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p-Index From 2021 - 2026
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This Author published in this journals
All Journal International Journal of Ethno-Sciences and Education Research Journal of Research in English Language Teaching and Linguistics
Yayu Sri Rahayu
Universitas Bale Bandung, Indonesia
Religion Humanities Education Languange, Linguistic, Communication & Media Mathematics Transportation Other

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Using a Storybook and the Four Resources Model to Foster Critical Literacy in an English as a Foreign Language Classroom Yayu Sri Rahayu; Agus Kusnandar; Wintarsih Wintarsih; Rizki Widiastuti
International Journal of Ethno-Sciences and Education Research Vol 4, No 2 (2024)
Publisher : Research Collaboration Community (RCC)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46336/ijeer.v4i2.618

Abstract

The ideology and social-political viewpoints of the author have an impact on their texts. Students should thus assess their reading and writing assignments from several angles and avoid taking any material at face value. However, there is still a lack of literacy practice in the EFL environment that goes beyond breaking down linguistic elements and comprehending the surface material of the texts. As a result, educators should switch from conventional literacy to critical literacy. Beyond just decoding words, critical literacy interprets them in light of their context to conclude the social, political, and ideological viewpoints expressed in the text. This research aims to determine if using a storybook and the four resources model of critical literacy may help first- semester students in the English Language Education Study Program at Universitas Bale Bandung practice critical literacy. The four resources model suggested by Luke and Freebody (1999) served as the foundation for the text discussions. Focus group interviews, classroom observations, and notebooks they kept while researching a tale were all used to gather the data. The results demonstrated that including an account and four resources help pupils strengthen their critical thinking skills. Through breaking codes exercises, discussion of the storybook during the meaning-making stage, comprehension of the story's structural elements and social function during the text-use phase, and critical discussion of the storybook, the students could identify the writer's language choice and challenge social norms. Despite its drawbacks and limitations, this research shows that critical literacy practice is feasible in EFL contexts, particularly in reading classroom.
The effect of using flashcards on vocabulary mastery of elementary students Yayu Sri Rahayu; Enung Rostika
Journal of Research in English Language Teaching and Linguistics Vol 1 No 1 (2025): June 2025
Publisher : Early Publishing Group

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65431/jrell.v1i1.10

Abstract

Vocabulary acquisition is fundamental to early language learning, playing a critical role in the development of communication skills among elementary students. While flashcards have been widely recognized for enhancing vocabulary learning, most existing research focuses on digital flashcards used by older learners, leaving a gap in empirical studies targeting the effectiveness of printed flashcards in primary classrooms. This study aims to examine the impact of using traditional flashcards on the vocabulary mastery of elementary students. Adopting a quantitative research design, the study involved a group of elementary students divided into experimental and control groups. The experimental group received vocabulary instruction using flashcards, while the control group followed conventional methods. Data were collected through pre-tests and post-tests to measure vocabulary mastery. The results were analyzed using statistical methods to assess differences between the two groups. Findings reveal that students taught using flashcards showed a significant improvement in vocabulary mastery compared to those in the control group. This suggests that flashcards serve as an effective visual aid in reinforcing word recall and retention among young learners. The implications of this study underscore the value of incorporating simple, tangible learning tools like flashcards into classroom instruction, especially in settings where digital resources are limited. These findings contribute to the development of effective vocabulary teaching strategies in early language education and support the integration of visual learning tools that align with the cognitive needs of young learners.
Co-Authors Agus Kusnandar Enung Rostika Rizki Widiastuti Wintarsih Wintarsih