Hasan Zainnuri, Hasan
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PROMOTING PHOTOVOICE FOR TEACHERS’ SELF-REFLECTION ON MULTIMODAL LITERACY Drajati, Nur Arifah; Ngadiso, Ngadiso; Zainnuri, Hasan
English Education: Jurnal Tadris Bahasa Inggris Vol 12, No 2 (2019): English Education: Jurnal Tadris Bahasa Inggris
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1065.154 KB) | DOI: 10.24042/ee-jtbi.v12i2.5415

Abstract

Self-reflection is a concept of learning from experience that dominates teacher educator around the world. It is true that self-reflective is not a natural process since it needs critical thought, self-direction, and problem-solving with personal knowledge and self-awareness. The major premise of the study is that although teachers are repeatedly encouraged to reflect on their teaching and learning, they are unable to do so successfully. Photovoice is a valuable tool to engage teachers in reflecting their own lives outside the school, voice their perspectives and share with other teachers, students, and policymakers. Thus, the purpose of this study is to report on action research that investigated photovoice in emerging teachers? self-reflective on multimodal literacy. To examine this issue, a qualitative study with an action research design was conducted with five junior high school teachers as participants. The data collected through photovoice and analyzed by using SHoWeD Analysis. SHoWeD analysis is the acronym for a series of questions: (1) what do you see here; (2) what is happening; (3) how does this relate to our lives; (4) why are things this way; (5) how could this image educate people. In general, the study indicates that the use of photovoice for self-reflective on multimodal literacy gives positive impacts on the context of teacher professional development.
Enculturation of Art Value of Carving Decoration (Anthropological Studies of Preservation Efforts of Purwo Shadow Puppets in Wonogiri) Subiyantoro, Slamet; Yusuf, Munawir; Zainnuri, Hasan
Proceeding of International Conference on Teacher Training and Education Vol 1, No 1 (2016): Proceeding of International Conference on Teacher Training and Education
Publisher : Sebelas Maret University

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (259.612 KB)

Abstract

This research tends to highlight the symbolic and philosophic values of Purwo shadow puppets. Most of the study themes though emphasize its exhibition. The objective of this study is to demonstrate the process of ongoing cultural art value of carving decoration in Wonogiri, in an effort to preserve the presence of Purwo shadow puppets. This case study was conducted in Kepuhsari village, Manyaran, Wonogiri, a village considered as the Purwo shadow puppets center long since generations before until now. This research uses a qualitative approach based a fixed distinct strategy. Data were collected through open interviews, observations and analysis of the documents/record contents. Then, they were analyzed using an interactive model starting from its collection, reduction process, then presentation and verification cycle. The results showed that the art value of carving decoration of Purwo shadow puppet in Wonogiri remains indelible and continues to exist until today since it has harmoniously been nurtured / cultured in a continuous way, whether in formal or non-formal education. Informal education implies learning activities undertaken at the master‟s, who is very knowledgeable in carving decoration, which tends to be social and freely performed at his home. Whereas formal ones, regarding civilizing value of carving decoration, take place at schools, where its materials are technically integrated at local culture programs and extra-curricular activities which are contracted in a planned but scheduled as well as cultivated by appointed instructors.
INVESTIGATING ENGLISH LANGUAGE TEACHERS IN DEVELOPING TPACK AND MULTIMODAL LITERACY Drajati, Nur Arifah; Tan, Lynde; Haryati, Sri; Rochsantiningsih, Dewi; Zainnuri, Hasan
Indonesian Journal of Applied Linguistics Vol 7, No 3 (2018): Vol. 7 No. 3, January 2018
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v7i3.9806

Abstract

Technology in every field is snowballing. Likewise, the use of technology in education requires knowledge and understanding of English teachers. The fact that most of the technology for enhanced language learning workshop did not continue into the classrooms. Another case is that teachers do not want to use technology at all in their classrooms because of lacking time and facilities. TPACK namely Technological Pedagogical Content Knowledge provides insight for pre-service teachers and in-service teachers of English to optimize three things for education; those are the aspect of technology, pedagogy, and content knowledge. With the use of this learning model, excellent technology, pedagogy, and knowledge will support and produce a comprehensive learning process. The purpose of this study was to examine the perception and implementation of pre-service teachers and in-service teachers about the literacy of the three above aspects. By using quantitative research, we get the data from questionnaires of 100 pre-service teachers and in-service teachers. The findings describe the demographic teacher with technology, pedagogy and content knowledge literacy (TPACK). The three points of the TPACK literacy are Pedagogical Content Knowledge for Multimodal Literacy, Technological Pedagogical Knowledge (21st C Learning), and Knowledge about digital media tools. The implications of this research give direction and the alternatives to the implementation of the TPACK model for English classroom. In future, it provides the advantages to developing the quality of English teachers? professional development. Keywords:
PROMOTING PHOTOVOICE FOR TEACHERS’ SELF-REFLECTION ON MULTIMODAL LITERACY Drajati, Nur Arifah; Ngadiso, Ngadiso; Zainnuri, Hasan
AT-TA'LIM Vol 26, No 3 (2019)
Publisher : Institut Agama Islam Negeri Imam Bonjol Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1354.76 KB) | DOI: 10.15548/jt.v26i3.513

Abstract

Self-reflection is a concept of learning from experience that dominates teacher educator around the world. It is true that self-reflective is not a natural process since it needs critical thought, self-direction, and problem-solving with personal knowledge and self-awareness. The major premise of the study is that although teachers are repeatedly encouraged to reflect on their teaching and learning, they are unable to do so successfully. Photovoice is a valuable tool to engage teachers in reflecting their own lives outside the school voice their perspectives and share with other teachers, students, and policymakers. Thus, the purpose of this study is to report on action research that investigated photovoice in emerging teachers? self-reflective on multimodal literacy. To examine this issue, a qualitative study with an action research design was conducted with five junior high school teachers as participants. The data collected through photovoice and analyzed by using SHoWeD Analysis. SHoWeD analysis is the acronym for a series of questions: (1) what do you see here; (2) what is happening; (3) how does this relate to our lives; (4) why are things this way; (5) how could this image educate people. In general, the study indicates that the use of photovoice for self-reflective on multimodal literacy gives positive impacts on the context of teacher professional development