Multimodal literacy instruction is such a new shift of the literacy in which the construction of knowledge is led to be more socially and contextually bounded. Due to the urgency that teachers have to own multimodal competencies, this study aimed to investigate EFL teachers’ competence in interpreting visual-verbal relations to teach multimodal texts. To collect the data, an online test through the Google form platform was distributed. As many as 43 responses were collected from junior and senior high school teachers in one of the cities in Indonesia. A semi-structured interview was also conducted with six purposive participants. The data in this research were then analysed based on Royce’s criteria of image-text relation. The analysis found that the teachers only partially possessed multimodal competencies. It means that that they had used images to help them teach the texts but had insufficient knowledge on how to utilize the images as meaning-making sources. Then, based on the finding, it is suggested that the teachers should improve their competences in interpreting multimodal meanings in texts, so images are used not only for making learning materials interesting but also for making more meanings from the texts.
This research aims to analyze students' recount texts by using mood block analysis. To achieve this purpose, a qualitative case study design was employed in this study. This study was conducted at one university in Indonesia. The data were collected from six students' recount texts, selected from the category of high, mid, and low achievers. The data were then analyzed inductively. The data analysis includes parsing the texts into clauses, identifying and classifying the mood structure, and interpreting the use of mood structure. The result of this study indicates that the focal students have shown their understanding of positioning Mood elements in making the declarative clauses when telling past experiences. Meanwhile, the students show a lack of understanding of using Finite which functions either to show the polarity or emphasize the degree of information in the text.
This study aims to investigate how effective comprehesible input, explicit teaching and corrective feedback in Genre Based Approach develop students’ speaking in hortatory exposition; particularly in the aspect of genre. To achieve the purpose of the study, a case study design was chosen. The data were collected from classroom observations, and students’ texts. The data from observation were analyzed using four stages of analysis including organizing, transcribing, converting, classifying, describing, and interpreting. The students’ texts were analyzed using the rubric adapted from Butt, Fahey, Feez, spinks, and Yallop (2000) and Emilia (2011).The result confirms that comprehensible input, explicit teaching and corrective feedback develop students’ speaking in hortatory exposition. Students were able to speak by following the genre moves of hortatory exposition. This study suggests that the techniques of comprehensible input, explicit teaching, and corrective feedback are recommended to be applied in a language teaching process.
By the latest education policy that English is removed in primary school level's intra-curriculum, this study is a preliminary endeavour to investigate the pedagogical practice of the policy, particularly in a private elementary school in Indonesia. To achieve that aim, two English teachers were involved as the research participants. In collecting the data, non-participant classroom observations, as well as semi-structured interviews, were utilized. The data were then examined using inductive analysis. The most disgusting result to emerge from the data is that English language teaching in primary school needs thoughtful attentiveness from the government. The policy in removing English as the compulsory subject in elementary school level has effects on the bias goal of teaching, unstructured materials, as well as monotonous teaching practices. Therefore, the evidence of this study points toward to the idea that the government and related policymakers have to adjust the primary schools which still keep involving English in their curriculum; that is, by determining the standard of English teaching as well as controlling the teaching programs under a particular association.
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