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All Journal Voices of English Language Education Society SALEE: Study of Applied Linguistics and English Education Jurnal Inovasi Pengabdian Masyarakat Pendidikan JR-ELT (Journal of Research in English Language Teaching)
Rakerda, Hilda
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Education Languange, Linguistic, Communication & Media Social Sciences Other

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Research Ethics in Social Studies: Indonesian Perspectives Drajati, Nur Arifah; Trinugraha, Yosafat Hermawan; Sukmawati, Fatma; RAKERDA, HILDA; Ilmi, Ma'rifatul
Jurnal Inovasi Pengabdian Masyarakat Pendidikan Vol. 4 No. 1 (2023)
Publisher : Universitas Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jurnalinovasi.v4i1.30575

Abstract

The necessary standards for conducting and disseminating research rely on research ethics. Research ethics determine whether research is integrity-based and adequately completed. Given the significant role of ethics in research, much of the research in Indonesia does not fall under the remit of research ethics committees (REC), especially research in studies, such as in education. This condition might happen because of the lack of knowledge about ethics in research and their significance. Thus, this case study aims to observe whether or not Indonesian researchers have enough knowledge about research ethics and their perception of the essential roles of ethics in research. We collected the data through a written interview with 20 participants selected purposely. The results of this study provided an extended discussion of knowledge and understanding of research ethics among Indonesian researchers in the educational field. We concluded that social researchers’ knowledge, support, and access to gain ethical clearance for the research should receive particular attention so that research in social studies could be ethically conducted and presented with qualified and validated results.
Unspoken Motivation: Investigating Speaking Difficulties and Language Interference Among Indonesian EFL Students Mahmudah, Khotimah; Hastowohadi; Rakerda, Hilda
SALEE: Study of Applied Linguistics and English Education Vol. 6 No. 2 (2025)
Publisher : STAIN Sultan Abdurrahman Kepulauan Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35961/salee.v6i2.2317

Abstract

Understanding the reasons behind Speech Difficulties and Language Interference is a very urgent matter to address amidst the ease of access to learning English. This study investigates the challenges faced by Indonesian university students majoring in English Education in speaking English fluently. Despite having completed more than six semesters, many still mix Indonesian and English during conversations and show reluctance to use English with peers. Through semi-structured interviews with ten students preparing for teaching internships, this research explores motivational, linguistic, and sociocultural factors contributing to their speaking difficulties. The findings reveal a lack of speaking confidence, limited exposure to English input, and negative perceptions about accent and dialect as primary obstacles. Moreover, external factors such as minimal digital access in rural areas and parental pressure to enrol in the English program significantly reduce students' motivation. This study calls for a re-evaluation of English language pedagogy in teacher training programs by integrating motivational and sociolinguistic awareness.
From Knowledge to Practice: Investigating the TPACK Integration of Indonesian Pre-Service EFL Teachers Rakerda, Hilda; Lathif, Masyhudi; Amalia, Resti; Bowo, Tri Arie; Afandi, Rizky Arif
VELES Voices of English Language Education Society Vol 9 No 1 (2025): April 2025
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v9i1.29414

Abstract

Effective technology integration in English as a Foreign Language (EFL) teaching requires teachers to develop strong Technological Pedagogical Content Knowledge (TPACK). In Indonesia, where teacher education programs increasingly emphasize digital learning, understanding pre-service EFL teachers’ self-concept of TPACK is crucial for assessing their readiness before entering the profession. This study examines the TPACK profile of Indonesian pre-service EFL teachers, identifying their strengths and areas for improvement in applying technology to language instruction. The study involved 111 final-year undergraduate and first-year master's students who had completed teaching practice but had no formal teaching experience. Data were collected using a TPACK survey and analyzed through descriptive statistics to identify patterns in their TPACK mastery. Findings reveal that pre-service teachers are confident in their content knowledge (CK) and basic technological skills (TK). Still, they struggle with the full integration of technology into pedagogy (TPK), pedagogical adaptability (PK), and leadership in TPACK. While they acknowledge the importance of technology in teaching, gaps persist in their ability to select and apply diverse technologies effectively in classroom settings. Additionally, they face challenges adapting teaching strategies to different learners and assessing student understanding in varied ways. Their leadership in supporting peers with TPACK integration was also limited. These insights underscore the need for curricular enhancements in teacher education programs at both undergraduate and postgraduate levels, focusing on practical applications of TPACK, deeper technological and pedagogical training, and leadership development to better prepare future EFL educators for technology-enhanced instruction.
The Notorious Voice of OpenAI ChatGPT in Finishing an Essay Writing Task in English Class Mahmudah, Khotimah; Mardiana, Rizdika; Supraptiningsih, Nurhandayani; Rakerda, Hilda
JR-ELT (Journal of Research in English Language Teaching) Vol. 9 No. 1 (2025): Journal of Research in English Language Teaching
Publisher : English Language Education Program, Faculty of Education and Teacher Training, Sulthan Thaha Saifuddin State Islamic University of Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30631/wttnw641

Abstract

This study explores the role of ChatGPT as a writing assistance tool in English essay writing tasks among second-year EFL students. Triggered by discrepancies between assignment quality and in-class performance, the study investigates how students use, perceive, and critically evaluate ChatGPT. Using a descriptive qualitative approach, data were collected through a 30-item Likert-scale questionnaire distributed to 35 students. Based on data, 84.8% of students reported using Google Translate more frequently than ChatGPT, and only 18.2% admitted full reliance on ChatGPT for essay tasks. Over half of the students expressed scepticism about ChatGPT's grammatical reliability, and many found its writing style rigid. The findings reveal that while ChatGPT is widely known and occasionally used, students still rely more on tools like Google Translate and do not fully depend on ChatGPT.
Co-Authors Amalia, Resti Fatma Sukmawati, Fatma Hastowohadi Ilmi, Ma'rifatul Mahmudah, Khotimah Masyhudi Lathif, Masyhudi Nur Arifah Drajati Rizdika Mardiana Rizky Arif Afandi Supraptiningsih, Nurhandayani Tri Arie Bowo Yosafat Hermawan Trinugraha, Yosafat Hermawan