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All Journal JSSH (Jurnal Sains Sosial dan Humaniora) Al Ishlah Jurnal Pendidikan Indonesian Journal of Educational Research (IJER) Langkawi: Journal of The Association for Arabic and English ELS Journal on Interdisciplinary Studies in Humanities LEKSIKA International Journal of Language Teaching and Education English Language and Literature International Conference (ELLiC) Proceedings JOURNAL OF APPLIED LINGUISTICS AND LITERATURE Edulangue Journal of English Language Teaching Innovations and Materials (Jeltim) Indonesian Journal of EFL and Linguistics AKSARA: Jurnal Bahasa dan Sastra Pancaran Pendidikan ELT Echo: The Journal of English Language Teaching in Foreign Language Context

Nur Arifah Drajati

Universitas Sebelas Maret

Author-ID : 2442872

Arts Humanities Chemistry Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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Investigating EFL teachers’ perceptions on their TPACK development: how EFL teachers view seven domains on TPACK framework Lailatun Nurul Aniq; Nur Arifah Drajati
Leksika: Jurnal Bahasa, Sastra dan Pengajarannya Vol 13, No 2 (2019)
Publisher : University of Muhammadiyah Purwokerto

Despite the fact that plenteous studies on educational technology and strategic domain have been conducted, various studies indicated that EFL teachers do not explore the full potential of information and communication technology (ICT) in their classroom. It requires EFL teachers’ consideration to be able to intensify their knowledge, which emphasizes the understanding on how technology development nowadays may encourage the improvements of language learning, and it may change the professional teachers’ roles and practices. In order to help EFL teachers integrate modern technology into their EFL classroom, EFL teachers need to understand better the fundamental elements that may foster technology integration. Technological Pedagogical Content Knowledge (TPACK) is a framework for understanding the varied forms of knowledge necessitated by EFL teachers to integrate ICT in their teaching. This study aimed to investigate how EFL teachers’ perceptions of competences in their TPACK development. Hence, this study used a case study since it was an appropriate method in conducting the research. The data were collected from 20 EFL teachers by conducting online semi-structured interviews. The findings indicated that most EFL teachers rated their domain knowledge higher about CK, PK, and PCK rather than those domains concerned with technological knowledge, i.e., TK, TCK, TPK, and TPACK. The implication of this research is to add EFL teachers’ understanding of the importance of the TPACK framework. In the future, it takes part in developing the competence of EFL teachers’ TPACK development so that the quality of the teaching-learning process promotes.

Students’ perception of bilingualism use in a classroom at senior high school: a case study Amira Muflicha Daraini; Nur Arifah Drajati
Leksika: Jurnal Bahasa, Sastra dan Pengajarannya Vol 14, No 1 (2020)
Publisher : University of Muhammadiyah Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/lks.v14i1.5650

English is a language that is normally used around the world. It is the legitimate language of 53 nations. Thus, many people want to learn English. Bilinguals are present in every country, social class, and the global economy. It is demonstrated by bilingual class or two languages (English and Indonesian) class, which is really popular in Indonesia. One of the levels which provides bilingual class is the level of senior high school. English is not only taught in English subject, but also in the other subjects. This research addressed the students' perception of the use of bilingualism in the teaching and learning process at senior high school. A qualitative approach as a basic framework was used in this research with a case study method. The participants of this research were 20 students of female and male. The data were taken with a questionnaire and interview. There were only three students involved in the interview session. The results show that most students gave positive perceptions of the use of English; understanding the explanation easily, feeling comfortable during the class, and enriching their vocabulary. This research can contribute to the policy-making of schools which intend to adopt a bilingual education program.

Unravelling Teachers’ Beliefs about TPACK in Teaching Writing during the Covid-19 Pandemic Lailatun Nurul Aniq; Nur Arifah Drajati; Endang Fauziati
AL-ISHLAH: Jurnal Pendidikan Vol 13, No 1 (2021): AL-ISHLAH: JURNAL PENDIDIKAN
Publisher : STAI Hubbulwathan Duri

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.

Teacher’s Reinforcements Affecting Students’ Willingness to Communicate (WTC): A Photovoice in EFL Classroom Bimo Teguh Prasetyanto; Diyah Ayu Wibawani; Erika Novia Wardani; Nur Arifah Drajati
Indonesian Journal of EFL and Linguistics Indonesian Journal of EFL and Linguistics, 4(1), May 2019
Publisher : Pusat Pelatihan, Riset, dan Pembelajaran Bahasa

In teaching English, a teacher should stimulate students’ activeness to engage in a class. One way to do it is by giving reinforcement. A good reinforcement has a significant role in the students’ speaking activeness. It can be a source of students’ motivation to learn and in this case, their activeness to speak in class. This research aims to discover what reinforcement that triggers students’ willingness to communicate. The result is intended to discover the effects of teacher’s reinforcement towards students’ willingness to communicate. The data for this research is collected by the photovoice method in which more practical is needed by collaborating with SHOWeD in analyzing the data. The participants of this research are 28 college students, consisting 7 male students and 21 female students ranging from 19 to 21 years old in English Education Department who are currently attending college. Based on the data analysis, the finding of the research is teacher reinforcement in EFL classroom affect students’ willingness to communicate, particularly self-confidence, interpersonal motivation, and intergroup motivation. The research implied to help teachers to understand more about the way teacher’s reinforcement affect the students’ speaking activeness seen from the students’ perspective.

Listening Materials for Vocational High School Students in Indonesia: Teachers’ Perception Sularti Sularti; Nur Arifah Drajati; Slamet Supriyadi
Indonesian Journal of EFL and Linguistics INDONESIAN JOURNAL OF EFL AND LINGUISTICS, 4(2), NOVEMBER 2019
Publisher : Pusat Pelatihan, Riset, dan Pembelajaran Bahasa

Initially, communication is set up by listening. Students need the ability of listening skill for educational purposes and prepare themselves in social life. This study had the objective to investigate the perceptions of the teachers about the existing listening materials at the vocational high schools in Indonesia. In this study, the researcher engaged seventeen teachers of vocational high schools in Indonesia to be the participants. Data were collected by distributing a questionnaire then followed by an interview toward two participants. The results showed that listening materials met students’ needs, supported by the process of the scientific approach, were appropriate with the objective of the study and students' level of English, related to the syllabus of the 2013 curriculum model included the topic learned. On other hand, listening materials did not improve students’ ability in English, monotonous, made students having less focus, difficult to understand, difficult to build students’ prior knowledge, boring, and uninteresting. Finally, as the teachers’ view, the use of video could be the solution to the problems.

Emotional Geographies of an EFL Teacher in Asmat, Papua; Male Perspective Sri Rejeki; Diah Kristina; Nur Arifah Drajati
International Journal of Language Teaching and Education Vol. 2 No. 2 (2018): VOLUME 2, Number (Issue) 2, July 2018
Publisher : Universitas Jambi, Magister Program of English Education Department

Teaching is not only about knowledge, cognition, and skill but also emotional relationships among the students, colleagues, and parents. Particularly for teaching English in rural areas in Indonesia, there are several challenges that should be handled: geographical feature of these area, their culture and the way of life, the quality of both students and teachers, and so on. This research paper investigates teacher emotions experienced by a male EFL teacher in one of rural areas while dealing with those challenges. Teacher emotions are one of significant aspect that could not be left behind in teaching and learning activity. This research will explore comprehensively the distance and closeness felt by the teacher while teaching English there. This qualitative research was conducted using a narrative case study approach. The data were collected from the participant’s journal and interview. Referring to Hargreaves framework, the findings reveal 5 emotional geographies of the participant. This research contributes to Indonesian government as the one that concerns in 3T areas, EFL teachers who have to handle complex situations while teaching, and other researchers who are interested in conducting emotional geographic research.

Designing Multimedia-based Presentation in Academic Speaking Classroom: Students' Strategies Denty Marga Sukma; Joko Nurkamto; Nur Arifah Drajati
International Journal of Language Teaching and Education Vol. 2 No. 3 (2018): Volume 2, Issue 3, November 2018
Publisher : Universitas Jambi, Magister Program of English Education Department

Educational technology is substantially aimed at assisting the teaching and learning process especially in material delivery that can be done using Powerpoint Presentation. Particularly, the integration of text-based material and a variety of media promote the likelihood that the audience experiences the effective information processing. Therefore, multimedia-based presentation that is accompanied by verbal explanation must be designed as effective as possible in order to foster the audience’s understanding. The current research was aimed at investigating the strategies employed by the students in designing multimedia-based presentation in Academic Speaking classroom. This qualitative research was carried out using case study approach to obtain the in-depth information. The data were collected through observation, document analysis, and interview. The results show that the students strategies in designing multimedia-based presentation are mainly to foster the audience’s thinking process. Those strategies are using heading to lead to thesis, using bullet list to create sequential delivery, and using the additional element to engage the audience. To make the slide gets into the logical manner, a transitional device is also required. This research will contribute to the teaching and learning process that uses presentation as the method of material delivery. The teacher and the student are expected to know the strategies to design an effective presentation that can promote the audience’s way to process the information. Keyword: academic speaking, educational technology, information processing, material delivery, multimedia-based presentation

Sociocultural Framework: Emotional Geographies of a Female EFL Teacher in 3T Area Sri Rejeki; Diah Kristina; Nur Arifah Drajati
English Language and Literature International Conference (ELLiC) Proceedings Vol 2 (2018): 2nd ELLiC Proceedings: 'Education 4.0: Trends and Future Perspectives in English Educa
Publisher : Universitas Muhammadiyah Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1094.286 KB)

Teaching English in EFL context needs more than the knowledge of subject matter and pedagogical skill but also its emotional side. Teacher emotion is one of necessary aspect that could not be left behind. An EFL teacher who teaches English in 3T areas in Indonesia encountered some challenges such as geographical feature, culture, poor quality of both students and teachers, and so on. This research paper tries to find out teacher emotions experienced by female teacher in one of 3T areas. This research will explore the distance and closeness felt by the teacher while teaching English there. This research was conducted using a narrative case study method. The data were collected from the participant’s journal and interview. Referring to Hargreaves framework, the findings reveal 5 emotional geographies of the participant namely sociocultural, political, moral, spatial, and professional. This research contributes to Indonesian government as the one that concerns in 3T areas. It is also significant data for EFL teachers who have to handle complex situations while teaching in such context.

THE TEACHERS’ BELIEFS IN TEACHER WRITTEN CORRECTIVE FEEDBACK ON THE STUDENTS' WRITING Dyah Fitri Mulati; Joko Nurkamto; Nur Arifah Drajati
JOALL (Journal of Applied Linguistics and Literature) Vol 5, No 1: February 2020
Publisher : Universitas Bengkulu

Examining EFL writing teachers’ beliefs is becoming an essential study since teaching is no longer being noticed merely in a behaviour term but rather as thoughtful behaviour as teachers are active, thinking decision-maker. This study addresses the teachers’ beliefs in the specific teaching writing strategy that is commonly used by the teachers in Indonesia to assist students’ writing, teacher written corrective feedback. It was designed as a case study surveying two teachers from a secondary school in Lampung as its respondents. This current study aims at (1) exploring teachers’ beliefs in providing teacher written corrective feedback both in the explicitness and the amount of feedback, and (2) describing the factors that shape teachers’ beliefs in providing written corrective feedback. The data were collected by using mixed-type questionnaire and interview adapted from Lee (2009) consisting of three items related to the beliefs in written corrective feedback, followed by the factors that shape the beliefs teachers may hold on. The findings show some underlie different beliefs regarding the explicitness and amount of teacher written corrective feedback between the teachers. However, they agreed that academic background in the secondary school and college was counted as the contributed factor that shapes their beliefs in providing written corrective feedback on students’ writing. Further, teacher added practical experience when they are teaching writing as her additional factor.

Engagement During Storybook Reading Promotes Indonesian Children’s English Vocabulary Acquisition Rizka Junhita Rahma Wanodya; Nur Arifah Drajati; Sri Samiati Tarjana
ELS Journal on Interdisciplinary Studies in Humanities Vol. 3 No. 1 (2020): MARCH
Publisher : Hasanuddin University

The purpose of this study is to explore the engagement of parents-child during the implementation of storybook reading to promote Indonesian children’s English vocabulary acquisition. The researcher uses questionnaire and interview to collect the data. There are 81 respondents who fulfil the questionnaire. The researcher applies an in-depth open ended interview. The result shows that children acquire new English vocabularies through the implementation of storybook reading by parents from home-based activity. The researcher uses Narrative Inquiry as the research methodology. The implication of this study to increase the parents’ awareness on the benefit of implementing storybook reading to promote children’s English vocabulary acquisition. The other implication is guiding parents to create engagement to reach the goals.

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

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