Journal of Learning and Educational Policy (JLEP) ISSN 2799-1121 · Vol. 3, No. 01 (2023) · pp. 121-130
Research Paper

A conceptual review of learning resources on whole language teaching in elementary schools

Ferril Irham Muzaki1
  1. 1 Department of Elementary Education, Faculty of Education Universitas Negeri Malang, Indonesia
  2. * Corresponding author: Ferril Irham Muzaki, ferril.irham.fip@um.ac.id
Received12 February 2023
Revised18 April 2023
Accepted25 April 2023
Published10 June 2023
DOIhttps://doi.org/10.55529/jlep.33.26.36
LicenceCC BY 4.0
PDFDownload PDF

Abstract

Background: Whole language teaching is sorta an approach to language learning that puts focus on using language in everyday, meaningful moments, not just doing isolated, drill-like practice. It tries to help learners level up their language skills while also building a broader and more meaningful understanding of different topics, sort of connecting language study with real life context and lived experience. Objective: This study was conducted to look at the principles and key parts of whole language teaching, and to see how it might be applied as an integrated way of teaching language, especially in elementary education settings. Method: A library research approach was used, where we searched for and then analyzed research results from published works in reputable journals, which is basically where the study data comes from. Result: The findings point out that whole language instruction is made up of a few key elements. To start, students learn to read, write, chat, and listen through daily-life encounters and also by working with materials that feel meaningful and contextual. Then, meaningful reading materials-like novels, handbooks, and articles-act as solid learning resources, because the content is tied to real context, so students can build deeper language understanding. Third, having a favorable learning space, including good-looking classrooms, audiovisual gear, and intriguing tasks, boosts student drive and a more self-directed curiosity about language learning; plus, tech supports it even more, with computers, tablets, and smartphones in the mix. Also in elementary academies, integrated language teaching shows up as language instruction paired with other subjects, for example mathematics, science, social studies, and sculpture studies, which makes the learning feel connected across disciplines. Conclusion: Whole language teaching is basically an integrated way of learning that joins learning materials, teaching materials, and teaching methods within a certain context. By focusing on language use that is meaningful, contextual, and experiential-backed by supportive surroundings and cross-disciplinary connections-this style gives a broad framework for improving both language skills and wider subject comprehension in students.

Keywords: Language Instruction, Integrated Language, Whole Language, Language Creativity, Meaningful Learning, Language Proficiency.

1. INTRODUCTION

Whole language instruction emphasizes students' ability to communicate in realistic situations. Thus, language education centered on a topic may benefit from full-language instruction across all curricular components. Whole language education aims to improve children's reading, writing, speaking, and listening, according to [1]. If given the chance to engage in meaningful activities and study materials, children may be prepared for the world they will live in. [2] Suggests using novels, textbooks, and articles to improve complete language instruction. Read articles, textbooks, or novels. Reading real literature by real people may help students read more fluently. actual individuals wrote books. The learning environment directly affects a student's interest and motivation to learn a language. The student's passion for learning a new language also affects the educational environment. Salehi and colleagues (2014) [3] found that using computers, tablets, and cellphones in the classroom may increase language acquisition.

Indonesian elementary schools employ "Integrated Language Teaching" to teach. Language skillsreading, writing, listening, and speaking are taught alongside academic subjects in this kind of education. [3] Aims to help students improve their language skills and topic knowledge. The Indonesian Basic School uses several resources to provide its pupils a well-rounded Indonesian language education. Internet (1), Internet (2), Internet (3), and textbooks (4) are resources. Degirmenci (203) [4], Indonesian textbooks used in "integrated" curricula generally incorporate both the academic information and the language abilities needed to understand it. Unlike texts not used in a "integrated" curriculum. Students may improve their language and topic knowledge by reading this book, which will help them understand the current situation. Recordings, films, and presentations may improve a student's education. This might improve student instruction. Integrated language education helps students learn and practice the target language by listening to and watching it being used in real-life situations. The Internet gives us access to a wealth of previously unavailable information. This was different before. Online tools may augment multilingual classroom teaching. E-books, websites, blogs, and digital learning platforms are examples.

This refers to [5] work. Integrating language education into the curriculum might employ learning resources in languages other than the target language. [6], [7], [5] have shown that social interaction may improve learning. Other researchers concur. According to [5], giving students opportunities to speak the target language throughout class is the best strategy to help them learn it. Thus, teachers should encourage students to speak the target language during lessons. Elementary school students have a wide range of instructional resources to help them learn the target language and the topic being taught. These tools help students learn the target language and subject matter. Teachers should choose classroom-appropriate books and films. Instructors do this.

Collaborating on English-learning projects may improve students' English skills. This might provide students more educational possibilities. [8] State that class conversation is one of the most essential variables in students' learning of textbook information. This starts the process. Comprehensive language students work together on projects, presentations, and language-related interactions. [9] Suggest using literature and the family environment to teach English as a second language. Talking to family, friends, and neighbors may help language learners. Whole language training allows students to learn a new language through a range of learning tools. Students may learn a new language and improve their language skills. Language lessons may help attain this objective. This popular approach makes learning a new language fun and effective to utilize.

2. METHODOLOGY

The literature is used to define whole language education in elementary institutions [7], [10], [11], [12]. [13], [14], [15], [16]. This study identifies three categories that influence whole language instruction priorities. The fundamental concept is supported by readily available learning materials. This course covers resilience, gratitude, and self-efficacy. The second idea uses three whole language education principles: utilizing a mind map to visualize the problem, analyzing it, and prioritizing the best answers. Lessons are taught using the third principle, which integrates the two preceding concepts as well as three additional subprinciples: (1) instructional design, (2) instructional models, and (3) instructional procedures This method aims to provide a framework for organizing library resources in accordance with different pedagogical principles [17], [6], [18], [11].

3. RESULTS AND DISCUSSION

3.1. Teaching Resources

Teaching materials or learning materials include textbooks, articles, storybooks, and other media used in the learning process [19], [20], [21], [12]. Accurate and pertinent learning materials are crucial to the whole language teaching approach because they enable students to acquire a comprehensive understanding of the language, including cultural, contextual, and linguistic knowledge [22], [23], [17], [16]. Additionally, engaging and diverse learning materials can inspire students to learn a language more actively and increase their language creativity.

3.2. Resilience Concept

Resilience refers to a person's capacity to overcome obstacles or hardship in their lives. Whole language is an approach to language acquisition that emphasizes reading, writing, speaking, and listening, among other skills [22], [23], [24], [16]. The relationship between resilience and the development of a whole language in primary school is that the whole language approach can assist in enhancing students' resilience [25], [15], [18].

The whole language approach also values individuality and enables students to develop selfconfidence and trust in their language comprehension skills. This can aid students in developing a positive self-image and bolster their self-assurance as they face challenges and difficulties in life. Thus, the development of a whole language in primary education can increase students' resilience and enable them to surmount life's challenges and difficulties [25], [15].

3.3. Teaching Models

The learning model is the approach or strategy used to facilitate the learning process and enhance students' comprehension of the studied material. Cooperative learning models, project-based learning models, and inquiry learning models are examples of commonly used learning models [19], [13], [14], [26]. The relationship between teaching models and whole-language instruction is that the whole-language approach can utilize a variety of effective learning models to accomplish effective learning objectives. In this approach, the learning model must be tailored to the needs and abilities of students and allow for the most effective learning [27], [28], [29], [16], [12]. The whole language approach also necessitates the use of a learning model that enables students to actively and effectively interact with the language. Thus, there is a close relationship between instructional paradigms and whole language instruction. The key to attaining effective and efficient learning objectives in the whole language teaching approach is an accurate and effective learning model [19], [14].

3.4. Teaching Methodologies

The term "learning steps" refers to a series of phases designed to help pupils comprehend the material more thoroughly and efficiently. In general, the learning steps include the phases of introduction, exploration, comprehension, and evaluation. The relationship between learning steps and whole-language teaching is that the whole-language approach requires the application of the appropriate learning steps to achieve effective learning goals [25], [19], [30], [31], [26]. Learning phases in the whole language approach should be founded on a comprehension of how pupils acquire and develop language. The whole language approach also necessitates learning steps that facilitate the most effective and efficient learning for students. This involves the introduction of concepts and learning materials in an engaging and diversified manner, as well as the active and interactive exploration and comprehension of learning materials.

In addition, effective learning measures should consider student progress and adapt learning strategies to each student's unique requirements and abilities. This will enhance students' ability to comprehend and master the language, as well as their communication skills. Thus, there is a close relationship between learning phases and whole language instruction. Good and efficient learning steps are the key to accomplishing effective and efficient learning objectives in the whole language teaching approach [22], [23], [32], [15], [33].

3.5. Discussion

3.5.1. Teaching Strategies in Elementary Schools

Resilience is the capacity to recover from adversity or failure. In the context of education, resilience can assist students in overcoming learning obstacles and emotions of despair. When confronted with difficulties in learning, resilient students can maintain their motivation to learn and do not give up easily [22], [23], [32], [15], [33]. Character Education Character education is an educational approach that teaches moral values, such as honesty, responsibility, and empathy. The goal of character education is to cultivate students who are not only academically intelligent but also possess exemplary character. Character education can help students become responsible individuals who respect others and have a positive learning attitude [14], [15], [21], [16].

The relationship between the three concepts is explained below [32], [30], [33], [34]. Self-efficacy is a psychological concept that alludes to a person's confidence in his capacity to perform a task or attain a certain objective. Students with a high level of self-efficacy are typically more motivated to complete tasks and more capable of overcoming obstacles during the learning process.

Teaching materials consist of everything used by educators to aid in student learning. Good instructional materials can enhance student comprehension of concepts and participation in learning [34]. In the context of self-efficacy development, high-quality instructional materials can help students feel more capable of tackling academic challenges. [30] Teaching materials that are well-designed can help students develop a firm understanding and the skills necessary for learning success. Integrity, empathy, honesty, and responsibility are some of the moral values that are taught through character education. The goal of character education is to cultivate students who are not only academically intelligent but also possess exemplary character.

Character education can help students develop the attitudes and skills necessary for academic and life success [22]. Well-designed instructional materials can help students feel more confident when confronting academic tasks and challenges. Self-efficacy can be an essential factor in student success, and the use of high-quality instructional materials and character education can assist students in enhancing their self-efficacy and achieving greater academic and life success.

3.5.2. Ideas in Language Teaching

Mind mapping issues, language creativity, and character education in elementary school are three interconnected concepts within the context of elementary school learning. Mind mapping problem is a visual technique used to map problems or challenges and generate creative and innovative solutions. This technique employs diagrams and images to visualise the problem and connect ideas related to it [31]. Mind mapping problems, language creativity, and character education can be combined to help students reach their maximum potential.

In the process of acquiring a second language, character education and communicating creativity are interconnected. Character education refers to the teaching of moral and ethical values, such as honesty, tolerance, responsibility, cooperation, and discipline, to students in order to develop good character. While language creativity refers to students' ability to communicate and convey themselves in a creative and innovative manner [18]. [13] identifies one of the challenges of integrating character education and creativity in language learning as ensuring that students not only comprehend moral and ethical concepts but can also employ them in daily life. In order for students to simultaneously develop language skills, character, and creativity, there is a need for a comprehensive and integrated approach in language instruction.

Integrating character education and creativity into language learning can be accomplished through the use of certain strategies. Using active and imaginative methods of instruction, such as group discussions, collaborative projects, and drama. This method enables students to interact actively with the language and its context and also promotes creativity and collaboration in the learning process [27]. Emphasising character values in the context of language, such as truthfulness in speech, tolerance in listening to the opinions of others, and responsibility in language use. This can be accomplished through discussions and exercises centred on character values pertinent to language use [15].

Provide students with creative assignments that enable them to freely express themselves through language, such as writing stories, poems, or film scripts. Such assignments can foster creativity and broaden students' language skills. Utilising technology and new media such as videos, audio, and social media to foster innovative and inventive language learning. This technology and media make learning and communicating more engaging and interactive for students. [19]. This can be accomplished through the provision of challenges or language activities that encourage the use of inventive and original language.

By integrating creativity and character education into language learning, students can develop superior language skills, a stronger character, and a more developed sense of creativity. This can help pupils become better people who are better prepared to confront the challenges of a world that is increasingly complex and dynamic. Character education in the context of education can help students develop a strong character and be prepared for future challenges [14].

The three are interconnected because language creativity can help students develop creative and innovative problem-solving skills, which are crucial to the process. [26] In the process of finding solutions, students must develop creativity in order to find effective solutions that can be employed in ordinary life. In addition, character education can assist students in developing moral and ethical values that are essential to the process of problem-solving, such as honesty, responsibility, and cooperation. By incorporating language creativity, problem-solving, and character education into the learning process, students can cultivate holistic skills and character and be prepared for future challenges. This can help students become better people who can positively contribute to society [20].

3.5.3. Teaching Techniques in Indonesian Elementary Schools

Teaching method, learning design, and character education are three aspects of the learning process that are interconnected. Here is a description of the relationship between the three items. Teaching method refers to the manner in which instructors instruct their students. There are numerous methods of instruction available, including lectures, discussions, simulations, and problem-based learning. [12] Teaching methods are utilised to facilitate a more effective and efficient learning process.

Learning design is the planning of structured and systematic learning, including learning objectives, instructional strategies, evaluation, and teaching materials. [21] Learning design requires instructors to consider student requirements, student characteristics, and instructional strategies. Character education refers to teaching pupils moral and ethical values, such as honesty, tolerance, responsibility, cooperation, and discipline, in order to form a decent character. The purpose of character education is to develop pupils with strong character who are prepared to face future challenges.

[10] Learning design and teaching methods can assist instructors in incorporating moral and ethical values into the learning process. [16] Teachers can plan learning that imparts moral and ethical values by employing appropriate teaching methods. On the other hand, character education can impact the learning design and instructional method selected by the instructor. For instance, if the primary goal of education is to instill the value of honesty, then teachers can select instructional strategies that enable students to develop honesty skills, such as discussions and case studies.

By integrating teaching methods, learning design, and character education into the learning process, teachers can assist students in the development of holistic skills and character and prepare them for future challenges [17]. This can help students become better people who can positively contribute to society [11]. Methods and models of learning are two crucial components of the learning process. The term "learning method" refers to the method or strategy employed by instructors to instruct students. The learning model, meanwhile, is a conceptual framework or pattern that organises and directs the learning process. Strengthening character education is a learning process that seeks to shape the students' character so that they become decent and responsible members of society. The process of teaching students moral and ethical values is essential to enhancing character education. The relationship between learning methods, learning models, and the improvement of character education rests in the integration of these three aspects into an effective and efficient learning process. In holistic learning, character education should be bolstered using the most appropriate learning methodologies and models. For instance, if the learning model employed is cooperative learning, then group discussion and collaborative learning are the appropriate learning strategies. Teachers can incorporate character education into the learning process by imparting moral and ethical values such as cooperation, mutual respect, and problem-solving together [35].

The connection between learning methods, learning models, and the enhancement of character education enables students to comprehend the relevance of subject matter to real-world situations. This can help students develop a strong character and prepare them for future challenges [36], [17], [8], [7], [5], [21], [11]. On the other hand, a lack of emphasis on character education can result in students who are only able to master the subject matter technically, but lack the moral and ethical values necessary to be decent and responsible individuals [6]. The term "learning procedure" refers to a series of actions and measures performed by the instructor to implement learning. While learning methods are strategies used by instructors to instruct and engage students in the learning process, learning is the process itself. Strengthening character education is an endeavour to shape the character of students through the teaching of moral and ethical values [35]. In an effective learning process, the three elements are interconnected [36]. Teachers must take into account the characteristics of their pupils and the subject matter being taught when developing an effective learning procedure. [25], [35], [20], [4], [15], [7], [5], [21], [11]. In addition, learning procedures and methods should be bolstered to promote character education [37]. Teachers can infuse moral and ethical principles into their lessons and provide students with life-relevant examples. This will aid students in comprehending and applying these values in daily life. For instance, if the teacher uses the group discussion learning method in the learning procedure, the teacher can integrate character education by assigning cooperative and respectful group tasks [7], [10], [11], [12]. Throughout the group discussion, the instructor can provide feedback and emphasise values such as honesty, responsibility, and tolerance [35], [15], [7], Turgut & Aslan, 2021 [10], [11]. By integrating learning procedures and learning methods, as well as bolstering character education, students will be more engaged in the learning process and comprehend the moral and ethical values required in daily life. This will assist students in becoming responsible individuals with moral and ethical problem-solving skills [38]. Thus, it needs to be solved by integrating teaching materials, teaching methods and teaching strategies in elementary school classrooms. It means, it is an obligation to create research data based on students’ performance in elementary school classrooms.

4. CONCLUSION

4.1. Conclusion

In the implementation of elementary school language curriculum, there are a few problematic areas in language instruction. The primary issue is the capacity to provide equal educational facilities. The second issue is the preparation of qualified elementary school instructors to teach integrated learning. The third issue concerns the creation of instructional materials by certified teachers. Consequently, the difficulties in providing elementary teachers with master's or doctoral degrees in education become effective in educating teachers with master's or doctoral degrees. Consequently, the establishment of facilities becomes problematic when analyzing chronological factors in language instruction. Several factors facilitate the creation of language instructional materials.

4.2. Suggestion

The most important aspect of language instruction regarding language creativity is creating language acquisition orders. The following issue relates to whole language instruction in elementary education and the growth of academic research materials. Creating whole language instructional materials near to the education of material development is an additional challenge. The educational foundation does not align with the ministry of education and culture's goals. Among the factors that must be developed is the mitigation of the negative effects of digitalization. Several factors had an adverse effect on digitalization. Smartphone fixation is related to digital transformation. Additionally, it is widely believed that game addiction is a side consequence of digitalization. There are numerous issues associated with signal potency in terms of linguistic originality. Creativity is also essential when developing language instructional materials. Multiple factors make whole language instruction problematic. The variables involved in the creation of language-learning materials. Integrated with the development of language learning materials are the learning resources of language instruction. Those are creative approaches to establishing languagelearning facilities in outlying elementary institutions.

Acknowledgments

The authors have no specific acknowledgments to make for this research.

Funding Information

This research received no specific grant from any funding agency in the public, commercial, or notfor-profit sectors.

Author Contributions Statement

Name of AuthorCMSoVaFoIRDOEViSuPFu
Ferril Irham Muzaki✓✓✓✓✓✓✓✓✓

C: Conceptualization; M: Methodology; So: Software; Va: Validation; Fo: Formal analysis; I: Investigation; R: Resources; D: Data curation; O: Writing – original draft; E: Writing – review & editing; Vi: Visualization; Su: Supervision; P: Project administration; Fu: Funding acquisition.

Conflict of Interest Statement

The authors declare that there are no conflicts of interest regarding the publication of this paper.

Informed Consent

All participants were informed about the purpose of the study, and their voluntary consent was obtained prior to data collection.

Ethical Approval

Not Applicable.

Data Availability

The data that support the findings of this study are available from the corresponding author upon reasonable request.

References

  1. [1] U. Fauzan, 'A Critical Discourse Analysis of Policy Texts and Media Narratives of COVID-19 Vaccine in Indonesia', vol. 12, 2022.
  2. [2] A. Elboshi, 'Web-enhanced peer feedback in ESL writing classrooms A literature review', Engl. Lang. Teach., vol. 14, no. 4, p. 66, Mar. 2021. doi.org/10.5539/elt.v14n4p66
  3. [3] H. Salehi, M. Shojaee, and S. Sattar, 'Using E-learning and ICT courses in educational environment: A review', Engl. Lang. Teach., vol. 8, no. 1, Dec. 2014. doi.org/10.5539/elt.v8n1p63
  4. [4] R. Degirmenci, 'The Use of Quizizz in Language Learning and Teaching from the Teachers' and Students', Perspectives: A Literature Review, vol. 1, no. 1, 2021.
  5. [5] M. A. Paidican and P. A. Arredondo, 'The technological-pedagogical knowledge for in-service teachers in primary education: A systematic literature review', Contemp. Educ. Technol., vol. 14, no. 3, p. ep370, Feb. 2022. doi.org/10.30935/cedtech/11813
  6. [6] A. T. Marsakha and H. Hariri, 'Management of Character Education in School: A Literature Review', Jurnal Manajemen Pendidikan, vol. 8, no. 2, 2021.
  7. [7] M. Mortazavi, M. K. M. Nasution, F. Abdolahzadeh, M. Behroozi, and A. Davarpanah, 'Sustainable learning environment by mobile-assisted language learning methods on the improvement of productive and receptive foreign language skills: A comparative study for Asian universities', Sustainability, vol. 13, no. 11, p. 6328, June 2021. doi.org/10.3390/su13116328
  8. [8] N. Mohseni Takaloo, M. R. Ahmadi, English Literature Department, Payame Noor University, Tehran, Iran, and English Language Department, Shahid Beheshti University, Tehran, Iran, 'The effect of learners' motivation on their reading comprehension skill: A literature review', Int. J. Res. Engl. Educ., vol. 2, no. 3, pp. 10-21, Sept. 2017. doi.org/10.18869/acadpub.ijree.2.3.10
  9. [9] A. P. Gilakjani and N. B. Sabouri, 'Teachers' beliefs in English language teaching and learning: A review of the literature', Engl. Lang. Teach., vol. 10, no. 4, p. 78, Mar. 2017. doi.org/10.5539/elt.v10n4p78
  10. [10] Y. E. Turgut and A. Aslan, 'Factors affecting ICT integration in TURKISH education: a systematic review', Educ. Inf. Technol. (Dordr.), vol. 26, no. 4, pp. 4069-4092, July 2021. doi.org/10.1007/s10639-021-10441-2
  11. [11] J. G. R. Wurth, E. H. Tigelaar, H. Hulshof, J. C. De Jong, and W. F. Admiraal, 'Key elements of L1-oral language teaching and learning in secondary education. A literature review', L1 Educational Studies in Language and Literature, vol. 19, Running Issue, no. Running Issue, pp. 1-23, Dec. 2019. doi.org/10.17239/L1ESLL-2019.19.01.15
  12. [12] S. Zein, D. Sukyadi, F. A. Hamied, and N. S. Lengkanawati, 'English language education in Indonesia: A review of research (2011-2019)', Lang. Teach., vol. 53, no. 4, pp. 491-523, Oct. 2020. doi.org/10.1017/S0261444820000208
  13. [13] L. Baker, 'Community-based service-learning in language education: A review of the literature', Int. J. Res. Serv. Learn. Community Engagem., vol. 7, no. 1, Dec. 2019. doi.org/10.37333/001c.11480
  14. [14] R. Fitriansyah, L. Fatinah, and M. Syahril, 'Critical review: Professional development programs to face Open Educational Resources in Indonesia', ijolae, vol. 2, no. 2, pp. 109-119, July 2020. doi.org/10.23917/ijolae.v2i2.9662
  15. [15] I. Ismiyati, R. Nurlatifasari, and S. Sumarlam, 'Coronavirus in news text: Critical discourse analysis detik.com news portal', J. Engl. Lang. Teach. Linguist., vol. 6, no. 1, p. 195, Apr. 2021. doi.org/10.21462/jeltl.v6i1.517
  16. [16] M. F. Ürün, 'Integration of technology into language teaching: A comparative review study', J. Lang. Teach. Res., vol. 7, no. 1, p. 76, Dec. 2015. doi.org/10.17507/jltr.0701.09
  17. [17] U. Hasanah, 'Key definitions of STEM education: Literature review', Int J Env Sci Ed, vol. 16, no. 3, p. e2217, June 2020. doi.org/10.29333/ijese/8336
  18. [18] J. A. Miller et al., 'Combustion chemistry in the twenty-first century: Developing theory-informed chemical kinetics models', Prog. Energy Combust. Sci., vol. 83, no. 100886, p. 100886, Mar. 2021. doi.org/10.1016/j.pecs.2020.100886
  19. [19] R. Astari, A. Mukhlis, and M. I. Faturrahman, 'Critical discourse analysis of The News of covid-19 Corpse Snatching patient in the i-news', LiNG. J. Ilmu Bhs. Dan Sastra, vol. 16, no. 2, pp. 175-186, Jan. 2022. doi.org/10.18860/ling.v16i2.12118
  20. [20] Y. G. Butler, 'English language education among young learners in East Asia: A review of current research (2004-2014)', Lang. Teach., vol. 48, no. 3, pp. 303-342, July 2015. doi.org/10.1017/S0261444815000105
  21. [21] M. M. Rahman et al., 'English language teaching in Bangladesh today: Issues, outcomes and implications', Lang. Test. Asia, vol. 9, no. 1, Dec. 2019. doi.org/10.1186/s40468-019-0085-8
  22. [22] X. Deng and Z. Yu, 'A Systematic Review of machine-translation-assisted language learning for sustainable education', Sustainability, vol. 14, no. 13, p. 7598, June 2022. doi.org/10.3390/su14137598
  23. [23] SMA Negeri 2 Rebang Tangkas, Lampung, Waykanan, Lampung, Indonesia et al., 'Analysis of vocational education curriculum in ASEAN Economic Community: a literature review', jshe, vol. 1, no. 3, pp. 157-170, Apr. 2021. doi.org/10.35912/jshe.v1i3.357
  24. [24] U. Hasanah, 'Key definitions of STEM education: Literature review', Int J Env Sci Ed, vol. 16, no. 3, p. e2217, June 2020. doi.org/10.29333/ijese/8336
  25. [25] S. Alam and N. Yao, 'Big data analytics, text mining and modern English language', J. Grid Comput., vol. 17, no. 2, pp. 357-366, June 2019. doi.org/10.1007/s10723-018-9452-4
  26. [26] K. A. Sani, M. Budiarsa, I. K. D. Laksana, and I. W. Simpen, 'Discourse structure of covid 19 edition cartoon: Critical discourse analysis', 2021.
  27. [27] Z. Gabillon and R. Ailincai, 'Content and Language Integrated Learning', in Search of a Coherent Conceptual Framework, 2015.
  28. [28] Grzelka, M. (2020). ATTITUDES TOWARD VULNERABLE POPULATIONS IN THE TIME OF COVID-19: CRITICAL DISCOURSE ANALYSIS OF GAZETA.PL ONLINE COMMENT SECTIONS. Society Register, 4(2), 121-132. doi.org/10.14746/sr.2020.4.2.09
  29. [29] W. B. James and C. Cobanoglu, 'Advances in Global Education and Research', vol. 2, 2018.
  30. [30] H. Habiburrahim, 'A review of the Department of English Language Education curriculum development', Englisia J., vol. 6, no. 1, p. 1, Jan. 2019. doi.org/10.22373/ej.v6i1.3529
  31. [31] O. Noroozi, H. Dehghanzadeh, and E. Talaee, 'A systematic review on the impacts of game-based learning on argumentation skills', Entertain. Comput., vol. 35, no. 100369, p. 100369, Aug. 2020. doi.org/10.1016/j.entcom.2020.100369
  32. [32] A. P. Gilakjani, 'A review of the literature on the integration of technology into the learning and teaching of English language skills', Int. J. Engl. Linguist., vol. 7, no. 5, p. 95, July 2017. doi.org/10.5539/ijel.v7n5p95
  33. [33] R. Papa and K. M. Jackson, 'Artificial intelligence and computer design', in Artificial Intelligence, Human Agency and the Educational Leader, Cham: Springer International Publishing, 2021, pp. 33- 67. doi.org/10.1007/978-3-030-77610-7_2
  34. [34] Y. Zhang, M. Lucas, and L. Pedro, 'A decade of short videos for foreign language teaching and learning: A review', Educ. Sci. (Basel), vol. 12, no. 11, p. 786, Nov. 2022. doi.org/10.3390/educsci12110786
  35. [35] C. K. Bacon, 'Multilanguage, multipurpose: A literature review, synthesis, and framework for critical literacies in English language teaching', J. Lit. Res., vol. 49, no. 3, pp. 424-453, Sept. 2017. doi.org/10.1177/1086296X17718324
  36. [36] E. Bettini and Y. Park, 'Novice teachers' experiences in high-poverty schools: An integrative literature review', Urban Educ. (Beverly Hills. Calif.), vol. 56, no. 1, pp. 3-31, Jan. 2021. doi.org/10.1177/0042085916685763
  37. [37] S. Wang, 'Project-based language learning in China: A literature review', J. Lang. Teach. Res., vol. 11, no. 1, p. 66, Jan. 2020. doi.org/10.17507/jltr.1101.08
  38. [38] J.-C. Liang, G.-J. Hwang, M.-R. A. Chen, and D. Darmawansah, 'Roles and research foci of artificial intelligence in language education: an integrated bibliographic analysis and systematic review approach', Interact. Learn. Environ., pp. 1-27, July 2021.

How to cite: Ferril Irham Muzaki (2023). A conceptual review of learning resources on whole language teaching in elementary schools. Journal of Learning and Educational Policy, 3(01), 121-130. https://doi.org/10.55529/jlep.33.26.36

Copyright © 2023 The Author(s). This is an open access article distributed under the terms of the Creative Commons Attribution 4.0 International License (CC BY 4.0). Published by HM Publishers.