagogy : Journal of English Language Teaching Engagement: Jurnal Pengabdian Kepada Masyarakat
Iyen Nurlaelawati
Universitas Pendidikan Indonesia
Religion Arts Humanities Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

Published : 9 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 9 Documents
Search

 1 
PEDAGOGICAL COMPETENCE DEVELOPMENT OF UNIVERSITY TEACHERS WITH NON-EDUCATION BACKGROUND: THE CASE OF A LARGE UNIVERSITY OF EDUCATION IN INDONESIA Novianti, Nita; Nurlaelawati, Iyen
International Journal of Education Vol 11, No 2 (2019): February 2019
Publisher : UPI Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ije.v11i2.15711

Abstract

Pedagogical competence of university teachers or lecturers has lately gained much attention from researchers; however, no research has specifically examined the pedagogical competence of lecturers with a non-education background. Herein, drawing upon Olsson et al. (2010) pedagogical competence development and under the Indonesian legislation of lecturer pedagogical competence, we investigated the efforts made by lecturers with a non-education background in a large Indonesian university of education to develop their pedagogical competence. As many as 40 lecturers took part in our preliminary survey of lecturer pedagogical development, and 20 of them joined our interviews and focus group discussions. Based on the results of the survey and focus group discussions, we gained a description of the efforts made by the lecturers in developing their pedagogical competence, their perceptions of the extent to which their university has facilitated their pedagogical development, and the perceived challenges. Recommendations are drawn based on the results of the research to create a model of pedagogical competence development that is suitable for the lecturers and lecturers with a non-education background in general.
THE PRACTICE OF GENRE-BASED PEDAGOGY IN INDONESIAN SCHOOLS: A CASE OF PRESERVICE TEACHERS IN BANDUNG, WEST JAVA PROVINCE Nurlaelawati, Iyen; Novianti, Nita
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.v7i1.6869

Abstract

This paper reports preservice teachers’ knowledge and understanding about genre-based pedagogy in the curriculum and its implementation in their EFL classrooms. Six participants who were taking their teaching practicum program in two different state schools took part in the study. Employing a case study design, the data were collected through questionnaire, observations, interviews, and document analysis (lesson plans). The findings show that the preservice teachers had varying degrees of knowledge and understanding of what genre-based pedagogy is and how to apply it in the teaching and learning. All of them, though, believe that genre-based pedagogy is very useful and applicable in EFL teaching and learning. Out of the six participants, four employed the pedagogy in their classroom teaching and learning. There is, however, a gap between what the preservice teachers know and understand about genre-based pedagogy and how they apply it in the classroom. Most of the preservice teachers skip the most important part in genre-based pedagogy, namely building knowledge of the field. They also do not give feedback to their students’ writing. These findings have some implications for the English teacher education in Indonesia. Teacher education institutes should pay more attention on preservice teachers’ practices in the classroom. Cooperation between the teacher supervisor, lecturer, and preservice teachers is really needed.
READING ALOUD STRATEGIES IN READING ENGLISH TEXTS Nurlaelawati, Iyen; Dzulqodah, Shofa
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.v3i2.663

Abstract

Abstract: Reading aloud by a young language learner shows unique patterns as the evidence of his/her language data processing. This study, thus, explored the strategies applied by an Indonesian young language learner to read English written texts aloud to identify errors that actually bring certain benefits in her language learning process such as making intelligent guesses when she encountered unfamiliar words. It adopted qualitative case study design involving a seven-year old girl as the subject, who had been exposed to English four yearearlier.The data were gained through observing her reading and interviewing her after reading. The data from both techniques confirmed each other and provided in-depth data analysis.Next, the data were analyzed under the the framework synthesized from Littlewood (1984). The findings indicated that to read aloud the subject made use of three strategies among others: overgeneralization, transfer and simplification. This means that the subject employed her L2 oral proficiency and L1 reading ability to process the L2 data from reading. The study implies that educators need to pay moreattention on how children process the language data they gain and to povide appropriate learning environments in order to prepare them to be better readers, beside improving awareness in similarities and differences of L1 and L2.Keywords:young learner, reading strategies, read aloud
Recontextualising Genre-Based Pedagogy in Indonesian Context: A Case of Preservice Teachers Nurlaelawati, Iyen; Lengkanawati, Nenden Sri; Gunawan, Wawan
International Journal of Education Vol 12, No 2 (2020): February 2020
Publisher : Kantor Jurnal dan Publikasi Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ije.v12i2.23394

Abstract

This study focused on how two preservice teachers applied genre-based pedagogy in their teaching practices during teaching practicum in order to help their students produce descriptive report texts.  Using a case study design, the data were collected mainly from classroom observation and students’ texts. The findings showed that the preservice teachers had considerably good knowledge of genre-based pedagogy and of its application of the first two stages of the pedagogy. In the last two stages, they needed more attention to provide opportunities for the students to practice producing the focus text. In terms of the results of students’ learning, the preservice teachers needed improvement to support and observe the students’ development more closely in writing. This study suggests some evaluative results of how teaching practicum should support and help preservice teachers develop their professionalism in the field of EFL teaching.
Enhancing student participation in learning to write a recount text: Learning from EFL pre-service teachers in implementing R2L pedagogy Iyen Nurlaelawati; Wawan Gunawan; Nenden Sri Lengkanawati
Indonesian Journal of Applied Linguistics Vol 12, No 2 (2022): Vol. 12, No. 2, September 2022
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v12i2.51086

Abstract

Reading to Learn (R2L) Pedagogy evolved from the development of genre pedagogy, which has gained more attraction in language teaching and learning. In an effort to continuously yield empirical advantages in supporting students’ learning in reading and writing, genre pedagogy has been much researched in the field of teaching involving experienced teachers. Nonetheless, investigating R2L pedagogy enacted by EFL preservice teachers having no experience in teaching leaves a gap in the existing literature, thus becoming the aim of this study. The study was carried out in a case study design, involving three preservice teachers in a teaching practicum program as the participants. The study took place in a high school in West Java Province, Indonesia. The data were collected through classroom observations and interviews, which then were analyzed to search for themes generated by a qualitative approach and amplified by pedagogic register analysis.  The findings showed that through adaptation and modification, the participants implemented most of the stages of R2L pedagogy in their teaching context. The phases of teaching and learning created classroom interaction better between the preservice teachers and students, leading to enhancing student participation in the teaching and learning activities. The analysis also indicated the challenges that the participants encountered, such as text selection and contextual strategies of detailed reading. This study suggests that R2L pedagogy provides purposeful staged activities significant in enhancing students’ participation, thus leading to better student learning engagement.
Early Reading Movement through Read Aloud Training for Parents: A Community Development Project Nita Novianti; Iyen Nurlaelawati; Temmy Widyastuti
Engagement: Jurnal Pengabdian Kepada Masyarakat Vol 5 No 2 (2021): November 2021
Publisher : Asosiasi Dosen Pengembang Masyarajat (ADPEMAS) Forum Komunikasi Dosen Peneliti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52166/engagement.v5i2.780

Abstract

The National Literacy Movement is widely echoed in the school environment. On the other hand, literacy can also be developed at home for young children by parents. Reading together between parents and children is proven to be able to develop children's literacy. Herein, the Community Service activity which focuses on the initial read aloud training for parents is pivotal. The initial read aloud training aimed to train parents in a village in West Bandung Regency, West Java, to read storybooks to children. This activity was carried out in October 2018, involving 18 parents (mothers) with young children. Through this training, the involved parents showed an awareness, among mothers, of the importance of reading stories at home, selecting story books for children, and reading stories to and/or with children. Through this activity, it is hoped that parents can increase awareness of the importance of supporting literacy from an early age in children and practicing it at home. In addition, it is expected that there will be follow-up trainings such as reading assistance to parents
Investigating Students’ Speaking Skills through Traditional Story-Based Digital Storytelling into Genre-Based Approach (GBA) Azzahra Henda Puspitasari , Putri; Lestari Damayanti, Ika; Nurlaelawati , Iyen
Jurnal Pedagogy Vol 12 No 2 (2024): Pedagogy: Journal of English Language Teaching
Publisher : Institut Agama Islam Negeri (IAIN) Metro, Lampung, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32332/joelt.v12i2.9784

Abstract

Digital storytelling has been widely used in the English learning process as a way to improve language skills, especially speaking skills, but the influence of digital storytelling on students' speaking skills in traditional stories that integrated into the Genre-Based Approach (GBA). This study aims to investigate the students’ speaking skills development by using traditional story-based digital storytelling into GBA. A qualitative case study was used in this research involving 22 students at a private junior high school using observations, interviews, and digital storytelling projects. Thematic analysis was chosen to analyze the data which was categorized to obtain themes in answering the development of speaking skills through the integration of traditional story-based digital storytelling into Genre-Based Approach. The findings indicate that students who engage in all stages of the Genre-Based Approach (GBA) through traditional story-based digital storytelling demonstrate improvements in English vocabulary, word pronunciation, accuracy, and speaking fluency during various GBA activities. Self-confidence also influences and supports them to tell traditional stories digitally in a spoken way. Apart from that, at Joint Construction of the Text (JCoT) stage, students helped by discussions and teamwork in creating digital storytelling which encouraged them to be able to create digital storytelling independently. Future implementation of digital storytelling at various levels of education is recommended to develop students' English language skills. 
MULTIMODALITY IN EXTENSIVE LISTENING: A CASE STUDY OF INDONESIAN EFL STUDENTS Fitri, Sherly Annisa; Gunawan, Muhammad Handi; Nurlaelawati, Iyen
English Review: Journal of English Education Vol. 13 No. 1 (2025)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v13i1.9706

Abstract

Listening comprehension is a crucial component of language learning, with extensive listening (EL) recognized as an effective strategy for language learners. However, the majority of listening resources in classrooms are often limited to audio-only formats, presenting challenges for students. This study explores the potential of multimodality, defined as the combined utilization of various communication modalities, in enhancing the EL experience. Despite the increasing research on multimodality in language education, a notable gap exists in understanding how students perceive the combined use of multiple modes, especially in EL classes. This research employed a case study design involving EFL students in a public university in Indonesia. The study utilized course reflections which served as open-ended questionnaires, and semi-structured interviews to gather insights into students’ perceptions and challenges related to multimodal materials in EL instruction. The findings reveal that students generally find multimodality beneficial in understanding the context of EL materials. However, challenges arise when there are too many modes, leading to distractions and reduced effectiveness. This research contributes to addressing the research gap and emphasizes the importance of examining students’ perceptions and challenges in the context of EL classrooms employing multimodality.
DUET THIS: STORYTELLING THROUGH SOCIAL MEDIA VIDEO FOR TEACHING ENGLISH Damayanti, Ika Lestari; Nurlaelawati, Iyen; Amalia, Lulu Laela; Dharma, Nindya Soraya; Ratnaningsih, Sri
English Review: Journal of English Education Vol. 11 No. 3 (2023)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v11i3.7706

Abstract

This case study aimed to investigate the use of the social media video application, TikTok, to support ten EFL teachers in Indonesia to develop videos for storytelling with their students. During the emergency remote teaching, these teachers found difficulty in designing learning materials easy to share on various online platforms. In this study, a two-week training program consisting of face-to-face and online sessions was conducted to facilitate the teachers to explore TikTok affordances and tell stories in the form of TikTok’s Duet. The data were collected from TikTok videos produced during the program and the teachers’ pre- and post-training reflective notes. The findings show the teachers’ shifted view of TikTok as non-educational entertainment to an educational platform that could facilitate interactive and interesting storytelling with students. The teachers were aware that while the short duration of the TikTok video was beneficial for easy sharing and engagement with students, it affected the length of the unfolding stages of the story. In creating a TikTok video for storytelling, the teachers found modifying original stories into a one-minute interactive video challenging. More support is thus required to provide teachers with pedagogical, technological, and language content knowledge that allows them to develop teaching resources relevant to their student’s language learning needs and social and economic backgrounds.
Co-Authors Azzahra Henda Puspitasari , Putri Dharma, Nindya Soraya Fitri, Sherly Annisa Ika Lestari Damayanti Lulu Laela Amalia Muhammad Handi Gunawan Nenden Sri Lengkanawati Nita Novianti Nita Novianti, Nita Shofa Dzulqodah Sri Ratna Ningsih, Sri Ratna Temmy Widyastuti Wawan Gunawan Wawan Gunawan