Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
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This Author published in this journals
All Journal Datokarama English Education Journal (deejournal) e-Journal of ELTS (English Language Teaching Society)
Nadrun Nadrun
Tadulako University
Humanities Education Languange, Linguistic, Communication & Media Other

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The Enactment of Pedagogical Competence among Certified EFL Teachers at Secondary Schools Agussatriana Agussatriana; Andi Patmasari; Abdul Kamaruddin; Nadrun Nadrun; Muhammad Ismail
Datokarama English Education Journal Vol. 7 No. 1 (2026): January-June
Publisher : English Tadris Department, Tarbiyah and Teacher Training Faculty, Datokarama State Islamic University Palu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24239/dee.v7i1.154

Abstract

The enhancement of teachers’ competence and performance has been a primary objective of Indonesia’s teacher certification program (PPG). This study aimed to describe and interpret certified teachers’ professional competencies as reflected in their classroom practices and teaching performance. Employing an explanatory mixed-method design, the study integrated qualitative interviews to explain specific trends identified in the quantitative phase. Data were collected from 15 certified English teachers enrolled in the 2021 PPG program at Tadulako University, selected through purposive sampling. The instruments used to collect data were questionnaires and semi-structured interviews. The data collected from this study were analyzed both quantitatively and qualitatively. The questionnaire data were processed and statistically analyzed, while the interview data were analyzed qualitatively. Based on the data analysis, the participating teachers perceived themselves as having pedagogical, personal, social, and professional competencies and had implemented them in the teaching and learning process. Furthermore, in terms of teacher performance – including lesson planning, teaching implementation, learning evaluation, and task discipline – the teachers could be considered competent.
Friend or Foe? EFL Students’ Perceptions of Artificial Intelligence in Writing Classes Yansen Robert Kaluti Yansen; Anjar Kusuma Dewi; Andi Patmasari; Nadrun Nadrun
e-Journal of ELTS (English Language Teaching Society) Vol. 14 No. 02 (2026)
Publisher : Tadulako University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/elts.v14i02.6582

Abstract

This study investigated students’ perceptions of the use of Artificial Intelligence (AI) in writing classes at Tadulako University. A mixed-methods approach was employed, combining a questionnaire with 30 students and semi-structured interviews with four participants. The questionnaire consisted of 32 items organized into six dimensions: perceived usefulness, perceived effectiveness, motivation, attitudes, challenges, and responsible use of AI. The findings revealed that students generally hold positive perceptions of AI, particularly regarding idea generation (M=4.20), process support (M=4.17), and vocabulary assistance (M=4.13). Grammar correction was identified as the most effective function of AI (M=3.97). Motivational effects were moderate, with the strongest influence on task completion (M=3.77). Students demonstrated cautious but generally positive attitudes, with more neutrality toward formal AI integration in the curriculum. Prominent challenges included concerns about over-reliance, information inaccuracy, and reliability. Encouragingly, students showed critical and ethical engagement with AI, as evidenced by high scores for information verification (M=4.07) and critical evaluation (M=4.10). These findings suggest that students perceive AI as a conditionally beneficial tool for writing support, provided it is used critically and responsibly.
Co-Authors Abdul Kamaruddin Agussatriana Anjar Kusuma Dewi Muhammad Ismail Patmasari, Andi Yansen Robert Kaluti Yansen