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Formulating EFL Writing Lecturers' Expectations: Lessons from Islamic Tertiary Education during the COVID-19 Pandemic Endah Kurtianti; Endang Setyaningsih; Nur Arifah Drajati
AL-ISHLAH: Jurnal Pendidikan Vol 13, No 3 (2021): AL-ISHLAH: Jurnal Pendidikan
Publisher : STAI Hubbulwathan Duri

This research was designed to investigate which factors influenced the formation of lecturers’ expectations amid online learning during the COVID-19 outbreak in an Indonesian Islamic university. The recent study employed an exploratory case study by observing online EFL writing learning activities, interviewing the three lecturers, and collecting documents. The data was then analyzed qualitatively using an interactive model. Lecturers' expectations in this study were viewed from the key focus of expectation: feedback provided by lecturers. They established class-level expectations, not individual ones as primary and secondary levels. This study elucidates Islamic university lecturers' factors contributing to form expectations: lecturers’ past teaching experiences and teaching self-efficacy. Lecturers have not highly adjusted to any change that emerged in online learning. Accordingly, they have not shown firm belief in grouping students and assuring students’ originality in composing essays. At the same time, the students' demographic factors were motivation and gender. Female students showed higher motivation through participating more often during discussions. It yielded more learning feedback they received. Implications of this study were noted for self-reflection among lecturers to establish high expectations for students to enhance their learning.

Exploring pronunciation teaching practice in emergency remote teaching: Lesson from Indonesian high school context Aina Khoirida; Endang Setyaningsih; Hasan Zainnuri
EDUVELOP Vol 5 No 1 (2021): Vol 5 No 1 (2021)Eduvelop: Journal of English Education and Development
Publisher : Universitas Sulawesi Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31605/eduvelop.v5i1.1187

Regardless of its importance, pronunciation practice received a small portion in EFL teaching. This issue has attracted researchers to investigate how pronunciation practice is conducted in the EFL setting and what challenges are there. The results of the investigations have provided useful insights into what happens in the EFL classrooms. However, with the global pandemic outbreak that forced massive migration to emergency remote teaching (ERT), it remains unclear how pronunciation practice is carried out. This exploratory study attempts to shed light on the matter. It aims to portray the pronunciation practice during ERT and identify the challenges faced by the teachers. To limit the scope of the study, the researchers focused the investigation only on pronunciation accuracy. Data were collected through document analysis, non-participatory observation, questionnaire, and in-depth interview after gaining consent from two senior high schools English teachers in Indonesia. The collected data were then analyzed using the interactive model of analysis. This study reveals that during ERT, pronunciation practice received a small portion of attention, as earlier studies have found. The average time allocated is 10% of the total duration of learning. Most of the accuracy training was carried out with a similar pattern of activities, i.e., read aloud, listen-and-repeat, and teachers’ corrective feedback as the response of the student's errors. Presented in ERT, pronunciation accuracy training experienced several problems, and the most prominent is related to the internet connection. A poor internet connection can be disastrous for accuracy training as implementing synchronous learning or uploading and downloading audio/video requires a good and strong internet connection. Another problem is the lack of students’ engagement to study due to the difference in sensation and excitement with face-to-face learning. These imply that adequate preparation is needed in applying pronunciation accuracy instruction, apart from the material itself.

EFL Students’ Engagement during Emergency Remote Teaching: Does Technology Matter? Rahma Ainun Hanifah; Endang Setyaningsih; Sumardi Sumardi
Journal of Languages and Language Teaching Vol 10, No 1 (2022)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v10i1.4188

Amidst Covid-19, teachers, and students in many regions are forced to shift to Emergency Remote Teaching (ERT). This ERT context has attracted researchers to re-investigate dimensions of teaching and learning within this new situation. This paper reports an investigation on the students’ engagement during ERT in a tertiary EFL setting. Two aspects are highlighted: description of the students’ engagement and its interplay with the choice of teaching-learning platforms. Questionnaires, interviews, and artifacts were used to collect data. A combination of descriptive statistics and a thematic model of analysis were used to analyze the data. The total respondents of this study were five EFL students in the 6th-grade semester at a university in Surakarta. The researcher employed a case study methodology and use two data, primary data, and secondary data. For the primary data, the researcher used the result of interviews and questionnaires. The secondary data is additional data to get the data. The secondary data which is used is an artifact. The study revealed that all three kinds of engagement: cognitive, behavioral, and emotional, were observed in both high and low bandwidth platforms. This implies that there is another factor other than technology that plays a significant role in engaging the students to learn. Considering the cost and the infrastructure readiness, it is suggested that teachers focus on implementing the principles of good teaching instead of glorifying the use of sophisticated technology. In terms of technology use, it is recommended to choose the one that provides better accessibility and wider access for the students.

RETURNING TO OFFLINE TEACHING AND LEARNING: WHAT IT MEANS FOR INDONESIAN STUDENTS AND TEACHERS endang setyaningsih
Academic Journal PERSPECTIVE: Education, Language, and Literature Vol 10, No 2 (2022)
Publisher : Lembaga Penelitian (The Institute of Research) Universitas Swadaya Gunung Jati

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33603/perspective.v10i2.7220

During the early pandemic, teachers and students were abruptly forced to conduct teaching and learning remotely. Both were struggling to cope with the challenges in the emergency remote teaching (ERT) situation. It was quite common to hear students and teachers wishing to go back to school immediately for various reasons. After two years of remote teaching, some schools begin to open for face-to-face or offline learning. It is then interesting to know how the students and teachers responded to the school/ campus opening. This paper reports a small-scale survey involving 110 respondents, both teachers, and students at the secondary and tertiary levels. Thematic coding analysis was carried out to analyze the participants’ responses. This study revealed that 80% of the respondents opted for online distance learning over offline learning during the pandemic although they reported challenges of teaching and learning within the online mode. The percentage shifted after two years of distance learning. In terms of mode preference, 56% of respondents prefer to go back to offline mode but the remaining 44% want to stay in the online remote mode of teaching and learning. While the majority chose offline learning, several themes of concern emerged from the responses, and reverse eco-shock is the most prominent. As the students and teachers acknowledged the benefits and build comfort in the online teaching and learning environment, they indicate the reimaging of offline teaching and learning. It implies that the practice of offline learning will not be similar to that before the pandemic

RETURNING TO OFFLINE TEACHING AND LEARNING: WHAT IT MEANS FOR INDONESIAN STUDENTS AND TEACHERS endang setyaningsih
Academic Journal PERSPECTIVE: Education, Language, and Literature Vol 10, No 2 (2022)
Publisher : Lembaga Penelitian (The Institute of Research) Universitas Swadaya Gunung Jati

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33603/perspective.v10i2.7220

During the early pandemic, teachers and students were abruptly forced to conduct teaching and learning remotely. Both were struggling to cope with the challenges in the emergency remote teaching (ERT) situation. It was quite common to hear students and teachers wishing to go back to school immediately for various reasons. After two years of remote teaching, some schools begin to open for face-to-face or offline learning. It is then interesting to know how the students and teachers responded to the school/ campus opening. This paper reports a small-scale survey involving 110 respondents, both teachers, and students at the secondary and tertiary levels. Thematic coding analysis was carried out to analyze the participants’ responses. This study revealed that 80% of the respondents opted for online distance learning over offline learning during the pandemic although they reported challenges of teaching and learning within the online mode. The percentage shifted after two years of distance learning. In terms of mode preference, 56% of respondents prefer to go back to offline mode but the remaining 44% want to stay in the online remote mode of teaching and learning. While the majority chose offline learning, several themes of concern emerged from the responses, and reverse eco-shock is the most prominent. As the students and teachers acknowledged the benefits and build comfort in the online teaching and learning environment, they indicate the reimaging of offline teaching and learning. It implies that the practice of offline learning will not be similar to that before the pandemic

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.

Unveiling Indonesian EFL Teachers' Intercultural Sensitivity: A Narrative Inquiry into Language Teaching Material Design Sellina Anggieta; Sumardi Sumardi; Endang Setyaningsih
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.v15i3.4261

In the 21st century, the globalization impact has escalated the importance of intercultural sensitivity (IS) to societies and individuals. The new era of globalization offers new lenses for EFL teachers in developing and designing IS materials. Retrieved the importance of IS in English language teaching (ELT), this study reports a narrative study investigating how teachers conceptualized IS. This study also aims to explore teachers' conceptual understanding of IS affected them in designing ELT materials. The framework of this study applied the concept of IS proposed by Chen and Starosta (2000). The empirical data were gathered through semi-structured interviews and artifacts with three EFL teachers from a secondary school. The data was analyzed using thematic analysis by Barkhuizen, Benson, and Chik. Drawing on qualitative content analysis, the results captured that EFL teachers grasped the conceptualization of IS during English language teaching. The results also revealed that EFL teachers' understanding of IS causes them to be sensitive in designing English teaching materials. Teachers' understanding of IS concepts portrayed that teachers realized, accepted, and respected cultural differences during the intercultural instructional processes. This finding implies the need for EFL teachers to include some culturally sensitive topics or themes in their teaching materials by linking the tolerant curriculum with local cultural wisdom. This study also suggests exploring how EFL teachers developed intercultural teaching materials that provided a critical engagement with today's cultural literacies.

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

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.

Understanding Extensive Reading Implementation Issues: Insights From Indonesian Tertiary EFL Students’ Experiences Afiani Fitriasti; Endang Setyaningsih; Hefy Sulistyawati
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.v16i1.4297

This case study investigates issues regarding the implementation of extensive reading (ER) and explores students’ experiences and feelings during an ER course in higher education. The participants were five female university EFL students who were selected purposively. Data were collected through questionnaires, interviews, and respondents’ diaries and processed using the stages of an interactive model. The analysis yields two major findings. First, the students held contrasting views on ER with two respondents reporting pleasure while the other expressed motivation, joylessness, and challenge. This finding can be attributed to the lack of freedom in choosing what to read and the unfit level of reading. Second, five factors are attributed to the success of ER: love for reading/ self-motivation, freedom to choose what to read, supportive reading environment, lecturers’ guidance, and variety of ER-based activities. These findings imply that the core principles of ER should be instituted. Failure to maintain these principles may deter students’ sustained engagement in ER.

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