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All Journal Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa IJEE (Indonesian Journal of English Education)
Dina Handrayani
Universitas Negeri Malang
Education Languange, Linguistic, Communication & Media

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Is Code-Mixing Needed in English Teaching Process?: EFL Teacher's Experience Dina Handrayani
Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa Vol 16, No 2 (2022)
Publisher : English Department FBS UNP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ld.v16i2.119289

Abstract

This research investigates the EFL teacher's perspective of using code-mixing in EFL classes. The research design used narrative inquiry to uncover the story of the English teacher’s experience in using code-mixing, and a personal narrative was conducted by interview as the data. The results of the study indicate that: 1) the teacher's experience in teaching English which the teacher has many experiences in teaching at many different levels. 2) the teacher uses code-mixing because of the teaching method and the curriculum approach. The teacher needs code-mixing based on the student’s skills and the class circumstance.  
A Phenomenological Study of EFL Teachers’ Experiences in Putting Multiliteracy Pedagogy through Online Teaching Dina Handrayani; Nunung Suryati; Utari Praba Astuti
IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION) IJEE (INDONESIAN JOURNAL OF ENGLISH EDUCATION)| VOL. 11 | NO. 1 | 2024
Publisher : Syarif Hidayatullah State Islamic University of Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15408/ijee.v11i1.34196

Abstract

This research explored the implementation of multiliteracy pedagogy during online teaching in higher education. A qualitative method was used with interviews, observation, and document analysis. Five EFL teachers who taught reading and writing courses were the participants. Findings showed that the teachers utilized strategies in the class during online learning, like integrating students' prior knowledge with the new material, using students' and teachers' center methods, creating strategies to build students' critical thinking, and giving students projects. However, in scaffolding dimensions, some teachers argued that face-to-face learning was the more appropriate way to maximize scaffolding. Adapting the framework of the New London Group (1996), Kalantzis and Cope (2005), and Cope and Kalantzis (2015), the result indicated that five EFL teachers implemented multiliteracy pedagogy by using different strategies: creating an enjoyable environment in situated practice, utilizing many multimodalities in overt instruction, building students' critical thinking in critical framing, and existing knowledge and skills into students' project in transformed practice, and others. Based on the results, several suggestions will be valuable to future researchers: integrating multiliteracy pedagogy into other courses and investigating multiliteracy pedagogy in online and face-to-face learning.
Co-Authors Nunung Suryati Utari Praba Astuti