Articles
<![CDATA[Formulating EFL Writing Lecturers' Expectations: Lessons from Islamic Tertiary Education during the COVID-19 Pandemic ]]>
<![CDATA[Endah Kurtianti]]>;
<![CDATA[Endang Setyaningsih]]>;
<![CDATA[Nur Arifah Drajati]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 13, No 3 (2021): AL-ISHLAH: Jurnal Pendidikan ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (525.51 KB)
|
DOI: 10.35445/alishlah.v13i3.1176
<![CDATA[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.]]>
<![CDATA[Digital Storytelling as a Meaningful Learning Strategy in Online Learning ]]>
<![CDATA[Saptiwi Rohayati]]>;
<![CDATA[Nur Arifah Drajati]]>;
<![CDATA[Joko Nurkamto]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 13, No 3 (2021): AL-ISHLAH: Jurnal Pendidikan ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (433.239 KB)
|
DOI: 10.35445/alishlah.v13i3.537
<![CDATA[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.]]>
<![CDATA[Project-based Learning (PBL) in EFL learning: Lesson from Indonesia ]]>
<![CDATA[Ngadiso Ngadiso]]>;
<![CDATA[Teguh Sarosa]]>;
<![CDATA[Muhammad Asrori]]>;
<![CDATA[Nur Arifah Drajati]]>;
<![CDATA[Anis Handayani]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 13, No 2 (2021): AL-ISHLAH: JURNAL PENDIDIKAN ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (571.046 KB)
|
DOI: 10.35445/alishlah.v13i2.558
<![CDATA[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. ]]>
<![CDATA[IDLE Challenges: Playing Digital Games? ]]>
<![CDATA[Muhammad Najmussaqib Diya Alhaq]]>;
<![CDATA[Nur Arifah Drajati]]>;
<![CDATA[Agus Wijayanto]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 13, No 1 (2021): AL-ISHLAH: JURNAL PENDIDIKAN ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (690.334 KB)
|
DOI: 10.35445/alishlah.v13i1.440
<![CDATA[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.]]>
<![CDATA[Unravelling Teachers’ Beliefs about TPACK in Teaching Writing during the Covid-19 Pandemic ]]>
<![CDATA[Lailatun Nurul Aniq]]>;
<![CDATA[Nur Arifah Drajati]]>;
<![CDATA[Endang Fauziati]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 13, No 1 (2021): AL-ISHLAH: JURNAL PENDIDIKAN ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (644.377 KB)
|
DOI: 10.35445/alishlah.v13i1.423
<![CDATA[The purpose of this research is to explore the teacher’s belief about TPACK in teaching writing during the Covid-19 pandemic era. It is in regards to content, technology, and pedagogy that in-service EFL teachers reflect appropriate technology integration and proper teaching strategy that support teaching writing during the Covid-19 pandemic era. This case study used semi-structured interviews and artefact analysis. Three in-service EFL teachers participated in this study. Although there were significant differences in their practical views, this study found how teachers elaborate their belief about in teaching writing, i.e. utilizing familiar smartphones apps, engaging content-based curriculum, and applying student-oriented teaching method. Moreover, the study confirms previous findings of the importance of TPACK in the EFL context. The study highlights the need for the acknowledgement of practical ways in classroom practice of the TPACK framework in teaching writing. Finally, this study might have implications for educational institutions to provide a better improvement in the future.]]>
<![CDATA[Exploring EFL Students’ Digital Multimodal Composing (DMC) Affordance: Stories from Vocational School ]]>
<![CDATA[Dyah Retno Wulan]]>;
<![CDATA[Nur Arifah Drajati]]>;
<![CDATA[Slamet Supriyadi]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 14, No 2 (2022): AL-ISHLAH: Jurnal Pendidikan ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
Full PDF (478.959 KB)
|
DOI: 10.35445/alishlah.v14i2.1970
<![CDATA[ Due to the massive rapid advancement of media and communication technologies, educational institutions all over the world have recently realized the need of encouraging multiliteracies, whether in schools or at universities. There is rising interest in incorporating digital multimodal composition (DMC) into ELT education. While the use of DMC for multiliteracy development is well established, the important question of how DMC could boost English learning, especially in EFL settings, remains unaddressed. This paper analyzes the affordances of DMC for EFL learning using findings from an Indonesian DMC program. Data were collected from interviews and questionnaires which were given to the students. Then the data were analyzed by using interactive model analysis to locate the relevant information with a range of technical, pedagogical, and social affordances, all of which had varying and interconnected effects on their EFL learning. This study revealed that DMC might also allow students to be completely creative with technology in their activities, open up new learning opportunities, and increase students' social awareness. Finally, this study demonstrates how affordances might improve students' involvement with English learning. However, this study is limited only to students from vocational high school. Other researchers are expected to cover a wider area of study and get the experience from teachers who conducted DMC in their classes.]]>
<![CDATA[Integrating Computer-Mediated Peer Review in ESL/EFL Higher Education: A Systematic Review ]]>
<![CDATA[Nur Arifah Drajati]]>;
<![CDATA[Dewi Rochsantiningsih]]>;
<![CDATA[Dewi Cahyaningrum]]>;
<![CDATA[Ellisa Indriyani Putri Handayani]]>;
<![CDATA[Endah Kurtianti]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 15, No 1 (2023): AL-ISHLAH: Jurnal Pendidikan ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.35445/alishlah.v15i1.2872
<![CDATA[This review of the literature gives an overview of how technology has been incorporated into ESL/EFL peer review over the last two decades. Eight peer-reviewed articles contextualized in L2 writing classes were reviewed, capitalizing on Preferred Reporting Items for Systematic Review and Meta-Analysis (PRISMA) 2010 procedures. This study applied Lai's (2010) three dimensions (perception, process, and product) to classify constructs in research papers. Students favoured integrating technology into peer review as they recognized the significance of giving and receiving peer reviews. Since their teachers did not actively intervene during their interactions, it was convenient for them to exchange and negotiate the reviews. Peer review could therefore encourage their autonomous learning. Concerning the results of the review, they made more comments that were revision-oriented and addressed global issues. The implications for future research are twofold. Pedagogically, teachers should thoroughly prepare their students for integrating new technology into peer-review writing instruction. Effective computerized peer interaction can only occur with teachers' guidance and supervision and the technology's user-friendliness. Practically, teachers can show students proper response rhetoric examples and instruct them on how to create the most valuable, pertinent, and use peer reviews to inform the next revision and useful online comments. Further, the ability to generate qualified feedback is a crucial graduate skill, and as such, higher education curricula should devote far more attention.]]>
<![CDATA[Exploring Students’ Perceptions of EFL Teachers’ TPACK Knowledge in Online Classroom Environment ]]>
<![CDATA[Ma'rifatul Ilmi]]>;
<![CDATA[Nur Arifah Drajati]]>;
<![CDATA[Kristian Adi Putra]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 15, No 1 (2023): AL-ISHLAH: Jurnal Pendidikan ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.35445/alishlah.v15i1.2494
<![CDATA[Many studies have investigated students’ perceptions of experiencing technology-based English as Foreign Language (EFL) learning, particularly as a result of the Covid-19 Pandemic period. Only a few studies have considered the students’ perceptions of the teachers’ knowledge of integrating technology into the teaching and learning process. Thus, this study explored how students perceived their teacher’s knowledge of technology integration in teaching, especially in the case of technology pedagogy and content knowledge (TPACK) in the online classroom. A case study was applied in this study with five participants selected purposively. This study was mainly guided by six survey items validated by Chuang et al. (2018) about assessing teachers’ TPACK from the students’ perspectives. These six items were used as the guiding questions during the semi-structured interview. Further, this study also gathered data from the students’ responses or written reflections after class. Data were then analyzed thematically. The results indicated that these students perceived the teacher as having sufficient knowledge of teaching the subject matter. The TPACK knowledge, however, needed more attention to developing. It implied that educational policymakers, not limited to the institutional stakeholders and practitioners, should provide a TPACK-based professional development program to strengthen the teachers’ proficiency in technology-enhanced foreign language teaching.]]>
<![CDATA[Indonesian EFL Novice Teachers' Strategies in Conquering Online Learning Challenges ]]>
<![CDATA[Utin Novianti Alawiyah]]>;
<![CDATA[Joko Nurkamto]]>;
<![CDATA[Nur Arifah Drajati]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 15, No 3 (2023): AL-ISHLAH: JURNAL PENDIDIKAN ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.35445/alishlah.v15i3.2384
<![CDATA[The researchers purposely conducted this qualitative study to determine the teaching strategies used by Indonesian EFL novice teachers in dealing with the online learning challenges they have adapted to during COVID-19 and how their strategy fulfilled the need for online learning. Using interviews and document analysis, the researchers presented strategies of five novice EFL teachers practised in Indonesia to adjust to the online learning challenges toward their teaching they experienced during the COVID-19 pandemic. The data analysis is done by transcribing, analyzing, coding, describing, and concluding from teachers' guided written reflections and semi-structured interviews. The results were also analyzed under the conceptual model of five types of interactions by Wang et al. The findings revealed that the teachers employed several strategies to minimize technical problems, create efficient learning resources, and adapt to an ERT-based learning environment. Despite these beneficial strategies, they cannot fulfil the successful criteria of online learning. Therefore, there is a need for improvement. This study is limited to a small number of participants, which may need to adequately expose all of the strategies employed by other novice teachers during online classes. Additionally, this study did not further investigate learning achievement, which needs to be investigated for future research.]]>
<![CDATA[Unveiling Engagement in Asynchronous Writing: A Comprehensive Exploration of Approaches and Indicators – A Systematic Literature Review ]]>
<![CDATA[Nur Arifah Drajati]]>;
<![CDATA[Dewi Rochsantiningsih]]>;
<![CDATA[Martono Martono]]>;
<![CDATA[Dewi Cahyaningrum]]>;
<![CDATA[Elisa Indriyani PH]]>;
<![CDATA[Agustina Tyarakanita]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 16, No 1 (2024): AL-ISHLAH: JURNAL PENDIDIKAN ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
Show Abstract
|
Download Original
|
Original Source
|
Check in Google Scholar
|
DOI: 10.35445/alishlah.v16i1.4579
<![CDATA[In developing the learners’ language competence, many educational institutions altered teachers to integrate computer-mediated communication (CMC) synchronously and asynchronously. However, the issue of engagement becomes another issue to be handled. Accordingly, in this literature review of 20 qualitative, 7 quantitative, and 8 mixed-method studies published in the high-ranked database from 2000-2021, we aim to examine the approaches to evaluate and indicators to facilitate the learners’ engagement, specifically on writing asynchronously. Asynchronous CMC became the concern of this study as it supports the learners to follow the simultaneous discussion and supports multiple learning styles. The reviewed studies were identified using behavior, cognition, and emotion approaches to evaluate the learners’ engagement. Thus, the types of indicators to facilitate the learners’ engagement are input, process, and outcomes. Finally, this review suggests it is useful to design writing courses that effectively conceptualize evaluation approaches and indicators to facilitate the learners’ engagement.]]>
