Owing to the rapid evolution of digital technology, learning, and computing breakthroughs among students are beginning to converge. The current method of English language teaching is considerably different from the traditional method. This quantitative, quasi-experimental research offers a strategy for incorporating Artificial Intelligence (AI) in college English teaching. The participants in the study consisted of 100 bachelor-level students studying at a constituent college of Tribhuvan University, Nepal. The participants were selected using simple random sampling and divided into two groups: the study group and the control group. I employed a questionnaire and test as the instruments to collect the data. The collected data was analyzed using SPSS 2.0 which is a tool for analyzing quantitatively challenging data. To check the reliability and effectiveness of the prediction, I assessed the model's criteria, designed a comparison test, and conducted a survey questionnaire. The evidence shows that Enhanced Whale Hyper-Tuned Artificial Neural Network (EWH-ANN) EWH-ANN can be employed to optimize English instruction at the college level in general and verbal improvement in particular. It can make English teaching more efficient and customized to fulfill individual students' necessities. The study concluded that The Whale Optimization Algorithm (WOA) can be used to tune the hyper-parameters of Artificial Neural Network (ANN) to improve the accuracy of the operation.
{"title":"AN OPTIMIZATION-BASED ARTIFICIAL INTELLIGENCE FRAMEWORK FOR TEACHING ENGLISH AT THE COLLEGE LEVEL","authors":"H. P. Tiwari","doi":"10.24071/llt.v26i1.5954","DOIUrl":"https://doi.org/10.24071/llt.v26i1.5954","url":null,"abstract":"Owing to the rapid evolution of digital technology, learning, and computing breakthroughs among students are beginning to converge. The current method of English language teaching is considerably different from the traditional method. This quantitative, quasi-experimental research offers a strategy for incorporating Artificial Intelligence (AI) in college English teaching. The participants in the study consisted of 100 bachelor-level students studying at a constituent college of Tribhuvan University, Nepal. The participants were selected using simple random sampling and divided into two groups: the study group and the control group. I employed a questionnaire and test as the instruments to collect the data. The collected data was analyzed using SPSS 2.0 which is a tool for analyzing quantitatively challenging data. To check the reliability and effectiveness of the prediction, I assessed the model's criteria, designed a comparison test, and conducted a survey questionnaire. The evidence shows that Enhanced Whale Hyper-Tuned Artificial Neural Network (EWH-ANN) EWH-ANN can be employed to optimize English instruction at the college level in general and verbal improvement in particular. It can make English teaching more efficient and customized to fulfill individual students' necessities. The study concluded that The Whale Optimization Algorithm (WOA) can be used to tune the hyper-parameters of Artificial Neural Network (ANN) to improve the accuracy of the operation.","PeriodicalId":31957,"journal":{"name":"LLT Journal A Journal on Language and Language Teaching","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-13","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49569704","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
There has been an increasing trend in Indonesian higher education to run international programs. As a result, English for Medium Instruction (EMI) has started to be implemented in several departments at Indonesian universities. To successfully implement EMI classes, lecturers and students do play significant roles. This paper aims to gain insights into students’ perceptions of EMI and the challenges they faced in terms of understanding the subject content. Using convenience sampling, 35 undergraduate students of the International Psychology Program (IPP) at a private university in Indonesia were selected as the participants of the study. We used an explanatory sequential design using questionnaires and interviews as the instruments to collect the data. The findings revealed that the majority of the students have a positive perception of the implementation of EMI in their classes. However, its implementation also posed some challenges such as difficulties in comprehending lectures and the lack of ability in using English to conduct classroom discussions. The findings suggested the need for training before EMI courses that help students increase their English proficiency level as well as lecturers to improve their EMI pedagogic competence.
{"title":"INDONESIAN STUDENTS’ PERCEPTIONS OF ENGLISH MEDIUM INSTRUCTION","authors":"","doi":"10.24071/llt.v26i1.5762","DOIUrl":"https://doi.org/10.24071/llt.v26i1.5762","url":null,"abstract":"There has been an increasing trend in Indonesian higher education to run international programs. As a result, English for Medium Instruction (EMI) has started to be implemented in several departments at Indonesian universities. To successfully implement EMI classes, lecturers and students do play significant roles. This paper aims to gain insights into students’ perceptions of EMI and the challenges they faced in terms of understanding the subject content. Using convenience sampling, 35 undergraduate students of the International Psychology Program (IPP) at a private university in Indonesia were selected as the participants of the study. We used an explanatory sequential design using questionnaires and interviews as the instruments to collect the data. The findings revealed that the majority of the students have a positive perception of the implementation of EMI in their classes. However, its implementation also posed some challenges such as difficulties in comprehending lectures and the lack of ability in using English to conduct classroom discussions. The findings suggested the need for training before EMI courses that help students increase their English proficiency level as well as lecturers to improve their EMI pedagogic competence.","PeriodicalId":31957,"journal":{"name":"LLT Journal A Journal on Language and Language Teaching","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-12","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"68985243","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Iin Indrayanti, Adi Kuntoro, Syaefani Arif Romadhon
Audio-Visual-Aids (AVA) media is a type of media that has long been acknowledged as a teaching aid in foreign language contexts. However, its uses are varied greatly from teacher to teacher depending on the content, inventiveness, classroom needs, and benefits approaches in language learning. Thus, the current research focused on the investigation of the analysis of vocabulary acquisition in the form of nouns and word spellings. In addition, the researcher also determined the influences of the use of the media on learners’ attitudes. A quantitative pre-experimental research approach in a one-group pre-test post-test design was performed involving 35 participants. AVA media was given within four meetings in the form of PowerPoint slides completed with original audio dubbing and fifteen images representing “Things in My Room”. To get further looks at their attitude, the participants also completed a questionnaire responding to 4 Likert Scales regarding their experiences. The analysis was reported to find out the average scores and initial hypotheses using a t-test on two main focuses with a 0.05 significance level. Findings showed a positive significant difference in the average scores of students’ vocabulary acquisition in the pre-test (7.66) and post-test (12.37) or 12.37 7.66. Scores of the tcoun reached higher than the ttable or 18,56438 2,021. Most of the students agreed and strongly agreed, that learning with AVA media brought some benefits to their learning experiences, particularly in the context of Vocabulary Acquisition.
{"title":"AUDIO-VISUAL AIDS MEDIA, LANGUAGE ACQUISITION AND ATTITUDE: AN INITIAL INVESTIGATION IN THE EFL CLASSROOMS","authors":"Iin Indrayanti, Adi Kuntoro, Syaefani Arif Romadhon","doi":"10.24071/llt.v26i1.4862","DOIUrl":"https://doi.org/10.24071/llt.v26i1.4862","url":null,"abstract":"Audio-Visual-Aids (AVA) media is a type of media that has long been acknowledged as a teaching aid in foreign language contexts. However, its uses are varied greatly from teacher to teacher depending on the content, inventiveness, classroom needs, and benefits approaches in language learning. Thus, the current research focused on the investigation of the analysis of vocabulary acquisition in the form of nouns and word spellings. In addition, the researcher also determined the influences of the use of the media on learners’ attitudes. A quantitative pre-experimental research approach in a one-group pre-test post-test design was performed involving 35 participants. AVA media was given within four meetings in the form of PowerPoint slides completed with original audio dubbing and fifteen images representing “Things in My Room”. To get further looks at their attitude, the participants also completed a questionnaire responding to 4 Likert Scales regarding their experiences. The analysis was reported to find out the average scores and initial hypotheses using a t-test on two main focuses with a 0.05 significance level. Findings showed a positive significant difference in the average scores of students’ vocabulary acquisition in the pre-test (7.66) and post-test (12.37) or 12.37 7.66. Scores of the tcoun reached higher than the ttable or 18,56438 2,021. Most of the students agreed and strongly agreed, that learning with AVA media brought some benefits to their learning experiences, particularly in the context of Vocabulary Acquisition.","PeriodicalId":31957,"journal":{"name":"LLT Journal A Journal on Language and Language Teaching","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48150700","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Corrective feedback needs to be used carefully to treat young learners’ oral errors as it should not inhibit learners from communicating. This study aims to investigate the use of corrective feedback strategies by informal English training center teachers in Bandung. Classroom observation and coding were used to collect and categorize data regarding errors committed by students and teachers’ use of corrective strategies. The study found that pronunciation errors (49%) were most frequently committed, followed by grammar (27%), vocabulary (20%), and the use of L1 (4%) errors. To treat those errors, the teachers apply corrective feedback strategies, which mostly were in the form of recast (46%) and elicitation (35%). Other corrective feedback strategies such as explicit correction (11%), metalinguistic feedback (6%), repetition (1%), and paralinguistic signal (1%) were found less frequently. This study suggests teachers consider several factors such as types of errors, learning factors, and learners’ factors when deciding the corrective feedback strategies.
{"title":"HOW TEACHERS IN AN INFORMAL ENGLISH TRAINING INSTITUTION TREAT YOUNG LEARNERS’ ORAL ERRORS","authors":"Ihsan Nur Iman Faris, Dian Budiarti","doi":"10.24071/llt.v26i1.5341","DOIUrl":"https://doi.org/10.24071/llt.v26i1.5341","url":null,"abstract":"Corrective feedback needs to be used carefully to treat young learners’ oral errors as it should not inhibit learners from communicating. This study aims to investigate the use of corrective feedback strategies by informal English training center teachers in Bandung. Classroom observation and coding were used to collect and categorize data regarding errors committed by students and teachers’ use of corrective strategies. The study found that pronunciation errors (49%) were most frequently committed, followed by grammar (27%), vocabulary (20%), and the use of L1 (4%) errors. To treat those errors, the teachers apply corrective feedback strategies, which mostly were in the form of recast (46%) and elicitation (35%). Other corrective feedback strategies such as explicit correction (11%), metalinguistic feedback (6%), repetition (1%), and paralinguistic signal (1%) were found less frequently. This study suggests teachers consider several factors such as types of errors, learning factors, and learners’ factors when deciding the corrective feedback strategies.","PeriodicalId":31957,"journal":{"name":"LLT Journal A Journal on Language and Language Teaching","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-05","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"49215016","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The main goal of this study is to propose and develop a pedagogical approach to blended learning in an undergraduate course and evaluate the implementation process and the satisfaction of the students. With the help of the research instrument like class observation and questionnaire, a case study method is adopted in this research in order to find answers to the following questions: how should teachers do with online course design in a blended learning environment? How should teachers carry out teaching practice in a face-to-face class? Can EFL learners improve their learning competency through Superstar Learning System -based blended learning? First, the researcher reviews the literature related to the current situation of college English teaching and learning in China, the concept of blended learning, and an overview of the Superstar Learning System. Next, outlining the online course design for the book the researcher is using in her class and practising one of the texts are described. The design is then evaluated using a questionnaire given to 179 participants. Survey results show that blended learning based on Superstar Learning System can provide a flexible and dynamic learning environment and improve students’ learning competency. Contents of online courses must be designed according to students’ needs and must be developed for all components of blended learning. The results also show students’ overall satisfaction is high.
{"title":"A CASE STUDY OF EFL BLENDED LEARNING BASED ON SUPERSTAR LEARNING SYSTEM IN CHINA","authors":"Mei-po. Wan","doi":"10.24071/llt.v26i1.5794","DOIUrl":"https://doi.org/10.24071/llt.v26i1.5794","url":null,"abstract":"The main goal of this study is to propose and develop a pedagogical approach to blended learning in an undergraduate course and evaluate the implementation process and the satisfaction of the students. With the help of the research instrument like class observation and questionnaire, a case study method is adopted in this research in order to find answers to the following questions: how should teachers do with online course design in a blended learning environment? How should teachers carry out teaching practice in a face-to-face class? Can EFL learners improve their learning competency through Superstar Learning System -based blended learning? First, the researcher reviews the literature related to the current situation of college English teaching and learning in China, the concept of blended learning, and an overview of the Superstar Learning System. Next, outlining the online course design for the book the researcher is using in her class and practising one of the texts are described. The design is then evaluated using a questionnaire given to 179 participants. Survey results show that blended learning based on Superstar Learning System can provide a flexible and dynamic learning environment and improve students’ learning competency. Contents of online courses must be designed according to students’ needs and must be developed for all components of blended learning. The results also show students’ overall satisfaction is high.","PeriodicalId":31957,"journal":{"name":"LLT Journal A Journal on Language and Language Teaching","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-04-04","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43086368","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This qualitative study delves closely into students’ challenges of writing specific sections (i.e., introduction, literature review, and method) of their research proposal and coping strategies to deal with those challenges, specifically in online learning environments amidst the Covid-19 pandemic. Data were garnered from six Indonesian EFL undergraduates taking a research design course at a private university in Central Java, Indonesia. Selected based on the intensity sampling technique, these students were involved in an in-depth semi-structured interview session with the researcher to share their voices on the writing challenges and coping strategies as well as parts of the course they found useful and practical suggestions for class improvement. The data analysis results indicated that writing a good research proposal might be challenging for the research participants, considering the various challenges they experienced when writing sections of their research proposal. Different coping strategies to deal with those challenges, useful parts of the course and suggestions for class improvement were presented and discussed in the discourse of the reviewed literature. The paper ends with some directions for future research.
{"title":"EFL STUDENTS’ CHALLENGES IN WRITING THEIR RESEARCH PROPOSAL","authors":"Yustinus Calvin Gai Mali","doi":"10.24071/llt.v26i1.5296","DOIUrl":"https://doi.org/10.24071/llt.v26i1.5296","url":null,"abstract":"This qualitative study delves closely into students’ challenges of writing specific sections (i.e., introduction, literature review, and method) of their research proposal and coping strategies to deal with those challenges, specifically in online learning environments amidst the Covid-19 pandemic. Data were garnered from six Indonesian EFL undergraduates taking a research design course at a private university in Central Java, Indonesia. Selected based on the intensity sampling technique, these students were involved in an in-depth semi-structured interview session with the researcher to share their voices on the writing challenges and coping strategies as well as parts of the course they found useful and practical suggestions for class improvement. The data analysis results indicated that writing a good research proposal might be challenging for the research participants, considering the various challenges they experienced when writing sections of their research proposal. Different coping strategies to deal with those challenges, useful parts of the course and suggestions for class improvement were presented and discussed in the discourse of the reviewed literature. The paper ends with some directions for future research.","PeriodicalId":31957,"journal":{"name":"LLT Journal A Journal on Language and Language Teaching","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47755724","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Seyidu Kemal Hassen, Ebabu Tefera Adugna, Yenus Nurie Bogale
This quasi-experimental study examined the effects of scaffolding strategies instruction on students writing achievement and perceptions in an Ethiopian EFL setting. From the total of 9 sections in Grade 10, two were randomly identified as comparison and experimental groups. 48 students participated in each group, and data were collected through pre-post writing tests and follow-up questionnaires. Results from paired samples t-test revealed that the treatment had a significant impact on improving students’ writing achievement in each aspect of writing except for mechanics, as indicated by p=.001, pα, at α=0.05 for each aspect of writing except for mechanics, use that had p=.-307, pα. The findings implied that the treatment enabled experimental group participants to improve each aspect of writing skills except mechanics use. Analysis of the questionnaire data further demonstrated that the experimental group participants had positive perceptions towards the value of the scaffolding strategies instruction for improving their writing skills.
{"title":"EFFECTS OF SCAFFOLDING STRATEGIES INSTRUCTION ON EFL STUDENTS’ WRITING ACHIEVEMENT AND PERCEPTIONS","authors":"Seyidu Kemal Hassen, Ebabu Tefera Adugna, Yenus Nurie Bogale","doi":"10.24071/llt.v26i1.6109","DOIUrl":"https://doi.org/10.24071/llt.v26i1.6109","url":null,"abstract":"This quasi-experimental study examined the effects of scaffolding strategies instruction on students writing achievement and perceptions in an Ethiopian EFL setting. From the total of 9 sections in Grade 10, two were randomly identified as comparison and experimental groups. 48 students participated in each group, and data were collected through pre-post writing tests and follow-up questionnaires. Results from paired samples t-test revealed that the treatment had a significant impact on improving students’ writing achievement in each aspect of writing except for mechanics, as indicated by p=.001, pα, at α=0.05 for each aspect of writing except for mechanics, use that had p=.-307, pα. The findings implied that the treatment enabled experimental group participants to improve each aspect of writing skills except mechanics use. Analysis of the questionnaire data further demonstrated that the experimental group participants had positive perceptions towards the value of the scaffolding strategies instruction for improving their writing skills.","PeriodicalId":31957,"journal":{"name":"LLT Journal A Journal on Language and Language Teaching","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43620481","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
The goal of this study was to investigate the needs for and barriers to the ongoing professional development of elementary school English language teachers. Data collection techniques included surveys, interviews, and classroom observations. Surveys of 64 randomly chosen English language teachers in primary schools were used to get the quantitative data. In order to verify the information gathered from the surveys, interviews were done with principals, trainers, and volunteer English language teachers who took part in the surveys, which included surveys, interviews, and classroom observations. Surveys of 64 randomly chosen English language teachers in primary schools were used to get the quantitative data. In order to verify the information gathered from the surveys, interviews were done with principals, trainers, and volunteer English language teachers who took part in the surveys. The data were analyzed using a Quan-qual approach. The statistical analysis of the data was primarily concerned with calculating descriptive statistics, specifically the means and percentages of the survey items. The results revealed that primary school EFL teachers need in-service professional development trainings to improve their English language proficiency skills and pedagogic knowledge. The interviews with principals and trainers supported the results found in the surveys. Moreover, the teachers encountered obstacles in engaging in a continuous professional advancement schemes.
{"title":"ENGLISH LANGUAGE TEACHERS’ CONTINUOUS PROFESSIONAL DEVELOPMENT OBSTACLES","authors":"Abrar Kedir Mohammed","doi":"10.24071/llt.v26i1.5912","DOIUrl":"https://doi.org/10.24071/llt.v26i1.5912","url":null,"abstract":"The goal of this study was to investigate the needs for and barriers to the ongoing professional development of elementary school English language teachers. Data collection techniques included surveys, interviews, and classroom observations. Surveys of 64 randomly chosen English language teachers in primary schools were used to get the quantitative data. In order to verify the information gathered from the surveys, interviews were done with principals, trainers, and volunteer English language teachers who took part in the surveys, which included surveys, interviews, and classroom observations. Surveys of 64 randomly chosen English language teachers in primary schools were used to get the quantitative data. In order to verify the information gathered from the surveys, interviews were done with principals, trainers, and volunteer English language teachers who took part in the surveys. The data were analyzed using a Quan-qual approach. The statistical analysis of the data was primarily concerned with calculating descriptive statistics, specifically the means and percentages of the survey items. The results revealed that primary school EFL teachers need in-service professional development trainings to improve their English language proficiency skills and pedagogic knowledge. The interviews with principals and trainers supported the results found in the surveys. Moreover, the teachers encountered obstacles in engaging in a continuous professional advancement schemes.","PeriodicalId":31957,"journal":{"name":"LLT Journal A Journal on Language and Language Teaching","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42743860","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Eka Anastasia Wijaya, N. M. Ratminingsih, I. Utami
This research intended to develop assessment instruments for English literacy in blended learning. The study employed survey, observation, interview, and document study as the methods with a questionnaire, observation checklist, interview guide, and school document as the instruments to collect the data framed within RnD design with the 4D model by Thiagarajan et al. The developed instruments were categorized as ‘very high validity’ and ‘very good’ for their content validity (1.00) and product quality (96% and 98%) by the two judges. It indicates that assessment of learning, assessment for learning, and assessment as learning combined with authentic materials are necessary to improve the learning process as well as the students’ English literacy skills. It also implies that English teachers need to highlight the use of assessment for learning and assessment as learning since those assessments lack attention previously.
{"title":"DEVELOPING ASSESSMENT INSTRUMENTS FOR ENGLISH LITERACY IN BLENDED LEARNING FOR JUNIOR HIGH SCHOOL STUDENTS","authors":"Eka Anastasia Wijaya, N. M. Ratminingsih, I. Utami","doi":"10.24071/llt.v26i1.5073","DOIUrl":"https://doi.org/10.24071/llt.v26i1.5073","url":null,"abstract":"This research intended to develop assessment instruments for English literacy in blended learning. The study employed survey, observation, interview, and document study as the methods with a questionnaire, observation checklist, interview guide, and school document as the instruments to collect the data framed within RnD design with the 4D model by Thiagarajan et al. The developed instruments were categorized as ‘very high validity’ and ‘very good’ for their content validity (1.00) and product quality (96% and 98%) by the two judges. It indicates that assessment of learning, assessment for learning, and assessment as learning combined with authentic materials are necessary to improve the learning process as well as the students’ English literacy skills. It also implies that English teachers need to highlight the use of assessment for learning and assessment as learning since those assessments lack attention previously.","PeriodicalId":31957,"journal":{"name":"LLT Journal A Journal on Language and Language Teaching","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-29","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43589352","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
This study aims at analyzing how the meaning-making of semiotic signs is manifested on (Covid-19)-themed murals in Indonesia. Four murals with covid-19 themes derived from different sources on the Indonesian website were used as the main data for this study. Drawing on Kress and van Leeuwen’s representational, interactive, and compositional function of social semiotics, the analysis reveals that (1) the murals adopt the four processes in narrative representation, (2) the gazes are categorized as offers images and the use of long shot in the images suggest objectivity and social distance, (3) the messages are delivered in given-new and real-ideal pattern and the absence of frames in the murals indicating that the visual and verbal modes lock together to create the sense of unity between the image and written modes to construct and deliver the message by integrating the existing knowledge to reinforce new information. Thus, the current study contributes to the multimodal studies of how visual and written expression construct the meaning-making process.
{"title":"WHEN THE WALL SPEAKS: SOCIAL SEMIOTICS ANALYSIS OF (COVID-19)-THEMED MURALS IN INDONESIA","authors":"Sri Hariyatmi","doi":"10.24071/llt.v26i1.5783","DOIUrl":"https://doi.org/10.24071/llt.v26i1.5783","url":null,"abstract":"This study aims at analyzing how the meaning-making of semiotic signs is manifested on (Covid-19)-themed murals in Indonesia. Four murals with covid-19 themes derived from different sources on the Indonesian website were used as the main data for this study. Drawing on Kress and van Leeuwen’s representational, interactive, and compositional function of social semiotics, the analysis reveals that (1) the murals adopt the four processes in narrative representation, (2) the gazes are categorized as offers images and the use of long shot in the images suggest objectivity and social distance, (3) the messages are delivered in given-new and real-ideal pattern and the absence of frames in the murals indicating that the visual and verbal modes lock together to create the sense of unity between the image and written modes to construct and deliver the message by integrating the existing knowledge to reinforce new information. Thus, the current study contributes to the multimodal studies of how visual and written expression construct the meaning-making process.","PeriodicalId":31957,"journal":{"name":"LLT Journal A Journal on Language and Language Teaching","volume":" ","pages":""},"PeriodicalIF":0.0,"publicationDate":"2023-03-28","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43211944","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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