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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 Al-Ta'lim Journal of English Language Teaching Innovations and Materials (Jeltim) Edunesia : jurnal Ilmiah Pendidikan Indonesian Journal of EFL and Linguistics AKSARA: Jurnal Bahasa dan Sastra Pancaran Pendidikan Studies in English Language and Education ELT Echo: The Journal of English Language Teaching in Foreign Language Context Studies in English Language and Education
Nur Arifah Drajati
Universitas Sebelas Maret
Religion 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): October 2026
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.
Emotional geographies and identity construction of Indonesian pre-service English teachers in a teaching practicum Nur Arifah Drajati; Gary Barkhuizen; Agustina Tyarakanita; Kristian Adi Putra
Studies in English Language and Education Vol. 13 No. 2 (2026)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v13i2.1054

Abstract

This study explores how the emotional geographies of six Indonesian pre-service teachers (PSTs) during their teaching practicum experiences shaped their teacher identities and influenced their future career aspirations. This study employed a multimodal narrative inquiry approach, using drawings, photographs, and in-depth narrative interviews with the PSTs after the practicum. In the interviews, the PSTs were asked what the drawings meant to them, how they saw themselves as developing teachers, what their drawings meant, and how they felt about being and becoming teachers. The visual and textual data found in this study were subsequently analyzed using multimodal thematic analysis. This analysis aimed to understand the teachers’ practicum and imagined future teaching experiences, and to critically reflect on these events. The findings showed how the PSTs reflected on the dimensions of their emotional geographies, contributing to their identity construction and future career decisions. Teaching practicum served as a site for prospective teachers’ identity formation, and the emotions formed during classroom learning influenced how PSTs viewed themselves as educators. The teaching practicum also served as a concrete platform for identity formation, with emotional experiences closely intertwined with professional learning. This study demonstrates the need to address the development of teacher emotions as part of teacher identity construction. Implications for supporting PSTs emotionally and professionally, as well as directions for further research, are also discussed.
Developing pre-service teachers intercultural communication competence: Learning through extracurricular informal digital learning of English Nur Arifah Drajati; Lynde Tan; Surya Agung Wijaya; Agustina Tyarakanita
Studies in English Language and Education Vol 11, No 2 (2024)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v11i2.34775

Abstract

Intercultural communication and language proficiency have become increasingly essential in preparing Indonesian EFL pre-service teachers (PSTs) for cultural diversity. Indonesian EFL PSTs only communicated English to people with the same majors or educational background. This study explores the implication of developing PSTs intercultural communication competence (ICC) at one of the universities in Indonesia that designed and implemented informal digital learning of English (IDLE) as an extracurricular program. Thirty-seven university PSTs from various multicultural backgrounds with insufficient overseas experiences (such as exchange programs or internship programs) participated in this study. We conducted the study for one semester during the pandemic, where the PSTs mainly communicated in online environments. Combining the analysis from observations, artifacts, diaries, and interviews, this study reports that engaging in extracurricular IDLE potentially unlocked PSTs to 1) become aware of the value of their own cultural background and biases in developing their perception of other cultures and 2) evaluate their English language choices that potentially affected on how they addressed some topics and interpretation with overseas friends (OFs). Furthermore, this study provides insight into the benefits of implementing ICC for PSTs, especially in language development, and how they perceived this as a motivation for designing their future classroom practices.
Design and Validation of AR- Based Learning Tool Integrated with Deep Learning Approach for Secondary EFL Learners Wa Ode Sinta Kalsum; Sariyatun Sariyatun; Nur Arifah Drajati
Edunesia : Jurnal Ilmiah Pendidikan Vol. 7 No. 1 (2026)
Publisher : Research, Training and Philanthropy Institution Natural Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51276/edu.v7i1.1606

Abstract

This study designed and validated an Augmented Reality (AR)–based vocabulary learning tool integrating deep learning pedagogy for secondary EFL learners in under-resourced contexts. Using a Research and Development approach within the ADDIE model (Analyze, Design, Develop), the Research collected data from classroom observations, needs-analysis questionnaires, and expert validation by media and subject-matter specialists. An offline-capable mobile AR prototype was developed to address infrastructural constraints and to provide contextualized vocabulary presentation, guided attention, and reflection to support mindful learning, authentic AR visualization for meaningful learning, and interactive quizzes to foster joyful learning. Expert validation indicated high feasibility and validity: media expert mean = 86.67% (very feasible) and Material expert mean = 93.72% (very valid). Collectively, these findings provide robust empirical evidence that the media is pedagogically grounded, technically feasible, and aligned with curriculum objectives. The study contributes a validated instructional design framework that demonstrates how AR can be operationalized to embody mindful, meaningful, and joyful learning principles, offering practical guidance for educators and developers seeking accessible, context-responsive vocabulary-learning solutions in marginalized EFL settings.
Promoting Photovoice for Teachers’ Self-Reflection on Multimodal Literacy Nur Arifah Drajati; Ngadiso Ngadiso; Hasan Zainnuri
AT-TA'LIM Vol 26, No 3 (2019)
Publisher : Institut Agama Islam Negeri Imam Bonjol Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1354.76 KB) | DOI: 10.15548/jt.v26i3.513

Abstract

Self-reflection is a concept of learning from experience that dominates teacher educator around the world. It is true that self-reflective is not a natural process since it needs critical thought, self-direction, and problem-solving with personal knowledge and self-awareness. The major premise of the study is that although teachers are repeatedly encouraged to reflect on their teaching and learning, they are unable to do so successfully. Photovoice is a valuable tool to engage teachers in reflecting their own lives outside the school voice their perspectives and share with other teachers, students, and policymakers. Thus, the purpose of this study is to report on action research that investigated photovoice in emerging teachers’ self-reflective on multimodal literacy. To examine this issue, a qualitative study with an action research design was conducted with five junior high school teachers as participants. The data collected through photovoice and analyzed by using SHoWeD Analysis. SHoWeD analysis is the acronym for a series of questions: (1) what do you see here; (2) what is happening; (3) how does this relate to our lives; (4) why are things this way; (5) how could this image educate people. In general, the study indicates that the use of photovoice for self-reflective on multimodal literacy gives positive impacts on the context of teacher professional development
Co-Authors Abdul Asib Agus Wijayanto Agustina Tyarakanita Agustina Tyarakanita Almas Khoirun Nisa Amira Muflicha Daraini Anis Handayani Anisa Pratiwi Bimo Teguh Prasetyanto Bunga Ikasari Denty Marga Sukma Dewi - Rochsantiningsih Dewi Cahyaningrum Diah Kristina Diyah Ayu Wibawani Dyah Retno Wulan Elisa Indriyani PH Ellisa Indriyani Putri Handayani Endang Fauziati Endang Setyaningsih Erika Novia Wardani Fatma Sukmawati Gary Barkhuizen Hasan Zainnuri Hasan Zainnuri Hefy Sulistyawati Ilaisya Zanua Terry Insyavia Rahayu Setyowati Istiqomatul Faizah Joko Nurkamto Kristian Adi Putra Kristian Adi Putra Kurtianti, Endah 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 Ngadiso Ngadiso Nurul Nurfitriana Rani Rahmawati Rija Dwiono Rizka Junhita Rizka Junhita Rahma Wanodya Rizqiyyah Rizqiyyah Saptiwi Rohayati Sariyatun Sariyatun Slamet Supriyadi Sri Rejeki Sri Samiati Tarjana Sularti Sularti Sumardi, Sumardi Surya Agung Wijaya Syifa Azzah Hafidhoh Teguh Sarosa Utin Novianti Alawiyah Veniati Veniati Wa Ode Sinta Kalsum Yulia Tria Hapsari Yulia Tria Hapsari Zelvy Fauzan