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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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Promoting learner autonomy through EFL textbook: the textbook facilitation and the students’ and teacher’s perceptions M. Ibnu Mustofa; Yanty Wirza
Journal on English as a Foreign Language Vol 13, No 1 (2023): Issued in March 2023
Publisher : Institut Agama Islam Negeri (IAIN) Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v13i1.6056

Abstract

Studies on learner autonomy (LA) in EFL learning have been widely reported. However, the promotion of LA through EFL textbooks in Indonesia remains under-explored. This study investigated the extent to which the EFL textbook Erlangga Straight Point Series (ESPS) facilitates LA, the students’ perceptions of the textbook in promoting LA, and the teacher's perceptions of LA facilitation in the textbook contributing to EFL learning. This study employed quantitative and qualitative research designs involving 20 EFL students and an EFL teacher at a private Islamic senior high school in Bengkulu, Indonesia. The data were garnered from the textbook evaluation, the student questionnaires, and the teacher interview. The corpus data were analyzed through the framework by Nunan (1997), the questionnaires were through percentage calculation, and the interview results were through thematic analysis. The results showed that LA is not optimally facilitated in task sections of the textbook. Moreover, the students perceived the textbook only supported LA through the principles of classroom activities, self-assessment, and self-reflection. Meanwhile, the teacher positively perceives LA, but institutional support for its implementation is unavailable. This study implies the pivotal roles of all stakeholders in education to support autonomous learners through EFL textbooks.
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 | 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.
Tindak Tutur Ilokusi dalam Interaksi Penjual dan Pembeli di Rumah Batik Cipaku Ananda Puspakartika; Yanty Wirza; R. Dian Dia-an Muniroh
Journal on Education Vol 6 No 4 (2024): Journal on Education: Volume 6 Nomor 4 Mei-Agustus 2024
Publisher : Departement of Mathematics Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/joe.v6i4.6194

Abstract

Abstract The objective of this research is to identify the types and forms of illocutionary speech acts present in the interactions between sellers and buyers at Cipaku Batik House. The data employed in this study are conversations between sellers and buyers. The primary data source is comprised of 15 data sets. The qualitative descriptive method is employed in this research. The results indicate that there are five types of illocutionary speech acts in the interaction between sellers and buyers at Cipaku Batik House, as proposed by Searle. These are assertive, commissive, directive, expressive, and declarative. The stage with the highest frequency of occurrence is assertive, with 49.62% of the total occurrences (262). Directive speech follows with 19.88% (105). The data indicates that the frequency of occurrence of expressive speech is 123 times, representing 23.29% of the total. In contrast, commissive speech is present on five occasions, representing 0.95% of the total, while declarative speech is present on 33 occasions, representing 6.25% of the total. The sentence forms of illocutionary speech acts obtained in this conversation are declarative, imperative, and interrogative. The research focuses on the identification of the types and forms of illocutionary speech acts present in the interaction between sellers and buyers at Cipaku Batik House. Keywords: Sociopragmatics, Speech Acts, Illocution
Textbook Evaluation: How does It Assist Intercultural Communicative Competence? Sri Novianti; Yanty Wirza
SAGA: Journal of English Language Teaching and Applied Linguistics Vol 5 No 1 (2024): February 2024
Publisher : English Language Education Department, Universitas Kristen Duta Wacana (UKDW), Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21460/saga.2024.51.178

Abstract

Language learning is culture-bound, so culture should be included in the process of language teaching and learning. Using the framework proposed by Cortazzi and Jin (1999), this study evaluates the potential use of the textbook English on Sky to assist Intercultural Communicative Competence in Instruction as evidenced by the occurrence of three types of cultural elements: source culture, target culture, and international culture contained in the textbook. Conducted in Islamic boarding school context, this descriptive study collected data through a checklist from Cortazzi and Jin (1999), questionnaires distributed to students, and an interview conducted to an English teacher using the textbook. The findings reveal that the textbook contains all types of cultural elements represented in reading texts, dialogues, pictures, and tasks. Even though the occurrence of each is not balanced, English on Sky has potential to assist Intercultural Communicative Competence in Instruction since all types of cultures contained do not conflict with the value of the Islamic context. Pedagogically, teachers can use the textbook as the main source for teaching materials in Islamic schools so that students’ Intercultural Communicative Competence can be enhanced.
Professional Identity Construction: An Inquiry into the Narratives of Indonesian Teachers of English for Young Learners Hanifia Arlinda; Safrina Noorman; Yanty Wirza
Journal of English Language Studies Vol 9, No 1 (2024): Available Online in March 2024
Publisher : English Department - University of Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/jels.v9i1.24243

Abstract

Teacher professional identity has emerged as a central topic in educational research since the 1990s in light of the increasing understanding of teachers’ roles in different contexts that influence their attitudes, behaviors, and beliefs in teaching (Beijaard, 2019). The identity construction process of English for Young Learners (EYL) teachers in Indonesia needs to be studied more. Employing the narrative inquiry method (Connelly & Clandinin, 1990), this study investigated the process of teacher professional identity construction of four EYL teachers in four different elementary schools in Bandung, Indonesia, and the extent to which the journey affects their beliefs and practice in teaching EYL. I collected the data using semi-structured online interviews, photovoice, and classroom observation. The results suggest that participants' teacher professional identity (TPI) was shaped by experiencing critical events, participating in professional development programs, involving themselves in a community of practice, experiencing teaching practicum, supporting school culture and environment, and teachers' interest in teaching English to young learners itself. This study has also demonstrated how the participants' construction journey impacts the change of their beliefs and practices in teaching EYL. This study sheds light on the significance of the support from EYL stakeholders in affording opportunities for teachers’ learning and professional development.
Reflective practice in the teaching practicum program: Pre-service English teachers’ reflections Nurhidayah, Mila Ida; Wirza, Yanty
Journal of Applied Studies in Language Vol. 8 No. 1 (2024): June 2024
Publisher : Politeknik Negeri Bali

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31940/jasl.v8i1.11-19

Abstract

Reflective practice has gained significant importance in various professional educational settings. There has been a surge in research conducted on reflective practice across different fields, including English teaching, which indicates an increasing interest in this area. This study explores how pre-service English teachers reflect on their teaching journey, spanning from their initial teaching experiences to their future aspirations. Furthermore, these participants have undergone a teaching practicum program at public high schools in Bandung, Indonesia. In addition, the study uses a qualitative approach through a narrative inquiry design, with three pre-service English teachers participating in interviews to share their experiences. Before the interviews, the participants were required to complete a narrative framework. In addition, the collected data are analyzed through thematic analysis. The findings demonstrate how reflection in teaching practice can positively impact the teaching performance of pre-service English teachers by enhancing their instructional strategies, addressing areas for improvement, and promoting continuous professional development. In conclusion, this study highlights the significance of reflective practice in the field of English teaching and offers insights into its benefits for pre-service teachers. It emphasizes the importance of ongoing reflection to improve teaching effectiveness and enhance the overall quality of education.
Empowering BIPA Educators in Australia through Indonesian Local Wisdom Training Yulianeta, Yulianeta; Hardini, Tri Indri; Wirza, Yanty; Haerudin, Dingding; Amandangi, Dewi
Jurnal Inovasi dan Pengembangan Hasil Pengabdian Masyarakat Vol. 2 No. 1 (2024): Jurnal Inovasi dan Pengembangan Hasil Pengabdian Masyarakat (June)
Publisher : CV. BImbingan Belajar Assyfa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61650/jip-dimas.v2i1.305

Abstract

In Australia, Indonesian Language for Foreign Speakers (BIPA) educators have diverse educational backgrounds, including not only bachelor's or master's degrees in teaching Indonesian but also various disciplines such as linguistics and sociology. Interestingly, a number of these educators are native Australians who have mastered Indonesian. This study aims to improve the capacity of BIPA educators by equipping them with local Indonesian wisdom so that they can teach the Indonesian language and culture more effectively. This study uses a qualitative approach with direct training methods and field mentoring, which was carried out at the Indonesian Embassy in Canberra for two days. On the first day, 20 educators were introduced to the concept of local Indonesian wisdom, and on the second day, they practiced teaching using local wisdom-based materials. Data were collected through observation and in-depth interviews with participants. The analysis results showed that after the training, 85% of participants felt more confident in integrating local cultural elements into their teaching, as measured by a post-training survey. In conclusion, this training has successfully empowered BIPA educators by providing additional skills that enable them to teach Bahasa Indonesia more engagingly and contextually. This emphasizes incorporating local cultural elements into language learning to enhance student appeal and understanding. Thus, improving the competence of BIPA educators through this local wisdom training has contributed significantly to Bahasa Indonesia education in Australia.
A NEEDS ANALYSIS FOR ESP IN A MULTIMEDIA STUDY PROGRAMME OF A VOCATIONAL HIGH SCHOOL Santika, Susan; Wirza, Yanty; Emilia, Emi
International Journal of Education Vol 15, No 1 (2022): February 2022
Publisher : Kantor Jurnal dan Publikasi Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ije.v15i1.46156

Abstract

A needs analysis is required to design ESP courses and determine appropriate materials for vocational high school students. Particularly in a multimedia study programme, even while multimedia has become increasingly prominent as a result of digital transformations, there is not much attention given to conducting the need analysis for vocational high school students. Therefore, this research aims to analyze the needs analysis for ESP in a multimedia study programme of a vocational high school. Specifically, it attempts to reveal what difficulties are encountered by the students during their internship programmes, what English language skills are needed by the students to perform their jobs, and what the multimedia study programme needs to offer to allow students’ employability. A case study was conducted on an EFL teacher and eighteen students in a vocational high school. The findings revealed that: First, students had difficulties in Grammar, Vocabulary, and Speaking; Second, the English language skills needed to perform their jobs were listening, reading, and writing; Third, the multimedia study programme should offer copywriting, technical vocabulary and authentic materials related to multimedia to allow students’ employability. This research also recommends three-unit materials for the ESP courses divided into three topics: copywriting, photography, and videography. 
IMPROVING UNDER-RESOURCED SECONDARY SCHOOL TEACHERS’ LITERACY INSTRUCTION: AN INTERVENTIONAL ETHNOGRAPHIC STUDY Wirza, Yanty; Gunawan, Wawan; Setyaningsih, Anita T; Ramdani, Sarah A; Hanipah, Hanipah; Aufa, Fellia L.; Edelweis, Sherly L.B.
International Journal of Education Vol 16, No 1 (2023): February 2023
Publisher : Kantor Jurnal dan Publikasi Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ije.v16i1.42074

Abstract

The study is a part of the government-sponsored literacy program to improve the Indonesian secondary students’ literacy performance. Particularly, this study focuses on the examination of the program as the attempt to improve the secondary teachers’ literacy instruction at the under-resourced schools. The program implemented in the Bahasa Indonesia subject by employing Reading to Learn pedagogy (Rose, 2016) in teaching the explanatory text. Using an interventional ethnographic study design, which involves three main phases i.e. Reading to Learn pedagogy workshop, the R2L implementation with mentoring, and evaluation, the current study investigates the experience of two female eighth graders’ contract-based teachers, in their early thirties, at two under-resourced secondary schools in, Bandung, West Java, Indonesia. The data collected in this three-month study were observation, interviews with the teachers, principal, and students, recorded teaching sessions, recorded reflections sessions, and lesson plans and teaching materials. The findings of the study reveal that the teachers’ literacy instruction in utilizing stages in the R2L pedagogy indicated significant improvement from their previous practice. The intensive mentoring provided during the workshop and school implementation of the R2L implementation have equipped the teachers with more solid pedagogical foundation in internalizing and implementing the R2L pedagogy. In addition, the program has promoted the teachers’ professional development and assisted the school to gain larger access to literacy pedagogy for better literacy participation.
THE FUNCTIONS OF INFOGRAPHICS IN A NATIONALLY PUBLISHED TEXTBOOK [FUNGSI INFOGRAFIS DALAM BUKU TEKS YANG DITERBITKAN SECARA NASIONAL] Nainggolan, Bernard Richard; Gunawan, Wawan; Wirza, Yanty
Polyglot Vol 20, No 2 (2024): JULY 2024
Publisher : Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/pji.v20i2.6449

Abstract

AbstractThe presence of diagrams or infographics in English textbooks is believed to support Indonesia’s curriculum goal of communication using multimodal resources. However, the functions of infographics in language learning have not been well understood. This study examines how infographics accompanied by verbal texts can convey visual metalanguage. The images from an English textbook designed for X grades were used as the basis for this study. Drawing on the theories of Visual Design Grammar (Kress & Leeuwen, 2006) and Systemic Functional Linguistics (Halliday & Matthiessen, 2004, 2013), this study explores the images and instructions in infographics. The systemic functional approach to multimodal discourse analysis (SF-MDA) was employed. The results of this study reveal the functions of the images in the textbook and how metalanguage competencies can support the teaching of multimodal texts in a representative and compositional manner. The study also provides several pedagogical implications for teachers in teaching diagrammatic images.Bahasa Indonesia AbstrakKehadiran diagram atau infografis dalam buku teks bahasa Inggris diyakini mendukung tujuan kurikulum Indonesia, komunikasi menggunakan sumber daya multimodal. Namun, fungsi infografis dalam pembelajaran bahasa belum banyak diketahui. Studi ini mengkaji bagaimana infografik yang disertai dengan teks verbal dapat menyampaikan metabahasa visual. Gambar-gambar dari buku teks bahasa Inggris, yang dirancang untuk kelas X, dijadikan sumber penelitian ini. Dibangun di atas Grammatika Desain Visual (Kress & Leeuwen, 2006) dan Linguistik Fungsional Sistematik (Halliday & Matthiessen, 2004), penelitian ini mengeksplorasi gambar dan instruksi dalam diagram dan infografis. Pendekatan yang digunakan adalah pendekatan fungsional sistemik dengan analisis wacana multimodal (SF-MDA). Hasil penelitian ini mengungkapkan fungsi gambar dalam buku teks dan bagaimana kompetensi metabahasa dapat membantu untuk mendukung pengajaran teks multimodal secara representatif dan komposisional. Studi ini juga memberikan beberapa implikasi pedagogis bagi guru untuk mengajar gambar diagram.
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