The Teacher’s Beliefs and Practices on the Use of Digital Comics in Teaching Writing: A qualitative case study

Abstract

In the industrial era 4.0, the use of digital comic as a multimodal teaching medium is seen as the new trend in EFL classrooms. Although many teachers had already used this medium, so far, there was not any study which inquires the use of comic in another setting such as vocational high schools. Considering this gap, this study aimed to explore teacher belief, practice, and problems in implementing digital comics to teach writing for vocational students. This study used a qualitative case study approach. The subject was an experienced English teacher who held M. A. in English language. As the findings, the teacher believed that the implementation of comics-manga was the best method to switch the vocational students’ stereotype on English; from English as the most difficult subject to English as the enjoyable subject. This medium was implemented by using the genre approach. However, as the consequence, the combination of digital comics and process approach confronted a major challenge, namely time management.

Exploring EFL Teachers’ Classroom Management: The Case of Indonesian Remote Secondary Schools

“…Coding helped in constructing effective labeling and retrieving data processes (Miles et al, 2013). All the transcripts among the four participants were analyzed and compared to identify similarities and differences, reread line-by-line in order to find regularities and emerging themes as well as sub-themes among the data (Jati, Fauziati, & Wijayanto, 2019;Muyassaroh, Asib, & Marmanto, 2019). In this process, we first read the transcripts to obtain a global understanding of the interview results.…”

Scaffolding Multimodal Composition With Emergent Bilingual Students

“…Ajayi, 2015;Albers & Frederick, 2013;Anderson & Chung, 2011;Anderson & Macleroy, 2017;Cummins et al, 2015;Dalton et al, 2015;Danzak, 2011;Goulah, 2017;Henry, 2019;Hepple et al, 2014;Hughes & Morrison, 2014;L. Johnson & Kendrick, 2017;Lenters & Winters, 2013;Mills, 2006;Muyassaroh et al, 2019;Noguerón-Liu & Hogan, 2017;Pacheco & Smith, 2015;Smith, 2017Smith, , 2018Smith, , 2019aSmith, , 2019bWalsh, 2009;Zammit, 2011. (continued) 157 Instructional scaffold…”

“…Relevant studies Translanguaging (32% of studies) Teacher uses or encourages the use of varied linguistic resources in the classroom Anderson & Chung, 2011;Anderson & Macleroy, 2017;Dagenais et al, 2017;Danzak, 2011;DeBruin-Parecki & Klein, 2003;de la Piedra, 2010;de los Ríos, 2018;D'warte, 2014;Goulah, 2017;Gynne & Bagga-Gupta, 2015;Heath, 1996;Honeyford, 2013bHoneyford, , 2014L. Johnson & Kendrick, 2017;Kim, 2018;Kim & Song, 2019;Lantz-Andersson et al, 2016;Muyassaroh et al, 2019;Pacheco & Smith, 2015;Rao, 2015;Skerrett, 2013;Van Sluys & Reinier, 2006;Wilson et al, 2012. Discussion (28% of studies)…”

“…Teacher prompts students to generate and share ideas through oral discourse with partners, small groups, or whole class DeBruin-Parecki & Klein, 2003;de los Ríos, 2017;D'warte, 2014;Goulah, 2017;Heath, 1996;Hepple et al, 2014;Ho et al, 2011;Honeyford, 2013aHoneyford, , 2014Hughes & Morrison, 2014;Kim & Song, 2019;Lenters & Winters, 2013;Muyassaroh et al, 2019;Noguerón-Liu & Hogan, 2017;Pandya et al, 2015;Price-Dennis & Carrion, 2017;Rao, 2015;Tan & Guo, 2009;Walsh, 2009;Wilson et al, 2012; Encouragement (27% of studies) Teacher makes statements or takes actions that promote students' sense of selfefficacy Ajayi, 2015;Dagenais et al, 2017;Dalton et al, 2015;Danzak, 2011;Davis & Reed, 2003;…”

Toonytools in Teaching Narrative Text: Pre Service Teachers' Experience

“…Third, ordering due to textual action is the sequence of events in time. Next is intrinsic; according to Muyassaroh et al, (2019); Zaim & Hum, (2016), using words that indicate sequential time connectivity, verbs in the past tense, use of action verbs that show what is happening, there is descriptive language to describe someone.…”