GENRE-BASED CREATIVE WRITING FOR HIGH SCHOOL STUDENTS, WHY NOT?

Abstract: Acceleration programs are tailored for gifted and talented students who are required to complete their study within two years. In Indonesia, this program is implemented at both senior and junior high schools. It is a big challenge for both teachers and students to cover all the required materials within this time frame. Thus, both teachers and students should have a vested interest in optimizing their teaching and learning programs. Particularly in English instruction, within 2 years, students should be well equipped. To meet this need, creative writing is one of the strategies needed for both English teachers and for acceleration students to take a challenge and get experiences in writing activity based on genre-based learning. Genre-based creative writing helps students dig up creativity, build motivation to work in team, and create a book by themselves. This learning model follows two major steps: writing-with-the class stage and cooperative-writing stage. Additional merit of this writing activity is that the students engage in entrepreneurship, and this allows for raising funds for charity to children with cancer and school music project. The genre-based creative writing project shows that all the students performed their creative writing very well. This also contributes to the development of the students’ creativity, motivation and teamwork. Keywords:creative writing; genre-based learning; gifted students; creativity; motivation; teamwor

A Vocational English Teacher’s Professional Identity in Industry 4.0

The growth of technology in Industry 4.0 also gives an impact on education. Language teachers are not only consumers of commercial educational materials, but also must improve creativity in managing classrooms. They should find innovative instructional approaches, methods, and strategies. Therefore, the language teacher identity (LTI) becomes very important. The teachers should discover the contexts in which their designed practices are rooted and expelled to criticize their own personal and professional lives. The current article is a narrative inquiry that an English teacher of vocational high school in Indonesia began to experience over a period of two years during which she could see herself trying to find the best English learning for students that are ready to work in industry 4.0. Shimmering on self experiences and documenting the activities narratively made the teacher face with a number of teaching tradition that she wants to bridge education to world current development. With the development of technology, She began to see herself transforming from traditional learning into new learning that well matched for millennial students. These experiences become very challenging for teachers who are interested in self-inquiry research.

Development of Animation Video on YouTube Channels as an Alternative Learning Media during the Covid-19 Pandemic

Distance learning is held as an effort to continue to present the teaching and learning process for students during the COVID-19 pandemic. Many students admitted that they were not happy with the implementation of distance learning. This study aims to describe the development of Animaker application-based learning videos on the YouTube channel as an alternative to distance learning media during the covid-19 pandemic. This study uses a Design-Based Research (DBR) model. This study shows an overview of the stages of developing a learning video which includes needs analysis, material preparation and product design according to the learning objectives to be achieved, product implementation, and evaluation. Questionnaire technique is used as a method of collecting data at the stages of needs analysis and evaluation. At the needs analysis stage, the researcher gave questionnaires to 114 students who took part in learning Islamic Religious Education by distance learning or online, while at the evaluation stage, validation was carried out by two experts and the video learning trial was conducted by six students. The material expert validation in the two learning videos developed received very good and proper predicates (92% and 87%) from material experts. Meanwhile, the validation of media experts received very good and proper predicates (94% and 94%). Then, the results of student assessments in small groups showed good scores with an average score of 90% with very good and decent predicates. This indicates that the learning video developed is suitable for use as an alternative learning media during the covid-19 pandemic

Hard-of-Hearing (HH) Students’ Perceptions of Multimodal EFL Learning

Learners with hearing loss tend to learn visually. It attracted a teacher of hard-of-hearing (HH) students in a special needs school to implement multimodality that integrated all verbal and visual semiotic modes and used ICT in her English classroom. The study aims to explore the students’ perceptions of multimodal English learning. The interview of the two females and one male participant individually. In addition to the data gained from the interview, students' diaries were also analyzed based on themes that emerged from the codes and categories. The data were triangulated by checking the interviews with the diaries and confirming with the teacher and the students' parents.  The findings of the study revealed both positive and negative perceptions emerged. The students perceived ICT-based multimodal learning positively to help them learn new vocabularies and understand a story quickly, increase their motivation to learn, improve their engagement, and make them able to learn autonomously. Meanwhile, they perceived the EFL learning negatively so that it took much time to learn all of the materials. Also, the students felt unconfident in performing activities. Therefore, it is recommended for HH teachers to provide more significant assistance, time, and patience to successfully support students in learning English

INVESTIGATING INFORMAL DIGITAL LEARNING OF ENGLISH (IDLE) SPEAKING PRACTICES EMERGE THE BOUNDARIES BETWEEN COUNTRIES

The aim of this paper was to investigate the influences of informal digital learning of English (IDLE) speaking practices which emerge the boundaries between countries. The researcher used questionnaire, interview, document analysis, and observation as data collection. For analyzing qualitative data, the researcher used narrative inquiry model including data collection, data transcription and reporting the narrative study. The participant were two female undergraduate students of English department in Indonesia. The result explained that IDLE speaking practices influence their self-confidence, motivation, and communication competence. This research also reveald that their language learning strategy through IDLE speaking practice widen their social and culture understanding. This new language learning strategy in informal context helps digital natives in this era to enjoy their learning

EFL Student-Teachers' Voice in Using Self-Regulated Behavior Strategies in Extensive Listening Activities

Self-regulated learning skills are essential for students since self-regulated learners are more responsible for their own learning. Drawing on Zimmerman’s (2000) framework regarding self-regulation, this narrative study looked closely into self-regulatory behaviors of English student-teachers and the ways they regulated their Extensive Listening activities. The data were gathered from students’ learning journals and semi-structured interview. Two EFL student-teachers from an English department of an Indonesian University who were successfully managing their consistency in their Extensive Listening activities were selected as the participants. The findings showed that EFL student teachers used their self-regulatory behavior strategies in different cyclical phases (forethought, performance or volitional control, and self-reflection) in Extensive Listening activities. By experiencing and knowing what self-regulatory behavior strategies they use and how they are used, English student-teachers are expected to be able to transmit their knowledge of self-regulation in learning to their students in the future of ELT teaching

STUDENTS’ NEEDS ANALYSIS ON LEARNING OF THE ENGLISH LISTENING SKILLS IN VOCATIONAL HIGH SCHOOL

Learning English in Vocational High School has certain characteristics related to the learners' major. English as a foreign language has an important role to be mastered by the students. The orientation of the students after graduating from school mostly gets a job related to their competency. It is in line with the objective of the 2013 curriculum that learners of vocational high school are demanded to have a good character, an adequate competency, and be creative and innovative. As the mean of communication, English needs to be learned both in written and orally so that they can apply the English language in any situations after their graduation. This study aims at analyzing materials need in learning the English listening skills. The subjects of this study are twenty-three students from the eleventh grade of a vocational high school in Yogyakarta. The result of this research may help teachers and institutions preparing materials appropriately

Listening Materials for Vocational High School Students in Indonesia: Teachers’ Perception

Initially, communication is set up by listening. Students need the ability of listening skill for educational purposes and prepare themselves in social life. This study had the objective to investigate the perceptions of the teachers about the existing listening materials at the vocational high schools in Indonesia. In this study, the researcher engaged seventeen teachers of vocational high schools in Indonesia to be the participants. Data were collected by distributing a questionnaire then followed by an interview toward two participants. The results showed that listening materials met students’ needs, supported by the process of the scientific approach, were appropriate with the objective of the study and students' level of English, related to the syllabus of the 2013 curriculum model included the topic learned. On other hand, listening materials did not improve students’ ability in English, monotonous, made students having less focus, difficult to understand, difficult to build students’ prior knowledge, boring, and uninteresting. Finally, as the teachers’ view, the use of video could be the solution to the problems