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All Journal Pedagogy : Journal of English Language Teaching AKSARA: Jurnal Bahasa dan Sastra
Nur Arifah Drajati
Universitas Sebelas Maret, Surakarta
Arts Humanities Education Environmental Science Languange, Linguistic, Communication & Media Social Sciences Other

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The Use of Multi-modal Texts in An English Classroom of Hard-of- Hearing Learners Bunga Ikasari; Nur Arifah Drajati; Sumardi Sumardi
Jurnal Pedagogy Vol 7 No 2 (2019): Pedagogy: Journal of English Language Teaching
Publisher : State Institute for Islamic Studies IAIN of Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (438.213 KB) | DOI: 10.32332/pedagogy.v7i2.1661

Abstract

This article provides a story of a teacher’s experience in using ICT-integrated multimodal texts to help heard-of-hearing learners develop or improve their literacy skills especially in mastering reading comprehension. Specifically, this study tried to investigate students’ engagement in classroom activities involving multimodal reading materials. In addition, their perceptions toward the use of multimodality were also portrayed. The study was carried out in a special need school. The research is a narrative inquiry study of an English teacher and three hard-of-hearing learners. The material consists of video observation, photographs, field notes, documents, and interviews with the teacher and the students. The findings showed that multimodal texts which were built with diverse modes of semiotic resources such as color, sound, motion, written text, and gesture could ease the teacher to help the students perform better in the area of reading comprehension. Moreover, the use of multimodal texts allowed students to participate more actively in classroom activities. I believe that the result of the study contributes to the body of knowledge regarding the use of texts for reading purposes.
Implicit Teaching Strategies on Grammar Instruction: Students’ Prevailing Stance Rizki Indra Guci; Nur Arifah Drajati
Aksara: Jurnal Bahasa dan Sastra Vol 20, No 2 (2019): AKSARA: Jurnal Bahasa dan Sastra
Publisher : Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (231.335 KB)

Abstract

Grammar teaching in foreign language education has been maintained by most theories as one thing playing a significant role in facilitating the process of learning to read, write, speak, and understand a foreign language. However, scholars label that role as controversial both in the research of second language acquisition (SLA) and language pedagogy. Thus, such condition results in a potential cause of confusion to teachers and students, then leads the researchers to a thoughtful theoretical debate on the topic of the way grammar should be taught: explicitly or implicitly. The aim of the present case study was to gain an insight into the prevailing stance of Indonesian English students on grammar teaching enrolled in a senior high school. To this end, a questionnaire, as well as interview sessions, were developed and validated based on one construct pair from SLA literature: explicit versus implicit instruction. The findings, in general, showed that the students were found to prefer implicit over explicit instruction. Nonetheless, the stance somewhat changed depending on the proficiency level of students. As an implication, this study supported Indonesian English students to maintain their stance on implicit teaching strategies on grammar instruction, regarding the help they can get in the process of natural acquisition of language. http://dx.doi.org/10.23960/aksara/v20i2.pp109-124
Co-Authors Bunga Ikasari Rizki Indra Guci Sumardi, Sumardi