High digital literacy is significantly needed by English teachers in the trend of industrial revolution 4.0 to promote a better quality of English teaching and learning. However, a significant number of English teachers, as well as pre-service teachers, still had low digital literacy scale and they were not ready to implement digital technologies into English teaching and learning process. This study was aimed to describe the digital literacy scale of graduate school students of English Education Department in a state university in Yogyakarta as pre-service teachers and their readiness toward the application of digital technologies in teaching and learning contexts. The research used mix-methods to collect both quantitative and qualitative data through Likert-scale questionnaires and interviews. The study revealed that the research participants had high digital literacy scales and readiness toward the application of digital technologies. Thus, those graduate school students as pre-service teachers could fulfill the requirements of professional English teachers in terms of digital literacy and improve the quality of English teaching and learning output by integrating digital technologies.
The study of linguistic landscape as a new approach to multilingualism has not been much explored within the Indonesian context. With regard to its significance to reveal various aspects of language use in education, this paper focuses on sign patterns in school linguistic landscape and what they represent in term of language situation in multilingual context. The data consist of 890 signs collected from five senior high schools in Yogyakarta. Based on the number and kinds of languages used, the data were categorised into their lingual patterns. The language situation was interpreted based on the main functions of language as a means of communication and representation. The findings of this research reveal three lingual patterns: monolingual, bilingual, and multilingual signs, which are ordered from the most to the least frequency. The monolingual and bilingual signs were found in all five schools while the multilingual ones in three schools. Bahasa Indonesia, English, and Arabic were found in all three patterns. Javanese and French were used in monolingual and multilingual patterns. Latin and Sanskrit were found only in monolingual pattern. As a means of communication and representation, the signage is both informative and symbolic. The studied school linguistic landscape reflects which languages are used and locally relevant to the school environments and how they are positioned. Bahasa Indonesia is dominant while Javanese is marginalised. The use of English in the school signs is frequent but indicates the sign makers' less capability of the language. The use of Arabic is related to schools' Islamic identity. Javanese is used as a cultural symbol. Due to its importance, the existing multilingualism at Yogyakarta's schools should be maintained and efforts to achieve its balanced proportion need to be done.
This study aims to explore the use of politeness strategies which occur in EFL classroom interactions in a senior high school. This study applied a descriptive qualitative research design to explore the politeness strategies used by the teacher and the students in their interactions. The participants in this study were an English teacher and 30 students. The data in this study were in the form of utterances which contain politeness strategies. The data were taken from a 90-minutes English lesson which was video-recorded. The findings showed there were a total of 13 excerpts containing three politeness strategies: positive politeness strategy, negative politeness strategy, and bald-on-record strategy. The interactions were dominated by the teacher. Moreover, the politeness strategies which occurred in the classroom interactions were influenced by some factors such as age difference, institutional position, power, and social distance.
It is not uncommon for language to play an important role in identity issues in multilingual countries. Declaring one of the important community languages as the official language in such a country can pose a threat to the survival of the other languages. Bahasa Indonesia is an example of this phenomenon. Its successful establishment as the national language has altered the local language situation throughout the country. Relevant to this study, it has had an important effect on young people's use of Javanese, the dominant local language of Yogyakarta. This study analyses the extent of language shift among the young multilinguals in the city and investigates the youth's search for authentic local and national identities. A questionnaire was used to elicit the youth's mother tongue as well as their attitudes and perceptions towards Javanese and Bahasa Indonesia and local and national identities. Their real use of languages was obtained through non-participative observations. A sample group of 1,039 students from 10 junior and senior high schools was surveyed. The findings reveal the current status of Javanese and Bahasa Indonesia as mother tongues and the identitylanguage choice links. Most young people with Javanese parents claimed that Bahasa Indonesia is their first language. This signals a weakened intergenerational transmission of Javanese. With regard to identity, the youth's sense of national identity is stronger than their sense of local identity. To elevate the vitality of Javanese and strengthen the local identity, intergenerational transmission and intensive use of Javanese at school is imperative.
Teaching a foreign language needs to include its relevant culture as the context of the language use. However, studies indicate that many English lecturers in Indonesia have not integrated culture yet in their teaching materials, resulting in students’ low intercultural communicative competence (ICC). This three-cycle class action research was aimed to improve the ICC of first semester students majoring in metallurgy engineering through cultural text-based intercultural teaching. It was designed to overcome problems related to the limited opportunity for speaking practice and insufficient cultural contents in the English materials. Classroom observations and interviews with 22 students and the lecturer revealed that this cultural text-based intercultural teaching was practical to improve the students’ ICC. The integration of cultural texts in various forms: pictures, mind-maps, reading passages, and videos relevant to the subject field, enables the students to interact indirectly with the cultures of people from diverse communities. Answering questions and discussing language and cultural elements as well as the contents of the texts shapes their critical thinking. Their achievement in the role-play is the reflection of their improved ICC and shows their enhanced English skills. Nevertheless, the students’ limited grammatical knowledge and lack of writing practice became constraints during their writing test. Further studies might investigate the solution for this problem, especially related to the effectiveness of this intercultural teaching in other subject areas.
scite is a Brooklyn-based organization that helps researchers better discover and understand research articles through Smart Citations–citations that display the context of the citation and describe whether the article provides supporting or contrasting evidence. scite is used by students and researchers from around the world and is funded in part by the National Science Foundation and the National Institute on Drug Abuse of the National Institutes of Health.
hi@scite.ai
10624 S. Eastern Ave., Ste. A-614
Henderson, NV 89052, USA
Copyright © 2024 scite LLC. All rights reserved.
Made with 💙 for researchers
Part of the Research Solutions Family.