Mampuono, 0201614022 (2022) THE IMPLEMENTATION OF THE ARROWLY INSTRUCTIONAL STRATEGY TO PROMOTE SENIOR HIGH SCHOOL STUDENTS’ LITERACY IN EFL LEARNING. Doctoral thesis, UNIVERSITAS NEGERI SEMARANG.

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Abstract

Recently, studies on utilizing ICT-mediated learning tools have been conducted from different angles. Some of them focused on how the tools can improve the students’ learning output, while some others highlighted teachers’ technological competencies in teaching. However, optimizing the devices in the ICT-based learning strategies to promote the literacy of senior high school students in EFL learning seems not much to be considered. Therefore, this study aims to (1) explain the implementation of The Arrowly instructional strategy in teaching English to senior high school students; (2) explain the ways The Arrowly instructional strategy promoted senior high school students’ literacy; (3) show challenges faced by the teachers in implementing The Arrowly instructional strategy ; (4) show the ways teachers resolved the problems; (5) explain the students’ responses toward the implementation of The Arrowly instructional strategy. A case study was selected as a research design involving four instruments to collect data: classroom observation, interviews with the teachers and the students, document analysis, and online reflective journals. The collected data were analyzed through some stages, such as data transcription, coding, data reduction, and data interpretation, based on the theoretical frameworks of structured literacy and TPACK-based language learning principles. The study's findings reveal that the teacher-participants implemented The Arrowly instructional strategy through three learning stages (opening, main activity, and closing). Each was fulfilled with various learning activities (brainstorming, mind mapping, showing pictures, etc.). These activities were integrated with three features of The Arrowly instructional strategy , namely Speech-to-Text (STT), Text-to-Speech (TTS), and Machine Translation (MT). With regard to promoting students’ literacy, this strategy has successfully promoted some areas of literacy such as phonemic awareness, phonics, irregular words, vocabulary, syntax, and paragraphs. However, some challenges were faced due to the teachers’ insufficient technological and pedagogical competences in implementing The Arrowly instructional strategy. Therefore, to overcome those problems, they upgraded by attending some teachers’ professional development programs focusing on literacy and technological skills. In addition, the teachers gave positive responses to these strategies due to the new teaching experience and ix convenience, and it was supported by the students’ responses who recognized it as a new joyful learning experience.

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