Social actors in an Intercultural Communication classroom: A discursive lens of intercultural education

Abdullah, Fuad; Lulita,

doi:10.25170/ijelt.v13i1.1449

Cited by 14 publications

(13 citation statements)

References 22 publications

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“…A descriptive case study was used to investigate an intervention, a phenomenon, or an actual context where it takes place (Baxter & Jack, 2008;Yin, 2003). This design was used because it enables the researcher to get involved in contextual conditions and the existing phenomenon (Abdullah & Lulita, 2018;Andriani & Abdullah, 2017;Baxter & Jack, 2008).…”

Section: Methodsmentioning

confidence: 99%

Learning Multimodality through Genre-Based Multimodal Texts Analysis: Listening to Students’ Voices

Abdullah

Tandiana

Saputra

2020

Vis. J. Lang. Foreign Lang. Learn.

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<div><p class="StyleABSTRAKenCambria">Recently, multimodality has Has attracted the attention of researchers, notably in the educational milieu. However, only a few studies reported on the way students perceived the use of Genre-Based Multimodal Texts Analysis (GBMTA) for teaching multimodality. After addressing the gap, this study focuses on students’ perceptions on the use of GBMTA in multimodality teaching in higher education. Sixty-nine students were involved in the study. Each of the students produced one journal through three meetings. The journals were then collected for document analysis and thematic analysis (Braun & Clarke, 2006). The findings reveal that the students perceived GBMTA as facilitating them in the building of multimodal discourse analysis, challenges and solutions of comprehending multimodal teaching materials, planning better learning strategies in the future, engagement on multimodal learning issues, and multimodal text analysis practices. This study contributes to multimodality teaching or multimodal discourse analysis within genre-based learning.</p></div>

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Section: Methodsmentioning

confidence: 99%

Learning Multimodality through Genre-Based Multimodal Texts Analysis: Listening to Students’ Voices

Abdullah

Tandiana

Saputra

2020

Vis. J. Lang. Foreign Lang. Learn.

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“…In internal factors, to overcome challenges when teaching writing the teachers can try to instruct their students to use the internet for learning English and make more creative exercises. Externally, parents should support their children to use English at home, buy some English books, magazines and newspapers to make their children learn English regularly (Muhammad, 2018;Abdullah & Lulita, 2018).…”

Section: Possible Solutions For Teaching Writing Challenges In Efl Comentioning

confidence: 99%

Teaching writing to junior high school students: A focus on challenges and solutions

Amalia¹,

Abdullah²,

Fatimah³

2021

Dil Ve Dilbilimi Çalışmaları Dergisi

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Writing has been considered as a highly demanding skill and a complex recursive process involving multifaceted knowledge (e.g. grammar, genre, vocabulary and metacognitive competencies). Hence, it has been documented in miscellaneous studies in the past few decades. However, the issue of challenges and solutions to teaching English writing to junior high school students remains under-researched. Therefore, this study addressed this issue, notably in Indonesian EFL context. Three English teachers from a junior high school in Tasikmalaya, West Java, Indonesia were recruited as the participants. The data were collected through semi-structured interviews and analysed with Thematic Analysis (TA) (Braun & Clarke, 2006). On the one hand, the findings reported that there were seven challenges encountered by teachers when teaching English writing, namely (1) students' poor English grammatical competence, (2) students' incapability of developing ideas for English writing, (3) students' inadequate English vocabulary knowledge, (4) students' demotivation to learn English writing, (5) insufficient time management to teach English writing, (6) limited sources of English writing materials and (7) limited facilities to teach English writing. On the other hand, teachers promoted several solutions to cope with such challenges, namely (1) explicit teaching English vocabulary, (2) collaborative English writing activities, and (3) exercises of English writing. Pedagogically speaking, this study offers practical contributions for the TESOL practitioners to teach English writing effectively to junior high school students, particularly in the Indonesian EFL landscape.

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“…Few distinctive characteristics found in Thai English which shifted from their first language background, culture, rhetorical style, and norm of communication, thus Thai speakers use English as their way in presenting their identity (Trakulkasemuk, 2012;Abdullah & Lulita, 2018). The distinctive features of Thai English gathered from written data and phonological features.…”

Section: Introductionmentioning

confidence: 99%

Attitudes towards Thai English: Indonesian Pre-service Teachers Lenses During Teaching Practicum in Thailand

Fauziyah

Hidayati

Abdullah

2021

AIJP

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Over the last few decades, World Englishes have shifted the paradigm of how both native and non-native speakers view English as a lingua franca. This paradigmatic shift has attracted scholars to conduct a plethora of investigations on the roles of English as an international language. However, scrutinizing the pre-service teachers’ attitudes towards Thai English amid their teaching practicum in Thailand remains under-explored, notably viewed from Indonesian perspectives. This study investigated Indonesian pre-service teachers’ attitudes towards Thai English within their teaching practicum in Thailand to fill this gap. Four Indonesian pre-service teachers performing teaching practicum at diverse Thai schools were recruited as the participants. The data were garnered through semi-structured interviews and analyzed with qualitative data analysis framework. The findings revealed that Thai English was less intelligible. Besides, they contended that Thai English enables them to experience emotional shifts. Eventually, Thai English has adapted from the English and Thai language. With these in mind, understanding and employing Thai English practically offers the Indonesian pre-service teachers another variety of English to communicate in the classroom.

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Social actors in an Intercultural Communication classroom: A discursive lens of intercultural education

Cited by 14 publications

References 22 publications

Learning Multimodality through Genre-Based Multimodal Texts Analysis: Listening to Students’ Voices

Learning Multimodality through Genre-Based Multimodal Texts Analysis: Listening to Students’ Voices

Teaching writing to junior high school students: A focus on challenges and solutions

Attitudes towards Thai English: Indonesian Pre-service Teachers Lenses During Teaching Practicum in Thailand

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