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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

Published : 35 Documents Claim Missing Document

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Exploring EFL Students’ Digital Multimodal Composing (DMC) Affordance: Stories from Vocational School Dyah Retno Wulan; Nur Arifah Drajati; Slamet Supriyadi
AL-ISHLAH: Jurnal Pendidikan Vol 14, No 2 (2022): AL-ISHLAH: Jurnal Pendidikan
Publisher : STAI Hubbulwathan Duri

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.

Exploring Student’s Learning Enjoyment and Vocabulary Mastery in Digital Game-Based Learning Experience: A Narrative Inquiry Anisa Pratiwi; Nur Arifah Drajati; Ellisa Indriyani Putri Handayani
EDULANGUE Vol. 5 No. 1 (2022): 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.v5i1.4743

Digital Game-Based Learning has gained numerous attentions among researchers and educators for its fun-learning concept that promotes learners’ enjoyment. The present study explicates two things: the learning enjoyment reported by EFL learners based on Fu et al., (2009) ’s EGameFlow and the impacts on EFL learners’ vocabulary mastery based on Nation’s (2001) concept, while playing games. This study involved an Indonesian EFL learner who is also an active digital game player. Narrative Inquiry methods were applied to present the findings. Thus, observations, learner’s reflection diary, interviews, and artifacts are involved in the data analysis. The results showed that 6 out of 8 dimensions of EGameFlow emerged, and vocabulary mastery was achieved through Nation’s (2001) concept—along with 78 new words and phrases learned. Furthermore, by looking deep into the participant’s stories, the findings also generate meaningful implications for vocabulary learning and learning enjoyment in digital game-based learning.

Self-Efficacy Analysis of EFL Student with Digital Game Experiences Muhammad Najmussaqib Diya Alhaq; Nur Arifah Drajati; M. Sri Samiati Tarjana
Aksara: Jurnal Bahasa dan Sastra Vol 21, No 1 (2020): AKSARA: Jurnal Bahasa dan Sastra
Publisher : Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (486.942 KB)

The English lessons in the school curricula are designed to be a benchmark of student foreign language competency measurement. To succeed in every single aspect of the lesson, students need to enhance their will and motivation so they can fulfill all the needs and complete it. Self-efficacy is one of the most critical factors which can sustain student academic intention amongst all. Thus, the role of experience is one of the factors which can keep a prominent way of developing functional self-efficacy. As a form of experience, playing a video game (also known as gaming behavior) is the one who considered valuable in hoisting the effectiveness of student's English learning, especially in developing the existence of student's self-efficacy. Some students in different stages of formal education schools like elementary, and senior high scholars with different specifications toward the experience and the characteristics of self-efficacy will be the object of this research. Using a descriptive qualitative approach, six students from a different grade and school are analyzed and proved in having self-efficacy toward English lesson. This thing implies that students that have some experiences in playing digital games are provided with self-efficacy and appears more dominant than the students without such experiences. http://dx.doi.org/10.23960/aksara/v21i1.pp17-32

THE Multimodality Practices in Hearing Impairment EFL Classroom Bunga Ikasari; Nur Arifah Drajati; Sumardi Sumardi
IJER (Indonesian Journal of Educational Research) Vol. 4 No. 2 (2019): Vol 4 No 2 2019
Publisher : Universitas Islam Negeri (UIN) Sulthan Thaha Saifuddin Jambi

Abstract This article provides a report of teacher’s experience in using ICT-integrated multimodal texts to help heard-of-hearing learners develop or improve their literacy skills especially in mastering reading comprehension. Additionally, this study tried to investigate the impacts of the use of the materials on students’ learning. The study was carried out in a special need school. The research is a case study of an English teacher and three hard-of-hearing learners. The material consists of video observation, photographs, field notes, documents, and interviews with the teacher and the students. The findings showed that multimodal texts which were built with diverse modes or semiotic resources such as color, sound, motion, written text, and gesture could ease the teacher to help the students perform better in the area of reading comprehension although she also encountered some challenges. Moreover, the students perceived the use of multimodal texts positively as it allowed them to participate more actively in the classroom activities. I believe that the result of the study can serve as a consideration for English teachers in teaching readings to hard hearing learners. Keyword: Hard hearing learners, multimodal texts, reading for hard hearing

Utilizing Social Network in Teaching Writing by Developing Genre-Based Approach: EFL Students’ Attitudes & Perceptions Rija Dwiono; Nur Arifah Drajati
Pancaran Pendidikan Vol 6, No 3 (2017)
Publisher : The Faculty of Teacher Training and Education The University of Jember Jember, Indonesia

Social Network has changed beyond the boundaries from it was first perceived. Nowadays, it is not only used for recreation but also it means in teaching. However, addiction and privacy risk for students in using a social network are inevitable. Therefore, proper implementation is required to gain the maximum benefits of the social network. This study is aimed to examine the role of the social network by developing the Genre-based approach in teaching writing measured from students’ attitudes and perceptions in EFL setting. Social network Facebook was focused to use regardless of other applications while the researcher served as a moderator. A survey was used to measure factors affected by developing the Genre-based approach in the social network in teaching writing. By employing the qualitative and quantitative method, the finding shows that social network is successfully implemented in teaching writing and it supported students’ needs by developing the Genre-based approach to improve their pre-writing activity.</p.

Integrating Computer-Mediated Peer Review in ESL/EFL Higher Education: A Systematic Review Nur Arifah Drajati; Dewi Rochsantiningsih; Dewi Cahyaningrum; Ellisa Indriyani Putri Handayani; Endah Kurtianti
AL-ISHLAH: Jurnal Pendidikan Vol 15, No 1 (2023): AL-ISHLAH: Jurnal Pendidikan
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v15i1.2872

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.

Exploring Students’ Perceptions of EFL Teachers’ TPACK Knowledge in Online Classroom Environment Ma'rifatul Ilmi; Nur Arifah Drajati; Kristian Adi Putra
AL-ISHLAH: Jurnal Pendidikan Vol 15, No 1 (2023): AL-ISHLAH: Jurnal Pendidikan
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v15i1.2494

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.

University students' cyclical self-assessment process mediated by artificial intelligence in academic writing Yulia Tria Hapsari; Nur Arifah Drajati; Endang Setyaningsih
Journal of English Language Teaching Innovations and Materials (Jeltim) Vol 5, No 1 (2023): April 2023
Publisher : UPT Bahasa Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jeltim.v5i1.59858

This study was designed to investigate the cyclical self-assessment process in the Academic Writing class mediated by Artificial Intelligence (AI). This narrative inquiry elicited data from three university students having different writing proficiency levels: high, middle, and low levels at one university in Indonesia. The data was collected through reflective notes and interviews. The data was then analysed using thematic analysis. The study revealed two significant findings. First, the three university students with different writing proficiency levels engaged in different stages of cyclical self-assessment caused by two main factors, namely learning motivation and level of trust in AI. The more motivated university student was to learn, the more likely they were to seek external feedback actively. Additionally, their level of trust in Automated Written Corrective Feedback (AWCF) and Automated Writing Evaluation (AWE) engaged them in an evaluation and revision process that engaged them in a cyclical self-assessment process that would improve their final results. Second, Artificial Intelligence (AI) could facilitate an effective cyclical self-assessment process with various features. The implication of the study is discussed.

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

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/ijefl.v4i2.172

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.

Indonesian EFL Novice Teachers' Strategies in Conquering Online Learning Challenges Utin Novianti Alawiyah; Joko Nurkamto; Nur Arifah Drajati
AL-ISHLAH: Jurnal Pendidikan Vol 15, No 3 (2023): AL-ISHLAH: JURNAL PENDIDIKAN
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v15i3.2384

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.

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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