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All Journal JOEY : Journal of English Ibrahimy BATARA DIDI : English Language Journal Sintaksis: Publikasi Para Ahli Bahasa dan Sastra Inggris Journal of Cultural Narratives in Digital Society
Devi Purmayanti
Universitas Ibrahimy
Humanities Education Languange, Linguistic, Communication & Media Neuroscience Social Sciences

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The Challenges of Implementing Digital Literacy in Teaching and Learning Activities for EFL Learners in Indonesia Devi Purmayanti
BATARA DIDI : English Language Journal Vol. 1 No. 2 (2022): BATARA DIDI : English Language Journal
Publisher : Celebes Scholar pg

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (333.537 KB) | DOI: 10.56209/badi.v1i2.38

Abstract

The proper comprehension and use for digital technology of English teachers can drive the learning process to ideal learning activities. Vise-versa improper comprehension of digital literacy by the teachers unexpectedly gives issues to learning process. Teachers must comprehend well the power of digital technology from aspects, such as: challenges, strategies, and the ideal purpose of digital literacy to be embeded in English language teaching. This critical review reveals the challenges of the implementation of digital literacy to support English language teaching.  There are three main challenges that the students face in implementing digital literacy in the classroom. Those are lack of supportive access and digital tools, lack of digital literacy skill from teachers and also students’ lack of digital literacy skills. However, by acknowledging those issues, it could raise the attention of learners, teachers, and policymakers leading them to take further actions to mitigate the barriers.
Development of Speech Practice Book for Students Speaking Skill at English Education Department of Ibrahimy University Cindy Komariah; Dwi Nurhadiansyah Wicaksono; M. Hilmy Hidayatullah; Devi Purmayanti
Sintaksis : Publikasi Para ahli Bahasa dan Sastra Inggris Vol. 3 No. 3 (2025): May : Sintaksis : Publikasi Para ahli Bahasa dan Sastra Inggris
Publisher : Asosiasi Periset Bahasa Sastra Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/sintaksis.v3i3.1665

Abstract

To improve the quality of education and learning in learning speaking in the English Education Department. Consideration of the lack of confidence in students caused by not knowing how to perform appropriately and well to appear confident to improve their speaking skill is also supported by the existence of appropriate learning media and can facilitate both students and teachers in learning to speak. Therefore, researchers conducted research and development of Speech Practice book learning media namely “A Guide Speech Practice Book to Elevate Your Performance” The research aims to describe the design development and feasibility of the product. This type of research is Research and Development (R&D) which follows the procedure of Borg and Gall. Which includes ten stages and then simplified into five stages which include: need analysis, product development, expert validation, product try-out, and final product. After going through several stages, the product feasibility assessment was started based on the results of experts which included content experts and design expert. Based on validation from the content expert with an average value of 4.6 with a percentage of 92% with a very feasible category. The results of validation from design expert get an average value of 4.5 with a percentage of 90% with a very feasible category. Then the product validation results of student responses get a total score of 3064 with a percentage of 94.2% with a category very feasible. based on the results of research and field tests that have been described, it can be concluded that the speech practice book for students speaking skill at the English Education Department is very feasible to use for speaking learning.
The Importance of Implementing Critical Literacy in Teaching and Learning Activities for EFL Learners in Indonesia Purmayanti, Devi
Journal of Cultural Narratives in Digital Society Vol. 1 No. 1 (2025): Cultural Narratives in Digital Society
Publisher : UNESA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jcnds.v1i1.40926

Abstract

This paper explores the importance of implementing critical literacy in teaching and learning activities for EFL (English as a Foreign Language) learners in Indonesia, especially in today’s digital world where misinformation spreads easily. The highlights three major benefits of critical literacy: enhancing student’s critical awareness, enabling deeper examination of texts within social and cultural contexts, and recognizing the crucial role of teacher readiness in its application. Although there are challenges—like students coming from different backgrounds and limited support for teachers—the paper suggests that with the right strategies and support, both students and teachers can benefit from bringing critical literacy into the classroom.
Reinterpreting Problem-Based Learning in EFL Speaking Classrooms: Indonesian University Teachers’ Pedagogical Perspectives: English Purmayanti, Devi; Kholidi, Muh. Azhar; Nasution, Riandry Fadilah
JOEY: Journal of English Ibrahimy Vol. 5 No. 1 (2026): JOEY:Journal of English Ibrahimy
Publisher : Fakultas Ilmu Sosial dan Humaniora, Universitas Ibrahimy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35316/joey.2026.v5i1.20-36

Abstract

Problem-Based Learning (PBL) has gained prominence as a pedagogical approach for promoting learner autonomy, critical thinking, and communicative competence. However, little is known about how PBL is interpreted, adapted, and enacted by teachers in English as a Foreign Language (EFL) speaking classrooms, particularly in Indonesian higher education. This qualitative study examined Indonesian university EFL teachers’ perceptions and enactment of PBL in speaking instruction. Semi-structured interviews were conducted with five instructors from diverse institutional contexts and analyzed using thematic analysis. The findings show that teachers did not implement PBL as a fixed instructional model but reinterpreted it as a context-sensitive, fluency-oriented pedagogy shaped by learner readiness, classroom culture, and institutional constraints. While PBL was perceived to enhance student engagement, speaking confidence, and willingness to communicate, it was primarily adapted as discussion- and task-based activities rather than sustained inquiry cycles. These adaptations reveal how teacher cognition and local educational conditions mediate global pedagogical models. By foregrounding teachers situated enactment of PBL, this study extends existing PBL theory in EFL contexts and challenges assumptions that learner-centered pedagogies transfer seamlessly across settings. The study proposes a more context-responsive understanding of PBL for EFL speaking instruction and offers implications for teacher education, curriculum design, and institutional support in similarly constrained contexts.
The Use of Blended Learning Strategy in Teaching Practicum Program: Indonesian Pre-Service Teachers' Perspectives Devi Purmayanti; Ni Putu Amelia Artika; Edwin Nuvianto Al Aziz Aziz
Journal of Cultural Narratives in Digital Society Vol. 1 No. 2 (2025): Cultural Narratives in Digital Society
Publisher : UNESA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jcnds.v1i2.46533

Abstract

Internet-based technologies have greatly changed the field of education, especially in Indonesian higher education. Some schools have chosen a hybrid approach by integrating online learning, which gradually enhances the adoption of blended learning in the classroom. This study investigates how the EFL pre-service teachers in Indonesia perceive their experience as a teacher who uses a blended learning strategy in their teaching practicum program. The participants were some pre-service teachers from Islamic State Colleges in Indonesia who implemented blended learning strategy in their teaching practicum programs. The research design used in this study is a qualitative study, and the data collection method is a semi-structured interview. The data were analyzed by using thematic analysis in accordance with the TPACK as the theoretical framework by Koehler and Mishra. The findings indicated that the online learning component of blended learning facilitated both pre-service teachers’ self-efficacy improvement and their flexibility in choosing the teaching platforms, teaching time and place depending on their needs. However, the pre-service teachers faced challenges such as technical problems, limited resources, and face-to-face teaching preference. Considering the complexity of blended teaching practice, the scope of this study is very limited. Therefore, future research may need to explore how pre-service teachers' technical, pedagogical, and subject expertise interact with their teaching experiences.
Co-Authors Cindy Komariah Dwi Nurhadiansyah Wicaksono Edwin Nuvianto Al Aziz Aziz Kholidi, Muh. Azhar M. Hilmy Hidayatullah Nasution, Riandry Fadilah Ni Putu Amelia Artika