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All Journal JSSH (Jurnal Sains Sosial dan Humaniora) AL ISHLAH Jurnal Pendidikan Indonesian Journal of Educational Research (IJER) IJIE (Indonesian Journal of Informatics Education) Langkawi: Journal of The Association for Arabic and English ELS Journal on Interdisciplinary Studies in Humanities LEKSIKA International Journal of Language Teaching and Education International Journal of Pedagogy and Teacher Education Indonesian Journal of English Language Teaching and Applied Linguistics English Language and Literature International Conference (ELLiC) Proceedings JOURNAL OF APPLIED LINGUISTICS AND LITERATURE Edulangue Voices of English Language Education Society JTP - Jurnal Teknologi Pendidikan Al-Ta'lim Social, Humanities, and Educational Studies (SHEs): Conference Series Journal of English Language Teaching Innovations and Materials (Jeltim) Indonesian Journal of EFL and Linguistics AKSARA: Jurnal Bahasa dan Sastra Pancaran Pendidikan REGISTER JOURNAL

Nur Arifah Drajati

Universitas Sebelas Maret

Author-ID : 2442872

Religion Arts Humanities Chemistry Computer Science & IT Control & Systems Engineering Economics, Econometrics & Finance Education Electrical & Electronics Engineering Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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Photovoice: Exploring the Role of Teacher’s Question for University Students’ Fluency in Speaking Class Nur Arifah Drajati
JSSH (Jurnal Sains Sosial dan Humaniora) JSSH (Jurnal Sains Sosial dan Humaniora) Vol. 2 No. 1 Maret 2018
Publisher : Lembaga Publikasi Ilmiah dan Penerbitan (LPIP)

Abstract. Speaking skill is essential in language learning and teaching process because the goal of learning a foreign language is to be able to communicate using the target language. Fluency is one of the leading criteria that the students should accomplish in speaking skill. However, most of EFL students tend to be more nervous if they speak English, and this will impact their fluency. The objective of the research is to investigate how questioning gives an impact for students’ fluency in academic speaking class. The researchers used narrative inquiry to collect and process the data using Photovoice. The participants of this research were 12 university students. The finding shows that the use of questioning can develop students’ speaking fluency in academic speaking class. As the implication, teachers can give questions followed with feedback to enhance the students’ fluency. Keywords: fluency, speaking skill, questioning, photovoice.

Formulating EFL Writing Lecturers' Expectations: Lessons from Islamic Tertiary Education during the COVID-19 Pandemic Endah Kurtianti; Endang Setyaningsih; Nur Arifah Drajati
AL-ISHLAH: Jurnal Pendidikan Vol 13, No 3 (2021): AL-ISHLAH: Jurnal Pendidikan
Publisher : STAI Hubbulwathan Duri

This research was designed to investigate which factors influenced the formation of lecturers’ expectations amid online learning during the COVID-19 outbreak in an Indonesian Islamic university. The recent study employed an exploratory case study by observing online EFL writing learning activities, interviewing the three lecturers, and collecting documents. The data was then analyzed qualitatively using an interactive model. Lecturers' expectations in this study were viewed from the key focus of expectation: feedback provided by lecturers. They established class-level expectations, not individual ones as primary and secondary levels. This study elucidates Islamic university lecturers' factors contributing to form expectations: lecturers’ past teaching experiences and teaching self-efficacy. Lecturers have not highly adjusted to any change that emerged in online learning. Accordingly, they have not shown firm belief in grouping students and assuring students’ originality in composing essays. At the same time, the students' demographic factors were motivation and gender. Female students showed higher motivation through participating more often during discussions. It yielded more learning feedback they received. Implications of this study were noted for self-reflection among lecturers to establish high expectations for students to enhance their learning.

Digital Storytelling as a Meaningful Learning Strategy in Online Learning Saptiwi Rohayati; Nur Arifah Drajati; Joko Nurkamto
AL-ISHLAH: Jurnal Pendidikan Vol 13, No 3 (2021): AL-ISHLAH: Jurnal Pendidikan
Publisher : STAI Hubbulwathan Duri

The purpose of this study was to ascertain students' perceptions of the use of digital storytelling as a meaningful learning strategy in an online environment at a senior high school in Indonesia. The case study method was used in this study, which included twenty-eleventh-grade students as participants. The data analyzed in this study come from a student questionnaire, a semi-structured interview, and five-week classroom observation. This qualitative study indicated that students viewed digital storytelling as an instructional method capable of involving them in an active, authentic, and purposeful learning environment. Additionally, digital storytelling enhances students' exposure to a variety of skills and collaborative work portfolios. The study's practical implications for teachers implementing digital storytelling are to allow additional time for content acquisition and comprehensive learning reflection.

Project-based Learning (PBL) in EFL learning: Lesson from Indonesia Ngadiso Ngadiso; Teguh Sarosa; Muhammad Asrori; Nur Arifah Drajati; Anis Handayani
AL-ISHLAH: Jurnal Pendidikan Vol 13, No 2 (2021): AL-ISHLAH: JURNAL PENDIDIKAN
Publisher : STAI Hubbulwathan Duri

Project-based learning (PBL) has gained popularity in education recently. This teaching method provides opportunities for students to learn independently by doing group works in the form of a project. It is seen as a suitable method to teach EFL to replace the traditional ways of teaching. Thus, this case study explores the students' and teachers' experience implementing PBL in the EFL class. Three EFL classes from three different high schools in Indonesia were observed to explore this issue. Six students and three teachers were interviewed to confirm the observation’s result and determine their perception of learning using PBL. The findings show that the class situation improved positively after implementing PBL. Furthermore, PBL was well perceived by both students and teachers. The teaching and learning process went smoothly and well-controlled. The students and teachers show positive perceptions toward PBL in EFL classes. However, some negative points of PBL were also pointed out. Thus, educational sectors may use this study's results to improve the educational quality, specifically for EFL classes.

IDLE Challenges: Playing Digital Games? Muhammad Najmussaqib Diya Alhaq; Nur Arifah Drajati; Agus Wijayanto
AL-ISHLAH: Jurnal Pendidikan Vol 13, No 1 (2021): AL-ISHLAH: JURNAL PENDIDIKAN
Publisher : STAI Hubbulwathan Duri

The purpose of this research is to examine the challenges faced by the learner and the activities they undertake concerning informal digital learning of English (IDLE) implementation in the English as foreign language (EFL) context. The impact of the COVID-19 on the education sector feels very challenging. Especially in EFL learning at the high/secondary school level, it is crucial since the skills are needed to support such level students' more complex need. It leads many experts to find the formal model's best alternative: playing digital games as IDLE. However, the current indications showed various challenges in the efforts of implementing IDLE within an academic context. As part of a more extensive sequential qualitative mixed-method study, seven high school students from various Indonesia parts were interviewed. From the findings, it is discovered that there were still some challenges regarding the implementation of IDLE in an academic context: physical and behavioural assumptions, dealing with the growth of physical and behavioural effect misconception and logical fallacy within the community; communal judgment, the a priori assumption of 'gaming stereotype' which massively wide-spread; and, technical challenges, regarding the implemental availability of the contemporary learning model. It is also recommended that finding solutions to these challenges requires many parties' involvement. It is due to some of the challenges were fundamentals. It is expected that many parties' involvement will make the resulting efforts to be a holistic solution.

Hard-of-Hearing (HH) Students’ Perceptions of Multimodal EFL Learning Nur Arifah Drajati; Bunga Ikasari; Rizka Junhita
Langkawi: Journal of The Association for Arabic and English Vol 7, No 1 (2021)
Publisher : Institut Agama Islam Negeri (IAIN) Kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/lkw.v7i1.2449

Learners with hearing loss tend to learn visually. It attracted a teacher of hard-of-hearing (HH) students in a special needs school to implement multimodality that integrated all verbal and visual semiotic modes and used ICT in her English classroom. The study aims to explore the students’ perceptions of multimodal English learning. The interview of the two females and one male participant individually. In addition to the data gained from the interview, students' diaries were also analyzed based on themes that emerged from the codes and categories. The data were triangulated by checking the interviews with the diaries and confirming with the teacher and the students' parents. The findings of the study revealed both positive and negative perceptions emerged. The students perceived ICT-based multimodal learning positively to help them learn new vocabularies and understand a story quickly, increase their motivation to learn, improve their engagement, and make them able to learn autonomously. Meanwhile, they perceived the EFL learning negatively so that it took much time to learn all of the materials. Also, the students felt unconfident in performing activities. Therefore, it is recommended for HH teachers to provide more significant assistance, time, and patience to successfully support students in learning English.

A Content Analysis of Argumentative Structure in Pre-Service Teachers’ Writing Nurul Nurfitriana; Nur Arifah Drajati; Hefy Sulistyawati
EDULANGUE Vol. 2 No. 2 (2019): Edulangue: Journal of English Language Education
Publisher : Universitas Islam Negeri (UIN) Mataram

This study aims to describe the argumentative structure in pre-service teachers’ writing. The model argument structure was based on the adapted Toulmin (1958, 2003) consisting of six elements (i.e., claim, data, counter-argument claim, counter-argument data, rebuttal claim, and rebuttal data). The objects of this study are the writings of the fifth semester pre-service teachers' who, at that moment, were joining an academic writing course. The findings revealed that data dominated the constituent of argumentative structure based on adapted Toulmin’s model, then followed by a claim in the second place. The other structure was also found; however, it moderately in a small amount. The position and the relevancy of the papers were varied. As the implication, this study used as a model of scaffolding for pre-service teachers for giving basic knowledge of writing argumentative writing for students, so they have good skills in argumentation writing

A Visual Method in Expressing Junior High School Students' Voice Towards Literacy Nur Arifah Drajati; Rizka Junhita; Bunga Ikasari
EDULANGUE Vol. 3 No. 2 (2020): Edulangue: Journal of English Language Education
Publisher : Universitas Islam Negeri (UIN) Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/edulangue.v3i2.2690

Visual methods are well known in the education research field but rarely used in junior high school, where students' voices are needed to explore the education needs. In this article, the researchers intend to accomplish one fundamental objective. The key objective is to emphasize that photovoice as a visual method can build good engagement for students in learning activities and promote students' voices about how the learning process takes place and what the students are thinking about that process, which is useful in supporting learning activities. Here, the researchers use photovoice as the methodology. The author collected and analyzed the data using SHoWeD. This article, therefore, to expand knowledge about visual methods as methodological innovation in learning research.

Dwelling Into the Realm of Self-Regulated Learning within Students Stories in Extensive Reading Activities Bimo Teguh Prasetyanto; Nur Arifah Drajati; Ellisa Indriyani Putri Handayani
EDULANGUE Vol. 4 No. 1 (2021): Edulangue: Journal of English Language Education
Publisher : Universitas Islam Negeri (UIN) Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/edulangue.v4i1.3256

This research aimed to discover students’ choice of actions of self-regulated learning in doing Extensive Reading (ER) activities. It also attempted to describe students’ experiences from their perspective on their self-regulated learning capability. Three students in English Education Department aged early 20s who had finished their ER course were interviewed, and their narratives were taken as the data of the research. Their stories were garnered to provide insights on how they regulated themselves in the ER activities and how they perceiveed their the experiences. The findings of this study showed that students with different levels of self-regulated learning capability chose different actions in response to the ER activities. Overlaps and development of action choices could occur among students despite their unique and different self-regulated learning capabilities. The last phase of self-regulated learning also had crucial effects on the students’ self-regulated learning capability.

A Pre-Service Teacher's Voice on the Challenges of Google Docs-Based Collaborative Writing Ilaisya Zanua Terry; Nur Arifah Drajati; Ellisa Indriyani Putri Handayani
EDULANGUE Vol. 4 No. 2 (2021): Edulangue: Journal of English Language Education
Publisher : Universitas Islam Negeri (UIN) Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20414/edulangue.v4i2.4152

The present study recollected a pre-service teacher’s experience in bringing a Web 2.0 tool, Google Docs, for the first time to teach eight junior high school students to write a descriptive text collaboratively in an online environment with the objective of digging in its challenges and eventually reported them in the form of an autobiographical narrative research. Self-study was adopted to gain better understanding about ourselves as educators. The author of this study was a pre-service teacher who is also an English tutor. She is a native speaker of Indonesia and a non-native speaker of English. The data was drawn from various sources to address the trustworthiness of this study. The main data was taken from journal entries the author kept for a period of two months when planning, implementing, and evaluating Google Docs-Based collaborative writing (CW). The other data was derived from artefacts that the pre-service teacher collected during the online teaching and learning process such as a video recording when she explained the lesson, screenshots of casual chatting between her and her students, screenshots of students’ collaborative writing process on Google Docs, and students’ works. The data was examined to identify recurring and salient themes. The results revealed seven challenges found by a pre-service teacher when teaching with Google Docs-based collaborative writing.

Co-Authors Abdul Asib Agus Wijayanto Agustina Tyarakanita Ais Navila Amira Muflicha Daraini Anis Handayani Anisa Pratiwi Asrori Bimo Teguh Prasetyanto Bunga Ikasari Denty Marga Sukma Dewi Cahyaningrum Dewi Rochsantiningsih Diah Kristina Diyah Ayu Wibawani Dyah Retno Wulan Eka Budhi Santosa Elisa Indriyani PH Ellisa Indriyani Putri Handayani Endah Kurtianti Endang Fauziati Endang Setyaningsih Erika Novia Wardani Fatma Sukmawati Hasan Zainnuri Hasan Zainnuri Hefy Sulistyawati Ilaisya Zanua Terry Insyavia Rahayu Setyowati Istiqomatul Faizah Joko Nurkamto Kristian Adi Putra Kristian Adi Putra Lailatun Nurul Aniq Lita Liviani Taopan M. Sri Samiati Tarjana Ma'rifatul Ilmi Martono Martono Martono Melor Md. Yunus Miftakul Andriani Muhammad Asrori Muhammad Najmussaqib Diya Alhaq Mulati, Dyah Fitri Ngadiso Ngadiso Ngadiso Ngadiso Nunuk Suryani Nurul Nurfitriana Rani Nur Aini Rani Rahmawati Rija Dwiono Rizka Junhita Rizka Junhita Rahma Wanodya Rizqiyyah Rizqiyyah Saeful Bachrudin Saptiwi Rohayati Slamet Supriyadi Sri Rejeki Sri Samiati Tarjana Sukartini Nani Saputri Sularti Sularti Sumardi Sumardi Sumardi, Sumardi Sunardi Surya Agung Wijaya Syifa Azzah Hafidhoh Teguh Sarosa Utin Novianti Alawiyah Veniati Veniati Yulia Tria Hapsari Zelvy Fauzan

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