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All Journal Indonesian Journal of Applied Linguistics (IJAL) International Journal of Education BAHASA DAN SASTRA Toleransi: Media Ilmiah komunikasi Umat Beragama Jurnal Arbitrer Jurnal Penelitian Pendidikan Journal on English as a Foreign Language (JEFL) Journal of English Language Studies LINGUA: Jurnal Bahasa dan Sastra Journal of English Literacy Education Journal of Foreign Language Teaching and Learning POLYGLOT Language Literacy: Journal of Linguistics, Literature, and Language Teaching IJoLE: International Journal of Language Education Indonesian Journal of English Language Teaching and Applied Linguistics Journal on Education JALL (Journal of Applied Linguistics and Literacy) SAGA: Journal of English Language Teaching and Applied Linguistics Edusentris: Jurnal Ilmu Pendidikan dan Pengajaran Indonesian Journal of EFL and Linguistics Journal of Nusantara Education Jurnal Cakrawala Pendas JASL - Journal of Applied Studies in Language Studies in English Language and Education Jurnal Ilmiah Pendidikan dan Keislaman TELL - US JOURNAL International Proceedings of Nusantara Raya Jurnal Inovasi dan Pengembangan Hasil Pengabdian Masyarakat ETERNAL: English Teaching Journal Indonesian Journal of English Language Teaching and Applied Linguistics
Yanty Wirza
Universitas Pendidikan Indonesia
Religion Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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An Investigation of Needs Analysis and the English Textbook Used for Accounting Major Students Alhaq, Indah Fatihaturrahmah; Wirza, Yanty
International Journal of Education Vol 14, No 2 (2021): August 2021
Publisher : Kantor Jurnal dan Publikasi Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ije.v14i2.43880

Abstract

Indonesian government categorized vocational school study program into nine: technology and engineering, information and communication technology, health, agribusiness and agro technology, fisheries and marine, business and management, tourism, fine arts and crafts, and performing arts, each of which requires different teaching materials relevant to the learning outcomes and market demands. Logically, the students from various vocational study programs could not possibly have the same textbook since their needs in the work industry also differ from one another. This study aims to investigate whether the English textbook that 11th-grade students of accounting majors use is compatible with their needs. This study adopted a qualitative study approach, particularly a case study method utilizing needs analysis and document analysis as research instruments. This study found that accounting students need the speaking skill and also vocabulary skills the most for their future careers. It was found that the English textbook used by 11th-grade students of accounting majors could not meet the students’ needs because the materials in the textbook are considered too general. In other words, the textbook is not major-specific to cater for their work contexts. This result suggests that vocational schools are required to conduct a needs analysis before creating teaching materials, especially textbooks for vocational school students.
The implementation of digital storytelling in an online classroom to help promoting students’ critical thinking skills Maulana, Cepri; Setyarini, Sri; Wirza, Yanty
Jurnal Pendidikan Bahasa dan Sastra Vol 21, No 2 (2021): OKTOBER 2021
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/bs_jpbsp.v21i2.44638

Abstract

Over the last few months, the Covid-19 pandemic has turned traditional learning into online learning. As a result, EFL teachers are expected to utilize digital technology to aid students to meet learning objectives. Through digital technology, EFL teachers could select their learning strategy, including storytelling, in their instructional practices. This study portrays the implementation of digital storytelling in EFL online classrooms and the student's critical thinking skills promoted by the learning strategy. The study employs the case study qualitative method. The data was collected through observation and interview by utilizing an observation checklist as well as a list of questions. The study reveals that the implementation of digital storytelling was conveyed in a proper step by optimizing various media. The students also show positive responses through their active engagement during the learning process. In addition, students can develop their critical thinking skills by presenting their ideas and active discussion with their friends.
Multimodal Analysis of South Korean Male Skincare Advertisements Ahmad Bakri Alhadi; Wawan Gunawan; Yanty Wirza; syihabuddin syihabuddin
Journal of English Language Studies Vol 7, No 1 (2022): Available Online in March 2022
Publisher : English Department - University of Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/jels.v7i1.14027

Abstract

The complexity of advertisements meanings realized by selected images and words always leads to multiple interpretations. This study attempts to examine the meaning representation in the Korean skincare advertisements intended for males. This study follows Kress and van Leeuwen’s (1996; 2006) systemic functional approach to multimodal discourse analysis to reveal the representational meanings from the advertisements. The data sources were three Korean skincare advertisements namely “UL.OS”, “Dandyguy”, and “Power Perfection BB Cream” selected to instantiate how verbal and visual data deliver representational meanings. Following SFL -Multimodal discourse analysis, this study focused on identifying ideational meanings of the intermodal relations in terms of their representation, interaction, and composition.  The findings showed that the intermodal relations of the Korean male skincare advertisements relied on the meanings conveyed by the elected images. The images presented a typical masculinity showing the Korean cultural identities. The meanings were complemented through the choices of verbal, material, and circumstance. This study suggests that the advertisements represent cultural identity being constructed by the choice of visual images.
Task-Based Language Teaching in Promoting Students’ Speaking Fluency Indri Fitriani; Yanty Wirza
Jurnal Bahasa dan Sastra Vol 19, No 1 (2018)
Publisher : LINGUA: Jurnal Bahasa dan Sastra

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Abstract: This study is conducted to investigate the use of task-based language teaching in pro- moting students’ speaking fluency. The students are exposed to four different tasks: sequencing task, picture narration task, question and answer task, and problem-solving task. The partici- pants of the study were thirty-six tenth grade students in one of the senior high schools in Band- ung. From thirty-six students, six students were selected as the representatives whose speaking performance were analysed. The students’ speaking performance were audio recorded and were analysed by looking at several linguistic aspects, such as segmental errors, speech rate, and grammatical accuracy. The findings of the study revealed that task-based language teaching promotes students’ speaking fluency. The students’ speech production showed improvement in the rhythm, segmental, speech rate aspect. The students showed positive responses during the task-based implementation in terms of awareness of the different aspect of English pronuncia- tion. In addition, the students’ participation in communicating in English was increased based on the observation result in each meeting and students’ interview. The study recommends that the students need to be exposed and learn the different aspects of pronunciation to further im- prove their speaking performance.Keywords: fluency, speaking skill, task-based language teaching.Abstrak: Penelitian ini meneliti penggunaan pengajaran Bahasa Inggris berbasis tugas (task- based instruction) untuk meningkatkan keterampilan berbicara Bahasa Inggris siswa. Dalam penelitian ini, siswa diberi empat macam tugas (tasks): menyusun, narasi gambar, tanya-jawab, dan pemecahan masalah. Siswa yang terlibat sebagai partisipan dalam penelitian ini berjumlah tiga puluh enam siswa kelas sepuluh dari salah satu SMP di Bandung. Dari tiga puluh enam siswa ini, enam di antaranya diambil contoh ujaran-ujarannya untuk diteliti lebih jauh menge- nai irama, segmental. Data diambil dari observasi, interview, dan penilaian performa berbicara Bahasa Inggris. Penelitian ini menemukan bahwa pengajaran Bahasa Inggris berbasis tugas dapat meningkatkan kemampuan berbicara siswa terutama dalam hal irama, aspeck segmental dan kecepatan berbicara. Siswa juga menunjukan respon positif dari pelaksanaan pembelajaran berbasis tugas ini yang terlihat dari meningkatnya kesadaran akan berbagai aspek dari pen- gucapan Bahasa inggris. Lebih lanjut, motivasi dan partisipansi siswa juga meningkat dalam berbicara berbahasa Inggris berdasarkan observasi dan interview. Penelitian ini merekomen- dasikan supaya siswa terus diberi paparan Bahasa Inggris yang baik dan diberikan pelajaran tentang berbagai aspect dari pengujaran Bahasa Inggris. Kata-kata kunci: kelancaran berbicara, kemampuan berbicara, pengajaran bahasa berbasis tugas.
INDONESIAN EFL TEACHER’S SELF-EFFICACY AND ONLINE CLASSROOM MANAGEMENT DURING COVID-19 PANDEMIC Aulia Rahmawati; Yanty Wirza
The Journal of English Literacy Education: The Teaching and Learning of English as a Foreign Language Vol 9, No 1 (2022): The Journal of English Literacy Education
Publisher : Faculty of Teacher Training and Education, Universitas Sriwijaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36706/jele.v9i1.17436

Abstract

Since the COVID-19 outbreak, online education has been mandated. Many teachers handled it well; others did not. Research has found that successful online teaching was related to the teacher's self-efficacy. Thus, it is vital to investigate EFL teachers' self-efficacy and their ability to manage challenges in online learning. In this qualitative design, the data were collected via questionnaires and interviews. The questionnaires were statistically calculated, and the interview were coded and transcribed. This study revealed that teachers with high and low self-efficacy struggled in managing online classes related to instructional, behavioral, and contextual issues. Furthermore, teachers with high self-efficacy develop more innovative and effective solutions to problems in an online classroom. However, low self-efficacy teachers tend to be inflexible and unconfident when confronted with challenging issues in an online classroom. Then, the findings also indicated that high self-efficacy teachers quickly adapted and resolved difficulties when disruptions aroused. Finally, effective online education is entirely up to the teachers. As a result, teachers needed to be adaptable and more effective in managing online classroom activities. In this regard, teacher education programs should include online classroom management into their curricula and develop strategies for increasing teachers' self-efficacy.Keywords: COVID-19 pandemic, EFL teacher's self-efficacy, online classroom   management
UNVEILING TEACHER’S METACOGNITION IN PROMOTING EFL YOUNG LEARNERS’ CRITICAL THINKING IN INDONESIA Rahmat Agung Azmi Putra; Sri Setyarini; Yanty Wirza
Edusentris Vol 9, No 2 (2022)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/edusentris.v9i2.502

Abstract

The 21st-century education insists students to be ready to face global challenges with some skills, such as collaboration, creativity, critical thinking, and literacy. Despite a multitude of suggestions gained from several studies, the lack of understanding or compromise on the best approach to involve students’ thinking skills is a major concern. Therefore, this paper presents the research findings on teacher’s metacognition in promoting EFL young learners’ critical thinking skills. A case study was employed involving one class of fifth-grade students with one English teacher and three instruments to collect data namely classroom observation, interview with the teacher and document analysis. The collected data were analysed by referring to the theory of teachers’ metacognition and critical thinking skills. The findings reveal that the teacher applied three types of metacognitive knowledge, such as person, task, and strategies as identified from her metacognitive strategies, such as planning, monitoring, and evaluating the learning strategies. It is supported by the teacher’s statement who claimed that metacognition plays an important role to promote students ‘critical thinking because it guides herself through what, why, and how the students’ learning based on their needs and characteristics.
REFLECTING ON ENGLISH TEACHERS’ TEACHING PHILOSOPHY IN TEACHING EFL AT THE SECONDARY LEVEL Suci Maharani; Didi Suherdi; Yanty Wirza
Edusentris Vol 9, No 2 (2022)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/edusentris.v9i2.509

Abstract

Reflection on teachers’ teaching philosophy unveils underlying thoughts and perspectives behind every decision that teachers make in the classroom. However, studies focusing on examining experienced English teachers’ philosophy seem to be scant in the literature, especially in Indonesia context. Thus, this study aims at figuring out how experienced english teachers reflect on their teaching philosophy. The participants of this study were three experienced English teachers that were selected purposively. This qualitative study employed case study as its research design. the data were collected through semi-structured interviews and teachers’ journals and then were analyzed thematically. The findings of this study revealed that there were eight themes that emerged from the collected data, which were importance of english teaching at formal schooling; influence from beyond school life; the definition of teacher; how it is like to be an english teacher; the challenging aspects of teaching English; dealing with problems that occur during teaching English; adjusting the teaching practice; and teachers’ career critical incidents.
A NARRATIVE INQUIRY OF ENGLISH FOR YOUNG LEARNERS TEACHERS PROFESSIONAL IDENTITY CONSTRUCTION Hanifia Arlinda; Safrina Noorman; Yanty Wirza
Edusentris Vol 7, No 1 (2020)
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/edusentris.v7i1.532

Abstract

This study aims at investigating the process of shaping teacher professional identity of English for Young Learners (EYL) teachers in elementary schools in Indonesia. This study also conducted to find out how the teachers reflect on their professional identity into their teaching practice. Employing narrative approach, this study focused on the narration of two participants’ stories, a male and a female novice teacher, on how their professional identity was constructed in the beginning of their career as EYL teachers. Semi-structured online interviews, photovoice and online classroom observation were administered to the participants in order to collect the data. The results suggest that participants’ teacher professional identity (TPI) was shaped by their significant life events, experiences in education, and interactions with students. Furthermore, this study has demonstrated a strong relationship between how teachers develop their professional identity and their belief about teaching EYL. Pedagogical implications of this study are also presented in this article.  Keywords: English for Young Learners (EYL), teacher Identity, Teacher Professional Identity (TPI), narrative inquiry.   
Voice of EFL mentor teachers: Mentorship for mutual professional development. Firima Zona Tanjung; Bachrudin Musthafa; Yanty Wirza
Studies in English Language and Education Vol 8, No 3 (2021)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (675.518 KB) | DOI: 10.24815/siele.v8i3.20401

Abstract

This study aimed to report the voice of mentor teachers towards pre-service English teachers’ professional development viewed from relational, developmental, and contextual components during school teaching practice programs. The study employed a descriptive case study. Utilizing the purposive sampling technique, four mentor teachers from public and private junior secondary schools participated in this study. The instrument used was an interview protocol, and the data were collected through a one-on-one interview using a voice recorder for gathering a comprehensive perspective towards the pre-service English teachers’ professional learning. The data were analyzed by using a coding system and employing coding cycles. The findings showed that all components—relational, developmental, and contextual—were found. The mentor teachers voiced their perspective and stressed the developmental component because they found that the pre-service English teachers experienced hindrances both externally and internally regarding teaching performance, classroom management, and motivation. These hindrances contribute to their professional development. This present study result implies a policy implementation related to the synchronization between collaborating schools and universities. The synchronization can be in terms of preparing the mentor teachers and providing the pre-service English teachers a supportive mentorship. Furthermore, the collaboration between schools and universities is also required in the exchange of valuable sources concerning educational instruction trends such as evidence-based practices in peripheral contexts, English teaching for students with diverse cultural backgrounds and academic competencies, and dissemination of best practices that have been implemented in schools for the formulation of teaching theories being taught through course subjects at teacher education departments in the universities.
Lexical Density in EFL Indonesian Textbooks: A Comparative Analysis Ahmad Fadhil; Wawan Gunawan; Yanty Wirza
JALL (Journal of Applied Linguistics and Literacy) Vol 7, No 1 (2023)
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/jall.v7i1.9727

Abstract

The lexical density is known as the component determining the complexity level of the text. Hence, measurement of lexical density is needed to find out how challenging a particular text is to read.  However, it is important to know that the lexical density in English reading materials especially in Indonesian EFL textbooks between the Government Publisher and Non-Government Publisher is still less explored. This research will employ the Quantitative design to investigate how dense the lexical items are found in these two EFL Textbooks. The result showed that the lexical density of the non-government textbook is denser in all of the genres of the text compared to the government textbooks. In brief, by knowing the lexical density in the text, the teacher should have known what the appropriate text level should be taught to the students which is neither too low nor too high.
Co-Authors Achmad Japar Nursabit Adrian, Merry Ahmad Bakri Alhadi Ahmad Fadhil Al-Kahfi, Faksi Rana Alhaq, Indah Fatihaturrahmah Amandangi, Dewi Ananda Puspakartika Anggra Hermawan, Hengki Anugrah, Andre Aufa, Fellia L. Aulia Rahmawati AYU LESTARI Azwan Azwan Bachrudin Musthafa Berlin, Astri Winandari Budi Hermawan Damayanti, Annisa Dingding Haerudin Edelweis, Sherly L.B. Emi Emilia Fadilla, Suci Fazri Nur Yusuf Firima Zona Tanjung Galihkusumah, A.H. Gunawan, Wawan Hanifia Arlinda Hanipah, Hanipah Hendariyunisha, Shifa Hitimala, Hardianto Holik, Nici Azhari Hulwa, Nadia indri fitriani Indriani, Rahmi INTIFADHAH INTIFADHAH, INTIFADHAH M. Ibnu Mustofa Mababaya, Ahmad Dindang Madaresita, Madaresita Mahardhika, Galang Adhitia Maulana, Cepri Melvina Melvina, Melvina Muniroh, R. Dian Nabillah, Nida Nainggolan, Bernard Richard Nenden Sri Lengkanawati Nur, Adam Muhammad Nurhidayah, Mila Ida Putra, Dondian R. Dian Dia-an Muniroh Rahmat Agung Azmi Putra Ramdani, Sarah A Raynesa Noor Emiliasari Retno Pudji Rahayu Retty Isnendes Safira, Viera Safrina Noorman Salaras, Fannisa Wanda Sanni, Fitri Aulia Setyaningsih, Anita T Sri Novianti Sri Setyarini Suci Maharani Sudana, Dadang Suherdi, Didi Sukarman, Surya Aulia Suminto Susan Santika Syihabuddin Syihabuddin Tri Indri Hardini Trianto, Ikmal Wawan Gunawan Wibowo, Brilian Rachman Wibowo, Enggar Pangesti Yulianeta