TRAINING OF RESOURCE LITERACY AND LEARNING MATERIALS ON THE INTERNET FOR PAUD TEACHERS IN NGAGLIK DISTRICT, SLEMAN. Learning media and resources are parts of Early Childhood Education instructional design. Nowadays, learning media and resources include not only natural environment but also cyber space in internet. However, some Early Childhood Education teachers are not aware of the potential of using these learning media and resources in their teaching practice. Therefore, an in-house training of learning media and resources literacy was designed for Early Childhood Education teachers in District of Ngaglik, Sleman Regency. This training was attended by Rumah Anak Pintar Islami and Smart Child Al-Mubarok Pre-Schools. The outcome of the training was better understanding on learning media and resources in the internet which the teachers can use in their teaching practice.

Pendidikan bahasa di era masyarakat informasi (information society) telah berkembang dengan berubahnya paradigma tentang keberaksaraan (literasi). Seiring dengan pergeseran paradigma literasi menjadi literasi sebagai sebuah praktek sosial budaya, pendekatan yang umum digunakan untuk mengamati proses perkembangan literasi peserta didik dalam disiplin keilmuan pendidikan bahasa adalah pendekatan literasi yang berdasarkan teks atau genre yang disertai dengan pengajaran eksplisit mengenai struktur teks, fitur-fitur linguistik dan hubungan antar teks dan tujuan-tujuan sosial budaya (de Silva Joyce & Feez, 2016). Selain itu, information society juga membuat peserta didik dalam disiplin keilmuan pendidikan bahasa harus mampu memahami sejumlah modalitas pembentukan makna dalam komunikasi di lingkungan yang multimodal, yang meliputi pemaknaan linguistik, visual, audio, gestural dan spasial, atau lebih dikenal dengan multiliterasi (Cazden, Cope, Fairclough, Gee, & et al, 1996). Penelitian berbasis desain (design-based research/ DBR) ini menggambarkan bagaimana skill literasi dasar diajarkan dengan menggunakan pendekatan multiliterasi dalam matakuliah Reading and Writing for Occupational Purposes (RAWFOP) untuk mahasiswa/mahasiswi Program Studi Pendidikan Bahasa Inggris angkatan 2015 kelas B Universitas Islam Indonesia. Genre literasi dasar yang diajarkan adalah paragraf argumentatif, ringkasan penelitian dan laporan penelitian. Lingkungan multimodal yang digunakan adalah: wordpress, padlet, mendeley dan akses e-journal website perpustakaan kampus http://library.uii.ac.id/. Setelah desain diimplementasikan, pada akhir proses pembelajaran 25 peserta didik mengisi kuesioner persepsi multiliterasi dan teknologi yang terdiri dari 40 butir dengan rentang skala Likert 5. Hasil evaluasi desain pembelajaran mengungkap bahwa peserta didik memiliki rata-rata distribusi nilai adalah 68 yang berarti rata-rata peserta didik berhasil melewati indikator baseline yaitu 60. Standar deviasi distribusi cukup besar yaitu 15.12 yang berarti capaian pembelajaran peserta didik untuk matakuliah RAWFOP bervariasi. 5 dari 30 orang peserta didik atau 16.66% populasi berada di bawah baseline indikator pencapaian. Sebanyak 25 dari 30 orang peserta didik atau 83.33% populasi berhasil mencapai baseline indikator pencapaian yaitu diatas 60. Hasil pengukuran 3 aspek persepsi multiliterasi dan teknologi yaitu aspek teknologi, pedagogi dan pengetahuan (knowledge) memiliki rata-rata skor 3.74 sehingga termasuk kategori baik. Berdasalkan hasil evaluasi desain pembelajaran terungkap bahwa terlepas dari beberapa tantangan, pendekatan multiliterasi dalam matakuliah RAWFOP membuat peserta didik memiliki pemahaman yang lebih baik mengenai konsep multiliterasi dan kepercayaan yang baik pada aspek teknologi, pedagogi dan pengetahuan pendekatan multiliterasi.

Strategic competence involves a number of learning and communication strategies which can be learned by language learners. These behaviors and thinking process can help second language learners to accelerate their target language learning. Teachers’ knowledge on these strategies will help language learners in overcoming the problems of their learning process. This survey study aims to describe students’ profile of strategic competence by mapping their language learning strategies. The participants were 106 students of Department of English Language Education in academic year 2014/2015. The instrument used was Oxford’s (1989) Strategy Inventory for Language Learning (SILL) Worksheet, Version 7.0 for Speakers of Other Languages Learning English. Students’ profile of strategic competence in academic year 2014/2015 is: memory strategy (3.20), affective strategy (3.38), cognitive strategy (3.45), compensation strategy (3.46), social strategy (3.46), and metacognitive strategy (3.63). Therefore, the only strategy who has achieved high profile is metacognitive strategy (3.63). The other strategies are still on medium profile, which means all the students sometimes use the strategies. For the whole SILL strategies, students of Department of English Language Education, Universitas Islam Indonesia in academic year 2014/2015 get mean score 3.43, which also means on medium profile of strategic competence. From the result, it is recommended that the students need to develop the other five strategies from medium to high profile. Keywords: strategic competence, language learning strategies, survey study

This essay analyses the challenge of the implementation of Content Language Integrated Learning (CLIL) in the curriculum framework in Indonesia. Review on related literature and research findings support the arguments that the implementation of CLIL brings about the issues in cognition and communication aspects. Unless more appropriate English language education and more educational linguistic research are established, the implementation of CLIL should be reconsidered.

This essay analyzes the use of literary works in second language educational context. It highlights the importance of literary competence and the implications at stake for the teaching of literature such as: the importance of setting the purpose in teaching literature, the need of considering literature teaching as product versus literature teaching as process and the necessitate of relating literature, language and culture. A brief analysis of the author's experience in using the literary texts in teaching English as a foreign language is also presented. From the discussions of the related literature, further research is recommended to settle the arguments of poetic versus hermeneutic approach in teaching literature as object of study. Moreover, appropriate balance for language, literature and culture for teaching literature as a topic or resources is suggested.