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All Journal Language Literacy: Journal of Linguistics, Literature, and Language Teaching English Teaching and Linguistics Journal (ETLiJ) ENGLISH FRANCA : Academic Journal of English Language and Education
Izzati, Aina Amalia
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Religion Humanities Education Environmental Science Languange, Linguistic, Communication & Media Social Sciences Other

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LITERACY CONCEPT PERSPECTIVES IN ENGLISH LANGUAGE LEARNING WITHIN THE EMANCIPATED CURRICULUM Andriani, Agis; Izzati, Aina Amalia; Syakira, Sitti; Pertamana, Dede; Rosmala, Dewi
Language Literacy: Journal of Linguistics, Literature, and Language Teaching Vol 9, No 1: June 2025
Publisher : Universitas Islam Sumatera Utara (UISU)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30743/ll.v9i1.10637

Abstract

Indonesia’s literacy rate is low, ranking 61st in the PISA survey, 60th in the OECD’s 2016 survey, and 45th in PIRLS 2011. To address this, a Merdeka Belajar curriculum focusing on literacy activities is being implemented. Thus, it is necessary to conduct research related to teachers’ and students’ perspectives of literacy through reading activities in emancipated learning because it can reflect how they understand and experience it. The qualitative case study is used as the research method and involved an English teacher and a 7th-grade student in a junior high school in Tasikmalaya. Data was collected through semi-structured interviews and analyzed using Braun and Clarke (2006) thematic analysis approach. The findings indicate that teachers perceive literacy in English learning as multifaceted, emphasizing reading and writing activities to enhance knowledge. They advocate for literacy skills development through diverse activities, promote independent learning strategies, and employ multimodal approaches, aligning their practices with the principles of the Emancipated Curriculum to empower students. Therefore, further research should explore the impact of English reading literacy activities on students’; English language skills, specifically the four skills, using a quantitative experimental approach to investigate the effects of literacy through reading activities.
English Teacher Identity in EFL Higher Education: Exploring Perspective from Critical Reflection Andriani, Agis; Izzati, Aina Amalia
English Teaching and Linguistics Journal (ETLiJ) Vol 6, No 2 (2025): ETLiJ - English Teaching and Linguistics Journal
Publisher : English Teaching and Linguistics Journal (ETLiJ)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30596/etlij.v6i2.24466

Abstract

Teacher identity has a significant impact on teachers’ decisions on teaching processes, teaching and learning material, teacher-student relationships, and professional development. However, in its implementation, there is unclear identity that confuses the standards, and a lack of charisma in the EFL teacher profile, while an ideal language teacher is crucial to building a successful learning to foreign language. Data taken from critical reflection (Rolfe, 2014) written by English education department students. They are university students who joins English Phonetics and Phonology class. The tutor facilitates the teaching learning based on the principal of critical language awareness. Data are analyzed based on the foundation the framework Van Dijk identity construction (van Dijk, 2015). There result shows that identity represented to what someone thinking, belief, and perceive, and it realizes into social practice (teaching and learning English as foreign language). In this context, it creates the teacher or lecturer to be the agent of change. For the research, interview should be conducted to explore deeper understanding how the teacher construct EFL identity to support the success of EFL teaching learning process.
Constructing Meaning: A Critical Reflection on Phonetics and Phonology Teaching Learning in EFL Higher Education Context Andriani, Agis; Pertamana, Dede; Rosmala, Dewi; Izzati, Aina Amalia
ENGLISH FRANCA : Academic Journal of English Language and Education Vol. 9 No. 2 November (2025)
Publisher : Institut Agama Islam Negeri (IAIN) Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/ef.v9i2 November.13070

Abstract

Language knowledge and presentation skills are part of the essential characteristics that an English tutor must possess. However, in reality, a tutor who identifies as a non-native English speaker is not really able to be an adequate model for English language learning coupled with many traditional methods that fail to meet the diverse needs of students, for example not utilizing modern technological tools effectively, and sometimes tutors do not have sufficient awareness of pedagogical knowledge and linguistic knowledge to be a role model of English in the EFL context. Through critical reflection using the 3 Whats model, this research explores how the learning process inspires and motivates students to become English education students, who are designed to become future teachers.  136 English education students were involved in writing a critical reflection after the lecture of Phonetics and Phonology Subject lecture for one semester ended. The findings show that the tutor has the capacity assessed in nine criteria of ideal language teachers, namely having competence, liking English when teaching, motivating, consistently giving feedback, facilitating students to show their abilities, innovating to overcome students' difficulties, appreciating students' work, and being professional in whatever they do. Therefore, further investigation is needed to explore how technology impacts in building of students' critical language awareness.
Co-Authors Andriani, Agis Dewi Rosmala, Dewi Pertamana, Dede Syakira, Sitti