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All Journal Journal of Nusantara Education Majapahit Journal of English Studies
Ramadhani, Pungky
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Education Languange, Linguistic, Communication & Media Other

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Teachers' Perspective of Teaching Language Features in High School: A Qualitative Research Ramadhani, Pungky
Majapahit Journal of English Studies Vol. 1 No. 2 (2024): Linguistics and English Language Teaching
Publisher : Yayasan Pendidikan Islam Bustanul Ulum Mojokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.69965/mjes.v1i2.31

Abstract

This study was intended to explore in depth how language features are taught in High School. Qualitative research was used in this study as the research design. The subject of the study was the teacher who has been trained to teach by using the newest curriculum, Independent Curriculum. The data were collected by using two interviews and two observations. The result of this study finds that the teacher understood the language features in a genre-based approach based on the curriculum. The teacher had known that the English lesson was taught by using a genre-based approach. Furthermore, the teacher could teach the language features by following the steps of the genre-based approach. She also structured the tasks communicatively. It is in line with the characteristics of genre-based approach. To sum up, the researcher finds some findings in this study. The teacher follows the steps of a genre-based approach in teaching language features. The process of teaching was delivered inductively. This also means that the teacher applied to focus on meaning. Additionally, the teacher also used indirect instruction. It means the teacher applied student-centered learning. All these indicate that in teaching language features, the teacher follows the rules of the curriculum.
Integrating AI-TPACK for Pre-Service Teachers: Applications and Challenges in English Language Program Ramadhani, Pungky; Amalia, Eka Rizki; Kusrini, Nurul Azizah Ria
Journal of Nusantara Education Vol. 5 No. 2 (2026): April 2026
Publisher : Faculty of Education Universitas Nahdlatul Ulama Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57176/jn.v5i2.207

Abstract

Artificial Intelligence (AI) is transforming education, offering innovative opportunities to enhance teaching and learning. Integrating AI into the Technological Pedagogical Content Knowledge (TPACK) framework has led to the development of AI-TPACK, which addresses the specific skills and strategies required for effective AI integration in educational contexts. While existing research focuses primarily on teachers’ readiness to adopt AI, limited attention has been given to pre-service teachers (PSTs) and their practical application of AI-TPACK. This study explores how PSTs in an English Language Program apply AI-TPACK in their teaching practices and investigates the challenges they encounter during implementation. Employing a narrative inquiry approach, the study collects data through questionnaires, semi-structured interviews, and reflective journals. Questionnaires assess PSTs' theoretical and practical understanding of AI-TPACK, while interviews provide in-depth insights into their lived experiences and challenges. Reflective journals capture ongoing reflections, documenting their evolving perspectives and skills. Thematic analysis is used to triangulate data across these sources, ensuring a robust understanding of PSTs’ competencies and challenges in applying AI-TPACK. The findings indicate  that AI-TPACK improves PSTs' ability to design lessons, adjust teaching methods, and create more engaging and interactive learning experiences. AI tools also enable  more personalized learning by modifying content and adjusting the speed of instruction to meet individual student needs, enhancing both teaching efficiency and student outcomes.
Co-Authors Eka Rizki Amalia, Eka Rizki Nurul Azizah Ria Kusrini, Nurul Azizah Ria