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

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Indonesian Mid-Career EFL Teachers’ Depersonalization and its Impact on Their Well-Being: A Narrative Inquiry Zelvy Fauzan; Nur Arifah Drajati; Kristian Adi Putra
EDULANGUE Vol. 6 No. 2 (2023): 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.v6i2.8873

Abstract

Well-being is an important aspect for EFL teachers that indicate their psychological and physical wellness state both in their professional and personal life. However, depersonalization that contextually happened in the workplace can negatively affect how they teach and work in the school, causing the feeling of indifference and threatening their well-being in return. On the other hand, depersonalization has been reported to be a contagion to other people, further exposing other colleagues to experiencing and feeling burned out. Questions emerged from this phenomenon, that is, how Indonesian mid-career EFL teachers’ depersonalization affects their motivation and how they employ the coping strategy to sustain motivational well-being. Using a narrative inquiry methodological approach, this study explores this phenomenon through a narrative frame with three Indonesian mid-career EFL teachers. Extensive thematic analysis showcased that Indonesian mid-career EFL teachers experienced depersonalization originating from poor colleague work ethics and inadequate leadership, causing their motivation well-being to plummet. However, the depersonalization was overshadowed by their respective sources of motivation to work as an EFL teacher. Strategies to mitigate such depersonalization were reported to be: (1) involving oneself in continuing professional development, (2) spiritual reflection, and (3) recreational rest. The study implies an indication that contextual factors such as organizational scholarship and interpersonal-collegial relationships are playing a critical role in shaping EFL teachers’ overall well-being.
Unveiling Engagement in Asynchronous Writing: A Comprehensive Exploration of Approaches and Indicators – A Systematic Literature Review Nur Arifah Drajati; Dewi Rochsantiningsih; Martono Martono; Dewi Cahyaningrum; Elisa Indriyani PH; Agustina Tyarakanita
AL-ISHLAH: Jurnal Pendidikan Vol 16, No 1 (2024): AL-ISHLAH: JURNAL PENDIDIKAN
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v16i1.4579

Abstract

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.
Demystifying Conflict in Collaborative Writing: University EFL Students Case Study Veniati Veniati; Endang Setyaningsih; Nur Arifah Drajati
AL-ISHLAH: Jurnal Pendidikan Vol 15, No 4 (2023): AL-ISHLAH: JURNAL PENDIDIKAN
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v15i4.3741

Abstract

The interaction between writers is essential in collaborative writing. Unfortunately, conflict could occasionally disrupt the interaction. This case study explores the conflict and negotiation among sixteen Indonesian graduate students during the collaborative writing. Three students were selected as focal respondents based on three criteria: (1) students’ engagement in learning, (2) students’ gender, and (3) English proficiency. The data of the study were mainly obtained from observations, interviews, and document analysis. The collected data were then analyzed using interactive model analysis. The study revealed three types of conflict in collaborative writing: (1) cognitive conflict, (2) socio-emotional conflict, and (3) process conflict. The conflict reasons, resolutions, and impacts were identified and discussed. This study implies that conflict during collaborative writing can impact students' writing quality.
“I BELIEVE RELATIONSHIPS MATTER EVERYWHERE” THE IMPACT OF RELATIONSHIPS WELL-BEING IN INTERCULTURAL THEMATIC-TELECOLLABORATION Almas Khoirun Nisa; Nur Arifah Drajati
ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol. 9 No. 1 (2024): JUNE 2024
Publisher : IAIN Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eltecho.v9i1.16831

Abstract

Relationships among students and teachers are important in a learning environment since teachers and students are the main components of learning activities. Telecollaboration attempts to connect language learners to native speakers in the online environment to facilitate their intercultural learning. As online learning activities need to pay attention to the relationship between the teacher and learner, this study investigates the impact of the relationship well-being that occurs in the telecollaboration program on the pre-service teacher’s future career. An autobiographical narrative inquiry was used in this study for an in-depth discussion of the critical incidents that happened in this program aimed to give the pre-service teachers insight for developing their professional identity in their future careers for the betterment of EFL education. Data were collected through the pre-service teacher’s diaries and artifacts in the form of photos during the telecollaboration program. Various issues of critical incidents are discussed including positive relationships and negative relationships reflected in the pre-service teacher’s future career that turn into adaptive reflection. This study has future implications for pre or in-service EFL teachers and directions for future research to pay more attention to the well-being of all aspects of education.
An exploratory case study of generative AI in supporting EFL students’ written communicative competence Nur Arifah Drajati; Lynde Tan; Yulia Tria Hapsari
Leksika: Jurnal Bahasa, Sastra dan Pengajarannya Vol. 20 No. 3 (2026): Forthcoming Issue
Publisher : Universitas Muhammadiyah Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/lks.v20i3.30580

Abstract

Generative Artificial Intelligence (GenAI) is rapidly transforming academic writing practices, raising concerns about its role in supporting the development of communicative competence. In English as a Foreign Language (EFL) contexts, where students often struggle to produce socially appropriate and contextually coherent texts, GenAI tools such as ChatGPT offer immediate linguistic support, model texts, and feedback. Despite the growing use of GenAI tools, limited classroom-based evidence exists on how GenAI supports EFL students’ written communicative competence in authentic tasks. This qualitative case study investigates the role of ChatGPT-5 in supporting EFL university students’ written communicative competence in an email-writing task and examines how teachers mediate AI-assisted learning. The study involved thirty-nine second-year Indonesian university students. Data were collected from students’ email drafts, semi-structured interviews, classroom observations, and learning artifacts, including screen captures and peer feedback. The findings indicate that students demonstrated development in sociolinguistic and discourse competence, particularly in refining tone, applying appropriate politeness strategies, and improving cohesion and coherence in their written texts. Even though ChatGPT played a role in these changes, but it was not the only thing that contributed. The results are affected by the combination of AI-generated input, teacher guidance, peer feedback, and students’ ability to think critically about the AI’s suggestions. This suggests that pedagogical mediation is very important for helping students develop their communicative competence when they use AI.
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