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Comparing Animaker and Powtoon: Which One Enhance Vocabulary Better?
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| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Saga : Journal of English Language Teaching and Applied Linguistics |
| Volume / Edisi | : | 6 (No. 2) |
| Halaman | : | 169-181 |
| Abstrak | : | Animaker and PowToon are two animation platforms popularly used in education, especially in delivering learning materials visually and interactively. This study compares the effectiveness of two animation-based learning tools, Animaker and PowToon, in enhancing vocabulary acquisition among fourth-grade students at SDN Kepuh Denok. Using a quantitative true-experimental design, 50 students were divided into two experimental groups: one using Animaker and the other using PowToon. Data was collected through pre-tests and post-tests to measure vocabulary improvement and questionnaires to assess student engagement. The results showed that both tools significantly improved students' Vocabulary. However, Animaker proved more effective, as indicated by higher post-test scores and favorable student perceptions. Statistical analysis using SPSS version 26 showed a significant difference (p < 0.05) in vocabulary achievement between the two groups, with Animaker achieving a mean score of 77.92 compared to PowToon’s 74.68. The questionnaire further supported the idea that students found Animaker more enjoyable and helpful in understanding and remembering. These findings suggest that Animaker offers a more structured and engaging learning experience for vocabulary acquisition at the primary school level. |
The Implementation of Teaching at the Right Level (TaRL) Integrated with Technology in EFL Class
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Saga : Journal of English Language Teaching and Applied Linguistics |
| Volume / Edisi | : | 6 (No. 2) |
| Halaman | : | 155-167 |
| Abstrak | : | This study investigates the integration of the Teaching at the Right Level (TaRL) approach with Google Forms in an English as a Foreign Language (EFL) classroom. The findings reveal that aligning instruction with students’ actual proficiency levels, rather than rigid grade-based curricula, significantly enhances clarity, motivation, and self-confidence. Students reported increased engagement and a sense of accomplishment, attributing these outcomes to tasks calibrated to their abilities and reinforced by the interactive features of Google Forms. The immediacy of feedback and the dynamic nature of digital tasks facilitated iterative learning and fostered a supportive environment, consistent with principles of self-determination theory and sociocultural perspectives on collaborative learning. Ability-based grouping mitigated performance anxiety and promoted active participation, although some interpersonal challenges emerged, underscoring the need for structured group facilitation and cooperative learning frameworks. However, technological barriers, such as inconsistent internet access and limited device availability, highlighted persistent issues of digital equity. Teachers also expressed the necessity for enhanced technological pedagogical competence to optimize technology integration. While the study’s scope was limited by sample size and duration, it contributes to the discourse on differentiated instruction and technology-enhanced learning, demonstrating TaRL’s potential to address learning gaps and promote inclusivity in EFL contexts. |
Developing an Android Mobile Application as Teaching Media for English Grammar
| Pengarang | : | Halim, Muhammad Labib Al,Ulwiyah, Luluk |
| Nama Majalah/Jurnal | : | Saga : Journal of English Language Teaching and Applied Linguistics |
| Volume / Edisi | : | 6 (No. 2) |
| Halaman | : | 141-154 |
| Abstrak | : | This research focuses on the development and feasibility analysis of GramApp as a tool for English language learning, particularly in grammar. The study employs the Research & Development (R&D) ADDIE model based on the Dick & Carey framework. Data collection involves observation, questionnaires with validity and suitability tests, and documentation. Validation of the learning media is conducted by experts in media and materials, as well as English teachers. The media was trialed with twenty-eight students from the X-2 class at Hasyim Asy’ari 1 High School. A mixed-methods approach is used for data analysis, utilizing percentages. Findings indicate that the media is deemed suitable for use, having received endorsements from experts with media and material scores of 94% and 92%, respectively, and from teachers with scores of 94% and 90%. Student feedback showed an 88% approval rate. Additionally, the media is engaging and enjoyable, making grammar learning easier for students. |
Depicting World Englishes in Disney’s Animated Movies
| Pengarang | : | Setiamunadi, Antonina Anggraini,Timotius, Anne Indrayanti |
| Nama Majalah/Jurnal | : | Saga : Journal of English Language Teaching and Applied Linguistics |
| Volume / Edisi | : | 6 (No. 2) |
| Halaman | : | 125-139 |
| Abstrak | : | As a result of the spread of English as a medium of communication globally, many varieties of the language emerge. The depiction of those varieties can be seen in some animated movies produced and released by Disney Studios. Animated movies are mostly watched by children and by watching these movies they actually expose themselves to different kinds of English varieties. Finding out how world Englishes are depicted in these children’s animated movies is necessary to be able to find out whether those movies introduced children to different varieties of English language or not. This descriptive study tries to find the relation between the use of certain English varieties in relation to the characters’ genders, roles, and casts’ ethnicities in four Disney’s animated movies (i.e., Ralph Breaks the Internet, Toy Story 4, The Lion King (2019), and Frozen II). The findings showed that there were a few introductions to different varieties of English language done by the characters in the movies. The current study also proposes some pedagogical implications for the use of these four animated movies to introduce varieties of English language to young learners and concludes with recommendations for further studies. |
CEFR Alignment In English for Nusantara: Evaluating a Junior High School Textbook
| Pengarang | : | Gumanti, Tatang Ari |
| Nama Majalah/Jurnal | : | Saga : Journal of English Language Teaching and Applied Linguistics |
| Volume / Edisi | : | 6 (No. 2) |
| Halaman | : | 103-124 |
| Abstrak | : | In the dynamic landscape of English Language Teaching (ELT) in Indonesia, particularly with the ongoing implementation of the Merdeka Curriculum, this qualitative descriptive study addresses a critical need for comprehensive instructional materials evaluation. It evaluates the alignment of 'English for Nusantara' Grade IX textbook with the Common European Framework of Reference (CEFR) A2 level. Focusing comprehensively on four English language skills—listening, speaking, reading, and writing—data were systematically collected through a detailed document analysis of Chapters 1 to 5 of the textbook. A meticulously developed rubric checklist, directly derived from CEFR A2 descriptors, was employed to assess the extent to which the textbook materials effectively support A2-level language learning outcomes. The findings reveal a high degree of alignment with CEFR A2 across all four skills, indicating the textbook's strong potential to foster foundational communicative competence. Specifically, listening activities consistently feature short, clear audio texts related to familiar, everyday topics, promoting comprehension of high-frequency vocabulary. Speaking tasks provide ample opportunities for basic, structured communication and interaction. Reading texts are concise, authentic, and well-supported by visuals, aiding in the development of basic reading strategies. Furthermore, writing tasks effectively guide students in composing simple, connected sentences for practical purposes. These robust results underscore that the 'English for Nusantara' textbook is highly suitable for use within the Merdeka Curriculum. It serves as an effective and reliable pedagogical tool, empowering junior high school students to achieve the targeted A2-level proficiency in English, thereby contributing to their communicative abilities and readiness for further language learning. |
The Development of Collaborative Advocacy: Dialogic Engagements Over Time and Texts
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Journal of Teacher Education |
| Volume / Edisi | : | 74 (No. 4) |
| Halaman | : | 398-412 |
| Abstrak | : | This article contributes to a growing conversation of teachers’ advocacy for marginalized students. We follow a cohort of teachers’ advocacy from their English as a second language certification courses into their work in one linguistically diverse school district. Dialogic discourse analyses of 3 years of discussions show the types of advocacy in which the teachers engaged, and identify five foundational discourse moves teachers employed to develop ideas and manage the relational complexity of advocacy. Findings provide evidence of the important role of intertextuality: voices across time and texts facilitated the teachers’ advocacy efforts. We offer a revised definition of language teacher advocacy to emphasize its discursive nature, arguing that an examination of the dialogic processes of advocacy work can help better delineate how it develops iteratively, contextually, and not always successfully. We implicate teacher education as an important catalyst for the preparation of teachers’ advocacy for under-served and historically marginalized English-learning students. |
Mapping How Teachers Become Culturally Responsive
| Pengarang | : | Parkhouse, Hillary,Lyn, Robyn,Lozada, Fantasy |
| Nama Majalah/Jurnal | : | Journal of Teacher Education |
| Volume / Edisi | : | 74 (No. 4) |
| Halaman | : | 383-397 |
| Abstrak | : | Research on how teachers become culturally responsive tends to focus on preservice teachers or on the professional development activities that are associated with change for inservice teachers. Little is known about how the various elements of culturally responsive teaching—including knowledge, skills, and fundamental orientations—interact with one another as teachers change. This case study followed 19 educators across four schools and over 2 years as they conducted action research to enhance their cultural responsiveness. We found four zones of development that characterized the teachers’ change: consciousness-raising, consciousness- and relationship-building, knowledge- and practice-building, and practice-refining. Within each zone, two or three elements of culturally responsive teaching appeared to change most dramatically and to mutually reinforce one another as teachers developed. Professional development experiences should attend to these different zones and to the gradual nature of this process. |
When Shutting the Door Won’t Do: Teaching With the Specter of Community Backlash and the Implications for Teacher Education
| Pengarang | : | Ranschaert, Rachel |
| Nama Majalah/Jurnal | : | Journal of Teacher Education |
| Volume / Edisi | : | 74 (No. 4) |
| Halaman | : | 371-382 |
| Abstrak | : | Recently, numerous news stories have detailed the ways teachers across the country have been disciplined for addressing issues of oppression and justice in their schools. This paper engages poststructural discourse analysis to consider data from a year-long study of recent graduates of a justice-oriented teacher education program during their first year teaching, examining the ways that stories of community backlash functioned to discipline early career teachers to behave in particular ways. I theorize that these stories serve to discourage teachers from pursuing justice-oriented work in the classroom and that such discourses must be addressed in teacher education programs to prepare preservice teachers for the political realities of entering classrooms in the United States in the current cultural moment. |
Pushing Through: Developing Teacher Identity Under Times of Crisis
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Journal of Teacher Education |
| Volume / Edisi | : | 74 (No. 4) |
| Halaman | : | 359-370 |
| Abstrak | : | Field experiences during teacher preparation programs support teacher candidates in forming and reforming teacher identities through real-world teaching situations. Trying out teaching approaches with children, reflecting on practice, and collaborating with cooperating teachers support teacher candidates in building a teacher identity. However, at the start of the COVID-19 pandemic in the United States, public schools closed in many states, requiring that field placements either end or change significantly. This is a study of five teacher candidates in an early childhood teacher preparation program. These candidates’ field placement ended in March 2020, requiring that university faculty develop an alternative teaching placement. Using Bourdieusian theoretical concepts of habitus, field, and doxa, this study explores how the candidates perceived this change and how they were able to continue to reflect and build their teacher identities. |
Developing an Equity-Centered Practice: Teacher Study Groups in the Preservice Context
| Pengarang | : | - |
| Nama Majalah/Jurnal | : | Journal of Teacher Education |
| Volume / Edisi | : | 74 (No. 4) |
| Halaman | : | 343-358 |
| Abstrak | : | Equity-centered preparation builds novice teachers’ capacity to make meaningful instruction accessible to all students, particularly those historically excluded from high-quality learning experiences. Drawing on social learning theory, we examined Teacher Study Groups as a model for supporting preservice special educators’ development of equity-centered practices. We examined 60 preservice teachers’ instruction prior to and following study group participation, embedded in a fieldwork support course, alongside related artifacts shared during weekly sessions. Using a convergent mixed-methods approach, we analyzed quantitative and qualitative data separately and then integrated findings using joint display analysis; in doing so, we generated meta-inferences regarding how teachers’ attitudes mediated growth in practice. We uncovered salient participatory experiences that influenced—and hindered—professional growth. Our findings have implications for programs interested in structuring professional learning in a manner that builds foundations for an equity-centered practice. |