The Implementation of Reading to Learn Pedagogy in Indonesian Junior Schools: Impact on Students’ Writing Skills and Students’ Perceptions DOI Creative Commons
Nunung Suryati,

Farah Ulfa Riadina,

Retno Istiqomah

et al.

Jurnal Pendidikan Teori Penelitian dan Pengembangan, Journal Year: 2021, Volume and Issue: 6(11), P. 1743 - 1743

Published: Nov. 30, 2021

<div align="center"><table width="645" border="1" cellspacing="0" cellpadding="0"><tbody><tr><td valign="top" width="439"><p><strong>Abstract:</strong> This study investigates the effect of Reading to Learn Pedagogy on writing skill Indonesian students and their perceptions usefulness pedagogy. A quasi-experimental involved 32 seventh graders 54 ninth two teachers Junior High School in Indonesia. They were assigned into groups: experimental control. The treatment was conducted at eight sessions, including pre-test post-test. scores post-test used as a base quantitative data analysis, whereas student questionnaire obtain Pedagogy. result reveals that effectively enhances students' skills. Additionally, perceived each stage valuable pedagogy promoting accepted be implemented become better writer other types text required by curriculum.</p><p class="Abstract"><strong>Abstrak:<em> </em></strong>Penelitian ini menyelidiki pengaruh terhadap keterampilan menulis siswa Indonesia dan persepsi mereka tentang kegunaan pedagogi tersebut. Rancangan penelitian adalah kuasi eksperimen melibatkan kelas tujuh sembilan serta dua guru SMP di Mereka dibagi menjadi kelompok: kontrol. Perlakuan dilakukan dalam delapan sesi, meliputi Nilai secara tertulis digunakan sebagai dasar analisis kuantitatif, sedangkan angket untuk memperoleh Hasil menunjukkan bahwa efektif meningkatkan siswa. Selain itu, para merasakan setiap tahap bermanfaat berharga menerima yang akan diterapkan penulis lebih baik dari jenis teks lain ditentukan oleh kurikulum.</p></td></tr></tbody></table></div>

Language: Английский

Advancing Principles of Systemic Functional Linguistics in Responsive Graduate Teacher Education Through Design-Based Research DOI
Alissa Blair, Mary A. Avalos

Published: Jan. 1, 2025

Language: Английский

Citations

0
SFL pedagogies in language education: Special issue introduction DOI
Francis John Troyan, José David Herazo Rivera, Marianna Ryshina–Pankova

et al.

System, Journal Year: 2021, Volume and Issue: 104, P. 102694 - 102694

Published: Nov. 9, 2021

Language: Английский

Citations

15
Toward humanizing SFL praxis: Coconstructing language teachers' understandings of their intersectional identities via language use DOI Creative Commons
Francis John Troyan, Loretta Fernández, Zhenjie Weng

et al.

Foreign Language Annals, Journal Year: 2023, Volume and Issue: 56(4), P. 888 - 911

Published: Aug. 17, 2023

Abstract Contextualized within our Projects in Humanization language teacher education and part of on‐going collaborative self‐study educator practices, we used multiple case study to examine multimodal representations cultural linguistic identities curated by three teachers—Daniel, Yuseva, Sarah—and humanizing dialog engage them reflection on those identities. The central task, the Language Use Profile —part foundations course programs—guided teachers developing their understandings bi‐/multilingual use, ideologies, systemic functional linguistics (SFL). In all cases, examination use served as a window for observe intersectionality or, some become aware it. Each took up assignment different ways, with task context journeys such translanguaging survive , negotiating my identity being white woman who learned Spanish . SFL metalanguage tool make sense multidimensional use. Our findings point potential means guiding work that is education.

Language: Английский

Citations

4
Understanding EFL students’ academically transitioning experiences with meaning-making-based instruction: A qualitative inquiry DOI
Xiaodong Zhang

Linguistics and Education, Journal Year: 2024, Volume and Issue: 84, P. 101357 - 101357

Published: Oct. 7, 2024

Language: Английский

Citations

1
A Mixed-Method Study on the Distance Education Process Experienced in the Faculties of Education DOI Creative Commons
Başak Karakoç Öztürk

SAGE Open, Journal Year: 2024, Volume and Issue: 14(1)

Published: Jan. 1, 2024

Based on the experiences of preservice Turkish teachers (PTTs) along with transition to distance education, objective this study was evaluate their views process in terms various variables and determine problems they experienced during education process. One hundred eighty PTTs constituted sample present mixed-method study. Afterward, 40 were selected from by criterion sampling method, responses open-ended questions qualitative data. The data collected online using “Interview Form for Distance Education” developed through Google Forms. Descriptive statistical (percentage frequency distributions) techniques, chi-square technique a single two used analyze quantitative data, analyzed content analysis. showed that most regarded attainments obtained as not equivalent face-to-face there no significant relationship between these gender, grade level, point average. However, PTTs’ places residence, connection speed. Furthermore, while quite few thought beneficial developing higher-order thinking language skills enriching interaction, found useful providing an opportunity repeat course ensuring space time flexibility.

Language: Английский

Citations

0
Reconstructing a teachers' discourse to build inclusive interactions using positive discourse analysis and a formative intervention program DOI

Keila Barreto,

Paula García,

Yinary Acosta

et al.

International Journal of Inclusive Education, Journal Year: 2024, Volume and Issue: unknown, P. 1 - 25

Published: April 29, 2024

This study aimed to transform the discourse of an English teacher build peace and promote inclusive interactions, democracy, social justice in classroom with students disabilities. It used formative interventions positive teacher's activity system regarding a discourse. Research has explored whether teachers' promotes peaceful environment, revealing signs discrimination symbolic violence. Studies have focused on raising awareness power generate understanding its impact. Nevertheless, little is known about transformation interactions while teaching The framed under theoretical underpinnings theory at transforming praxis. Results showed three main elements: subject, object, mediation tools.

Language: Английский

Citations

0
Contradictions in Learning to Teach Digital Literacy Practices in an EFL Public Setting: An Activity Theory Analysis DOI Creative Commons

Paula Andrea García Montes,

Juan Sebastián Martínez,

Andrés Romero

et al.

Íkala Revista de Lenguaje y Cultura, Journal Year: 2022, Volume and Issue: 27(1), P. 105 - 124

Published: Feb. 11, 2022

Teaching reforms, methods for teaching efl and institutional requirements present a significant number of contradictions in the activity system pre-service teachers (pst). As novice practitioners, pst are exposed to these con­tradictions while engaging new systems, particularly when learning put theory into practice. Hence, this case study examines that an pst, from university Córdoba, Colombia, faced incorporating digital literacy practices (dlp) her planning as result interaction with (at) ele­ments. It also describes shifts agency occurred she was contradictory dynamics teaching. The involved group 35 students 10th grade. Class observations semi-structured inter­views revealed terms mediating artifacts, objects, division labor, rules. They indicated how identified could form basis shift system. These results suggest programs should not only concentrate on much our learn strat­egies but they have acquired transferable skills transforming their contexts. Keywords: Activity theory; contradictions; practices; teachers; efl; teacher education.

Language: Английский

Citations

2
El desarrollo profesional del profesorado de español para estudiantes inmigrantes: Logros y retos pendientes DOI Creative Commons
Inmaculada González Falcón, Inmaculada Gómez Hurtado, María del Pilar García Rodríguez

et al.

Psicoperspectivas Individuo y Sociedad, Journal Year: 2022, Volume and Issue: 21(1)

Published: March 15, 2022

RESUMENLa enseñanza del español al alumnado inmigrante, como lengua vehicular de la escuela, viene desarrollándose en España desde los años 90.Desde el inicio esta labor ha sido implementada por un nuevo docente: maestro las llamadas "aulas especiales para inmigrantes" o temporales adaptación lingüística".Tras 25 años, su rol se institucionalizado pero algunas cuestiones vinculadas a desarrollo profesional siguen siendo merecedoras análisis.Este trabajo explora condicionantes claves dicho proceso, indagando factores que definen trabajo, status y promoción impacto gestión positiva diversidad cultural.Para ello, opta investigación cualitativa uso técnicas entrevistas grupos discusión.Se analizan percepciones profesorado tres provincias andaluzas: Cádiz, Granada Huelva

Citations

2
The Implementation of Reading to Learn Pedagogy in Indonesian Junior Schools: Impact on Students’ Writing Skills and Students’ Perceptions DOI Creative Commons
Nunung Suryati,

Farah Ulfa Riadina,

Retno Istiqomah

et al.

Jurnal Pendidikan Teori Penelitian dan Pengembangan, Journal Year: 2021, Volume and Issue: 6(11), P. 1743 - 1743

Published: Nov. 30, 2021

<div align="center"><table width="645" border="1" cellspacing="0" cellpadding="0"><tbody><tr><td valign="top" width="439"><p><strong>Abstract:</strong> This study investigates the effect of Reading to Learn Pedagogy on writing skill Indonesian students and their perceptions usefulness pedagogy. A quasi-experimental involved 32 seventh graders 54 ninth two teachers Junior High School in Indonesia. They were assigned into groups: experimental control. The treatment was conducted at eight sessions, including pre-test post-test. scores post-test used as a base quantitative data analysis, whereas student questionnaire obtain Pedagogy. result reveals that effectively enhances students' skills. Additionally, perceived each stage valuable pedagogy promoting accepted be implemented become better writer other types text required by curriculum.</p><p class="Abstract"><strong>Abstrak:<em> </em></strong>Penelitian ini menyelidiki pengaruh terhadap keterampilan menulis siswa Indonesia dan persepsi mereka tentang kegunaan pedagogi tersebut. Rancangan penelitian adalah kuasi eksperimen melibatkan kelas tujuh sembilan serta dua guru SMP di Mereka dibagi menjadi kelompok: kontrol. Perlakuan dilakukan dalam delapan sesi, meliputi Nilai secara tertulis digunakan sebagai dasar analisis kuantitatif, sedangkan angket untuk memperoleh Hasil menunjukkan bahwa efektif meningkatkan siswa. Selain itu, para merasakan setiap tahap bermanfaat berharga menerima yang akan diterapkan penulis lebih baik dari jenis teks lain ditentukan oleh kurikulum.</p></td></tr></tbody></table></div>

Language: Английский

Citations

1