New Language Dimensions

Pre-service EFL Teachers’ Reflective Thinking Skills in Their Instructional Practices

Anis Trisusana — 2024-02-01

Reflective skill is a component of 21st century learning and one of the main keys to become a professional teacher. However, pre-service teachers often have difficulty in reflecting their teaching and learning. Thus, this study aims to describe the reflective thinking abilities of pre-service English teachers in implementing their teaching practice. This research was a qualitative descriptive study. The research subjects in this study were 12 pre-service English teachers. The instruments used were observation of documents and interviews. The results indicate that pre-service English teachers tend to practice four reflective thinking skills that are reflection as retrospective analysis (ability to self-assess), reflection as a problem-solving process (awareness of how one learns), critical self-reflection (developing continuous self-improvement), and reflection on self-confidence. The most dominant reflective skill practiced is reflection as a problem-solving process. Meanwhile, testing internal consistency on problem solution become a difficult aspect to be fulfilled by the pre-service teachers. In brief, it is recommended that pre-service teachers should have more opportunity to practice their reflective thinking skills during the teaching and learning process in order to produce professional graduates who have high competitiveness and ability to face the challenges in the world of education.

Current Status of Supplementary English Programs in East Java Indonesia

Achmad Yusuf — 2024-01-02

This study aimed to investigate the position of supplementary English programs in senior high schools in Indonesia and the use of literature and linguistics in the program. This research employed a mixed method using a survey with a semi-structured questionnaire. Twenty-seven English teachers of senior high schools in East Java were invited through the social media WhatsApp Group to fill in the Google Form. It was found that not many supplementary English programs are run in senior high schools in East Java. The small number of students in the language programs also shows that few students choose supplementary English programs over other programs. Moreover, teachers employed various literature genres, linguistics, and sociolinguistics during classroom activities. The teachers of supplementary English programs in Indonesia also introduced students to intercultural communicative competence. It can be concluded that even though the supplementary English programs in senior high schools in East Java are small in number, their implementation is thriving and promising for ELT in the future.

EFL Junior High School Teachers’ Perceptions on Literacy Assessment

Afi Ni'amah — 2024-01-01

The national examination was replaced with a national assessment because it was only focused on memorizing skills and assessed only the cognitive aspect. There is a need for research on how teachers perceive the minimum competency assessment, especially literacy competence that this research was conducted. As a result, this study is keen to gauge how junior high school students perceive English teachers in general. There are 3 components called the CAC model (cognitive-affective-conative) that influences a person's behavior so that it is also related to one's perception. The data processing technique in this study consisted of 3 stages, namely editing, coding and tabulating. The first stage was carried out to check the data obtained from the answers to the questionnaires that have been collected. Then, coding stage was carried out to code the respondents' answers in the form of giving numbers or other signs. Lastly, tabulation stage was carried out by compiling and calculating the coding results by giving a score and then presenting it in tabular form. The findings showed the perception of the English teachers about literacy assessment based on a minimum competency assessment in terms of cognitive aspects was fairly good, on the affective aspects was fairly good while on the conative aspects was good. Accordingly, researches on minimum competency assessment needs to be examined further that afford teachers’ comprehension in implementing minimum competency assessment.

Keywords: National Assessment, Minimum Competency Assessment, CAC Model, Perception, Literacy Assessment

The Effect of Teacher-Made Vocabulary Exercises in Instagram Stories on Students' Vocabulary Achievement

Siti Anisah — 2023-12-31

This research aimed to test whether or not teacher-made vocabulary exercises in Instagram stories have a significant positive effect on students’ vocabulary achievement. Therefore, a quasi-experimental research design was applied. The researcher conducted this study during the Ramadhan period with 48 students as the sample participants. They were divided into two groups, experimental and control groups. The researcher taught each group in about two meetings, and most of the time was dedicated to the students to learn vocabulary. They learned vocabulary by doing an exercise provided by the researcher. However, one thing that made them different was the treatment. In learning vocabulary, teacher-made Instagram stories were used as the treatment for the experimental group, while the control group only used the regular tests. After that, all groups did a post-test in the form of multiple-choice. Based on the post-test result, the experimental group gained a mean score of 61.25 and 76.87 for the control group. Then, the researcher used SPSS to analyze the data by employing an independent sample t-test to make a valid conclusion. The result showed that the value of Sig. 2-tailed was lower than 0.05 (0.001<0.05), indicating a significant difference in mean score between the experimental and control group. However, the t value was negative (-3.476). It means that there is no significant positive effect of using teacher-made vocabulary exercises in Instagram stories on students’ vocabulary achievement.

Keywords: Instagram stories, vocabulary achievement, TELL

A Multimodal Discourse Analysis of Wonda Coffee TV Commercial

Rifpan Afriansyah — 2023-06-30

This research involves a Multimodal Discourse Analysis of a commercial video from a famous coffee brand from Malaysia in 2022. This research uses qualitative method and revolves around Halliday’s ideational meta-function and Kress & Van Leeuwen’s representational meaning theory in order to analyze the object of this research. This research is limited only to analyzing the linguistic and visual aspect of the selected commercial to interpret their meanings with multimodal study. The ideational analysis of the selected commercial entitled “Wonderful Colors of Wonda” found that mental process was mostly employed in the video’s utterance. According to ideational meta-function analysis, the commercial video intends to deliver a message about how people unfairly perceive others who are different from them and a possibility of a better society in the future where people would not discriminate others. Within the representational analysis, through conceptual and narrative meaning analysis, the researcher found that the commercial video contains not only a selling-point of a product, but also an implied meaning about social diversity that often happens within our society and who are involved in it. This research is a significant contribution in multimodal discourse analysis on advertisement, as it can prove how important linguistic aspects are when it comes to delivering message through something with multimodality such as commercial video.