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All Journal JSSH (Jurnal Sains Sosial dan Humaniora) AL ISHLAH Jurnal Pendidikan Indonesian Journal of Educational Research (IJER) IJIE (Indonesian Journal of Informatics Education) Langkawi: Journal of The Association for Arabic and English ELS Journal on Interdisciplinary Studies in Humanities LEKSIKA International Journal of Language Teaching and Education International Journal of Pedagogy and Teacher Education Indonesian Journal of English Language Teaching and Applied Linguistics English Language and Literature International Conference (ELLiC) Proceedings JOURNAL OF APPLIED LINGUISTICS AND LITERATURE Edulangue Voices of English Language Education Society JTP - Jurnal Teknologi Pendidikan Al-Ta'lim Social, Humanities, and Educational Studies (SHEs): Conference Series Journal of English Language Teaching Innovations and Materials (Jeltim) Indonesian Journal of EFL and Linguistics AKSARA: Jurnal Bahasa dan Sastra Pancaran Pendidikan REGISTER JOURNAL
Nur Arifah Drajati
Universitas Sebelas Maret
Religion Arts Humanities Chemistry Computer Science & IT Control & Systems Engineering Economics, Econometrics & Finance Education Electrical & Electronics Engineering Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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Teacher-Student Interaction in EFL Classrooms through Creative Problem-Solving: An Application of the Initiation-Response-Feedback Model Rani Nur Aini; Nur Arifah Drajati; Kristian Adi Putra
VELES Voices of English Language Education Society Vol 8 No 2 (2024): August 2024
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v8i2.26509

Abstract

Effective teaching relies heavily on solid communication and meaningful interaction between teachers and students. These elements create an environment where students are more engaged and motivated, leading to better learning outcomes. One way to enhance this interaction is through Creative Problem-Solving (CPS), which incorporates creativity into the teaching process. CPS encourages students to think imaginatively, collaborate, and apply knowledge dynamically, fostering a more engaging and interactive classroom environment. This study aims to investigate how Creative Problem-Solving (CPS) facilitates teacher-student interaction patterns by applying the Initiation-Response-Feedback (IRF) theory in an EFL classroom at a state university in Indonesia. The study involved 46 pre-service teachers, six males and 40 females, all fifth-semester undergraduate students enrolled in the Curriculum and Material Development course. Data collection methods included deep interviews and classroom observations. The research revealed that pre-service teachers faced challenges with CPS projects, especially those involving telecollaboration. However, they valued the lecturer's guidance and feedback, which played a crucial role in helping them overcome these difficulties and complete the tasks. Thus, to maximize the benefits of CPS, lecturers must provide a clear understanding of CPS principles, as it is a relatively new approach for many pre-service teachers. Additionally, encouraging pre-service teachers to seek guidance and actively engage in collaborative activities can enhance their critical thinking and overall learning experience.
Looking for a Fun Way to Learn English Vocabulary? Discover the Magic of Gamification with Digital Flashcards Miftakul Andriani; Sunardi; Nur Arifah Drajati
VELES Voices of English Language Education Society Vol 8 No 2 (2024): August 2024
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v8i2.26810

Abstract

Junior high school students learning English as a foreign language (EFL) in countries where English is neither the first nor the second language face significant challenges in acquiring vocabulary due to the infrequent use of English outside the classroom and monotonous teaching techniques. However, in the digital era, innovative educational tools like Digital Flashcard-based gamification offer an interactive and engaging solution. This study aims to understand junior high school EFL students' perceptions of learning English vocabulary through gamification using Digital Flashcards. The research was conducted as Classroom Action Research (CAR) and involved 32 junior high school students in Madiun District, Indonesia, learning English as a foreign language (EFL). Over eight meetings, these students engaged in learning animal-related vocabulary using Digital Flashcard-based gamification. Data were collected through pre-test and post-test and interviews to gather students' perceptions of the learning experience. The results indicate that students' vocabulary mastery significantly improved after using gamification-based Digital Flashcards, with an average increase of 15 points. The pre-test average score was 60, which increased to 75 in the post-test. The gamification elements (story, mechanics, aesthetics, and technology) enhanced students' exposure, attention, and enthusiasm during learning. Vocabulary mastery was effectively facilitated through diverse gamified activities. This study demonstrates that incorporating Digital Flashcards in a gamified format is an effective tool for improving vocabulary learning among EFL students.
Development of Animation Video on YouTube Channels as an Alternative Learning Media during the Covid-19 Pandemic Asrori; Nunuk Suryani; Nur Arifah Drajati
JTP - Jurnal Teknologi Pendidikan Vol. 23 No. 3 (2021): Jurnal Teknologi Pendidikan
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat, Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/jtp.v23i3.23679

Abstract

Distance learning is held as an effort to continue to present the teaching and learning process for students during the COVID-19 pandemic. Many students admitted that they were not happy with the implementation of distance learning. This study aims to describe the development of Animaker application-based learning videos on the YouTube channel as an alternative to distance learning media during the covid-19 pandemic. This study uses a Design-Based Research (DBR) model. This study shows an overview of the stages of developing a learning video which includes needs analysis, material preparation and product design according to the learning objectives to be achieved, product implementation, and evaluation. Questionnaire technique is used as a method of collecting data at the stages of needs analysis and evaluation. At the needs analysis stage, the researcher gave questionnaires to 114 students who took part in learning Islamic Religious Education by distance learning or online, while at the evaluation stage, validation was carried out by two experts and the video learning trial was conducted by six students. The material expert validation in the two learning videos developed received very good and proper predicates (92% and 87%) from material experts. Meanwhile, the validation of media experts received very good and proper predicates (94% and 94%). Then, the results of student assessments in small groups showed good scores with an average score of 90% with very good and decent predicates. This indicates that the learning video developed is suitable for use as an alternative learning media during the covid-19 pandemic.
Intertextuality in Pre-service Teachers’ Argumentative Essay in Raising AI: Practices and Beliefs Martono; Nur Arifah Drajati; Dewi Rochsantiningsih; Surya Agung Wijaya
Register Journal Vol. 16 No. 2 (2023): REGISTER JOURNAL
Publisher : UIN Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/register.v16i2.186-206

Abstract

English as Foreign Language (EFL) pre-service teachers arguably face more challenges regarding rhetorical moves in argumentative essays, and one of them is intertextuality because EFL pre-service teachers' arguments require sufficient and high-quality support and evidence from other scholars. Intertextuality was mainly studied, grounding in texts without external tools, for instance, Artificial Intelligence (AI). In raising the AI era, the objective of this study is to investigate Indonesian EFL pre-service teachers' intertextuality in argumentative essays assisted by AI. Ten EFL pre-service teachers who attended sixteen courses in Academic Writing with neither teaching nor writing experience were recruited as participants. We employed a case study design to portray the nature of the phenomena, and the data were collected through documents (academic essays) to portray the practices, and interviews to represent teachers' beliefs on explicit and implicit intertextuality beyond their argumentative essays in facing AI. We employed content analysis from academic essays and interviews. The findings shows that that 1) EFL pre-service teachers mostly used reporting phrases and iconic references, but it was oriented to local references that targeted local audiences, so international references should be more practiced; and 2) EFL pre-service teachers' beliefs that assisted AI while writing argumentative essay was limited to writing accuracy, but it helped them to focus on intertextuality. Although they were enough to give sufficient intertextuality references in practice, they could not present their voices to tailor their arguments. Moreover, the intertextuality praxis and policy implications will be discussed in EFL pre-service teachers' argumentative essays assisted by AI.
Co-Authors Abdul Asib Agus Wijayanto Agustina Tyarakanita Ais Navila Amira Muflicha Daraini Anis Handayani Anisa Pratiwi Asrori Bimo Teguh Prasetyanto Bunga Ikasari Denty Marga Sukma Dewi Cahyaningrum Dewi Rochsantiningsih Diah Kristina Diyah Ayu Wibawani Dyah Retno Wulan Eka Budhi Santosa Elisa Indriyani PH Ellisa Indriyani Putri Handayani Endah Kurtianti Endang Fauziati Endang Setyaningsih Erika Novia Wardani Fatma Sukmawati Hasan Zainnuri Hasan Zainnuri Hefy Sulistyawati Ilaisya Zanua Terry Insyavia Rahayu Setyowati Istiqomatul Faizah Joko Nurkamto Kristian Adi Putra Kristian Adi Putra Lailatun Nurul Aniq Lita Liviani Taopan M. Sri Samiati Tarjana Ma'rifatul Ilmi Martono Martono Martono Melor Md. Yunus Miftakul Andriani Muhammad Asrori Muhammad Najmussaqib Diya Alhaq Mulati, Dyah Fitri Ngadiso Ngadiso Ngadiso Ngadiso Nunuk Suryani Nurul Nurfitriana Rani Nur Aini Rani Rahmawati Rija Dwiono Rizka Junhita Rizka Junhita Rahma Wanodya Rizqiyyah Rizqiyyah Saeful Bachrudin Saptiwi Rohayati Slamet Supriyadi Sri Rejeki Sri Samiati Tarjana Sukartini Nani Saputri Sularti Sularti Sumardi Sumardi Sumardi, Sumardi Sunardi Surya Agung Wijaya Syifa Azzah Hafidhoh Teguh Sarosa Utin Novianti Alawiyah Veniati Veniati Yulia Tria Hapsari Zelvy Fauzan