Garuda - Garba Rujukan Digital

EMOTIONAL GEOGRAPHY EVIDENCE LEFT FROM PRE-SERVICE TEACHERS’ TEACHING PRACTICE EXPERIENCES DURING THE PANDEMIC Rayinda Rahmah; Mukhamad Huda; Dewi Puspitasari
Educational Tracker Vol. 1 No. 2 (2022): Vol. 1 No. 2 (2022)
Publisher : Program Studi Pendidikan Bahasa Inggris Institut Pendidikan dan Bahasa Invada

This narrative research exposed four pre-service teachers’ emotions in pre-service teaching practice during the pandemic of Covid-19. It focused on how the pre-service teachers enacted their emotions while they performed various teaching challenges during the pandemic of COVID-19. Written reflections during the pre-service teaching from four pre-service teachers were taken as the data. By employing Andy Hargreaves’ emotional geographies theory, the research indicated that pre-service teachers experienced positive and negative emotions during the practice of teaching.

Indonesian Young EFL Learners’ Experiences in Learning Environmental Literacy through Digital Storytelling: A Case Study Fatiya Sabila Rusda; Fachri Ali; Dewi Puspitasari
Pedagogy : Journal of English Language Teaching Vol 11 No 1 (2023): 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 | DOI: 10.32332/joelt.v11i1.5252

Although studies on the issue of digital storytelling (DST) have been extensively conducted, the adoption of digital storytelling to promote environmental literacy is rarely reported in the literature. This study aims to explore Indonesian young EFL learners’ experiences in the creation of digital storytelling to foster their environmental literacy. Framed in a narrative case study, four young EFL learners, aged 8-12 years old, were recruited to participate. Data were garnered through semi-structured interviews. The data were analyzed employing thematic analysis, i.e., listening to talking data, transcribing interview data, sorting out vignettes, interpreting data, and building data credibility. Study findings showcase that the adoption of DST could encourage young EFL learners’ interest in learning environmental literacy to protect their environment. Furthermore, learning environmental literacy through DST engaged young EFL learners more actively in learning English. The empirical evidence also demonstrates the use of DST creation engaged young EFL learners in learning English, and environmental literacy and helped young EFL learners preserve their environment.

Exploring Teachers’ Questioning Strategies in an EFL Classroom Interaction: A Case Study of A Vocational High School Dian Rizki Lestari; Dewi Puspitasari
Berumpun: International Journal of Social, Politics, and Humanities Vol 5 No 2 (2022): Berumpun: International Journal Of Social, Politics, and Humanities
Publisher : Faculty of Social and Political Sciences University of Bangka Belitung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33019/berumpun.v5i2.96

Teachers have a vital role in facilitating students' learning journeys. Therefore, they must carefully select and employ effective techniques during their instructional sessions. Among these techniques, questioning stands out as a particularly influential method. This study focuses on exploring the utilization of questioning strategies by English teachers in the context of EFL (English as a Foreign Language) classroom interactions within Vocational High Schools. The research adopts a case study approach, centering around one EFL teacher as the participant. Data collection involved interviews and observations, while Miles and Huberman's qualitative data analysis framework was applied for data interpretation. The findings of this study indicate that, among the four question types outlined in Wangru's (2016), the teacher predominantly employs two strategies during classroom interactions: prompting and repeating. In contrast, probing and redirecting strategies are used less frequently. The questions posed by the teacher cover a range of topics, including material-related inquiries and those aimed at eliciting student responses. Consequently, students engage actively in the learning process, leading to skill enhancement. In conclusion, this research demonstrates that effective employment of questioning strategies contributes to an interactive learning environment.

Indonesian Young EFL Learners’ Experiences in Learning Environmental Literacy through Digital Storytelling: A Case Study Fatiya Sabila Rusda; Fachri Ali; Dewi Puspitasari
Jurnal Pedagogy Vol 11 No 1 (2023): 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.v11i1.5252

Although studies on the issue of digital storytelling (DST) have been extensively conducted, the adoption of digital storytelling to promote environmental literacy is rarely reported in the literature. This study aims to explore Indonesian young EFL learners’ experiences in the creation of digital storytelling to foster their environmental literacy. Framed in a narrative case study, four young EFL learners, aged 8-12 years old, were recruited to participate. Data were garnered through semi-structured interviews. The data were analyzed employing thematic analysis, i.e., listening to talking data, transcribing interview data, sorting out vignettes, interpreting data, and building data credibility. Study findings showcase that the adoption of DST could encourage young EFL learners’ interest in learning environmental literacy to protect their environment. Furthermore, learning environmental literacy through DST engaged young EFL learners more actively in learning English. The empirical evidence also demonstrates the use of DST creation engaged young EFL learners in learning English, and environmental literacy and helped young EFL learners preserve their environment.

Mulan’s (2020) Reflection: Evidences of Gender-Based Critical Thinking, A Path to Gender Equality Dewi Puspitasari; Khusnul Alimah; Agnes Widyaningrum; Masrurotul; Zaimatus Sadiyah
MUWAZAH : jurnal kajian gender Vol 14 No 2 (2022)
Publisher : Universitas Islam Negeri K.H. Abdurrahman Wahid Pekalongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.28918/muwazah.v14i2.1091

The purpose of this study was to examine how gender equality and inequality are represented in the film of Mulan (2020), a film which is based on the Chinese legend of Hua Mulan. The researchers aimed to explore the potential impact of the film's messages on viewers' cognitive and emotional levels, as it portrays the female protagonist as an active participant in the story and carries a strong feminist message. Unlike some other films, Mulan is not objectified or depicted as a source of eroticism, but rather as a proactive character fighting for fairness. To achieve the objective, the study employed a descriptive qualitative method and drew on Kate Millet's feminist theory. This theoretical framework was used to analyze and uncover the film's messages regarding gender equality. The researchers followed a four-step process involving data identification, classification, analysis, and drawing conclusions. Through their analysis, the study revealed a feminist movement that emerges from the main character and those around her, providing support for her pursuit of gender equality. The film also conveys valuable moral values related to gender equality and feminism, which can be applied in real-life contexts. The researchers anticipate that the findings of this study will contribute empirical evidence of gender equality and inequality practices depicted in the film.

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