Articles
<![CDATA[Teacher’s belief and its implication on integrating CALL ]]>
<![CDATA[Desy Nur Fakhomah]]>;
<![CDATA[Abdul Asib]]>;
<![CDATA[Dewi Rochsantiningsih]]>
<![CDATA[ Aksara: Jurnal Bahasa dan Sastra Vol 21, No 1 (2020): AKSARA: Jurnal Bahasa dan Sastra ]]>
Publisher : <![CDATA[Universitas Lampung ]]>
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<![CDATA[These days, the development of science and technology achieved has contributed to the advance in language teaching and learning. Nowadays, language teachers utilize computer and internet with their software and facilities for the purpose of teaching and learning activities in the classrooms. The use of computer assisted language learning (CALL) for language teaching and learning is not only at formal school such as elementary school, high school and university, but it is also used at informal school such as Sanggar Kegiatan Belajar (SKB). Therefore, this study aims to investigate teacher’s belief and its implication on integrating CALL in English class at SKB (Sanggar Kegiatan Belajar). For reaching the aims, a qualitative method is conducted towards the participant who has used CALL for language teaching and learning at SKB. The participant is purposively selected in order to get sufficient data of this research. The questionnaire, interview and classroom observation are used for collecting data. The result of this study shows that the teacher has positive belief towards CALL integration in English teaching and learning process. Besides, the participant also implies the CALL integration by explaining materials through Power Point and You Tube, giving quiz and homework through Google form. Thus, the teacher’s beliefs has implicated in the English teaching and learning at Sanggar Kegiatan Belajar and CALL is useful for English teaching and learning process at Sanggar Kegiatan Belajar. http://dx.doi.org/10.23960/aksara/v21i1.pp57-73]]>
<![CDATA[Authentic Assessment Implementation on Curriculum 2013: Types and Its Washback: Has it been relevance to the Curriculum 2013? ]]>
<![CDATA[Ni Made Anggi Arlina Putri]]>;
<![CDATA[Riyadi Santosa]]>;
<![CDATA[Dewi Rochsantiningsih]]>
<![CDATA[ IJET (Indonesian Journal of English Teaching) Vol. 10 No. 1 (2021): July ]]>
Publisher : <![CDATA[Department of English Language Education, UIN Sunan Ampel Surabaya ]]>
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DOI: 10.15642/ijet2.2021.10.1.99-111
<![CDATA[A significant change in education instructional goals effects assessment techniques used to evaluate students’ progress. The root of this phenomenon highly offers to authentic assessment as an alternative assessment. This study deals with authentic assessment implementation and its effects within teaching and learning in the context of Year 7 English students. It employs case study to get a in-depth understanding of the case. Data of the study were gained from deep-interview, observation, and document analysis. While, the data were analyzed by using Interactive model involving data reduction, data displays and conclusions: drawing/verification. The study finds that the relevance of implementation of authentic assessment becomes the main factor of determining its washbacks. Since most the authentic assessment stages undertaken by teachers are in line with National Regulation on how the assessment is designed and implemented, it provides more positive washbacks for both teachers and students such as motivated to be more creative and innovative in teaching and learning process. Nevertheless, the administration of assessment as guided by the government had a negative effect to teachers since it makes them feel overburdened and stressed. Keywords: authentic assessment, curriculum, washback Effect]]>
<![CDATA[Integrating Computer-Mediated Peer Review in ESL/EFL Higher Education: A Systematic Review ]]>
<![CDATA[Nur Arifah Drajati]]>;
<![CDATA[Dewi Rochsantiningsih]]>;
<![CDATA[Dewi Cahyaningrum]]>;
<![CDATA[Ellisa Indriyani Putri Handayani]]>;
<![CDATA[Endah Kurtianti]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 15, No 1 (2023): AL-ISHLAH: Jurnal Pendidikan ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v15i1.2872
<![CDATA[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.]]>
<![CDATA[Reflecting on Reflective Journals of Indonesian EFL Pre-Service Teachers to Examine Their Quality of Reflective Practice ]]>
<![CDATA[M. Yoga Oktama]]>;
<![CDATA[Endang Fauziati]]>;
<![CDATA[Dewi Rochsantiningsih]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 15, No 1 (2023): AL-ISHLAH: Jurnal Pendidikan ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v15i1.2601
<![CDATA[Reflective practice is essential for teachers’ professional development. It leads teacher to shape and reshape their knowledge, and so forth a wide range of benefits can be achieved. However, to gain such benefits, teachers must have good quality of reflective practice. This qualitative case study aimed at investigating quality of reflective practice of four female EFL pre-service teachers in Indonesia. Framed with qualitative case study, this study employed online reflective journals as the main instrument to collect the data. The data were analysed deductively using content analysis. The results revealed that participants’ reflection tended to remain in the level of D1 and D2 which meant that they had tendency to merely retell and describe their teaching practice with limited evaluation. Only few of them were captured to reflect on the level of R1 and R2. In sum, although Indonesian EFL pre-service teachers had tendency to reflect in low level, it was interesting to find the fact that they sometimes reflected more critically in the level of R1 and R2. The result could be used as indicator that Indonesian EFL pre-service teachers had ability to reflect in a good way. Thus, following actions by related parties should be established in order to develop their abilities.]]>
<![CDATA[Teachers’ voices of TPACK practices on ELT in the post-COVID-19 pandemic ]]>
<![CDATA[Dewi Rochsantiningsih]]>;
<![CDATA[Lailatun Nurul Aniq]]>
<![CDATA[ Journal of English Language Teaching Innovations and Materials (Jeltim) Vol 5, No 1 (2023): April 2023 ]]>
Publisher : <![CDATA[UPT Bahasa Universitas Tanjungpura ]]>
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DOI: 10.26418/jeltim.v5i1.59090
<![CDATA[This narrative study aimed to interpret evolving themes of teachers' TPACK practices through an entirely different lens. This study engaged two in-service EFL teachers, one who taught in a rural school and another who taught in an urban school. This study was conducted from May to October. In-depth interviews were utilised to shed light on their emotional experiences. Then, we analysed the data through Critical Thematic Analysis. Findings demonstrated how ongoing regulations generated conditions teachers encountered with shifting teachers’ paradigms. Participants truly believed that their TPACK has transitioned to the enhancement of the dominant technology-related knowledge domain (TCK, TPK & TPACK). However, they experienced a deterioration of the quality of the non-technology-related knowledge domain (CK, PK & PCK). There was a gap between teachers' perceived importance of technology-integrated activities and actual integration, which remained a persistent barrier to teachers' technology integration. The study suggests policymakers should pay heed to maintaining sustainable educational system stability rather than forcing teachers to implement an unsteady policy.]]>
<![CDATA[In-service Novice EFL Teachers’ Perception on Self-Initiated Professional Development: A Narrative Inquiry ]]>
<![CDATA[Sekar Ayu Wardhani]]>;
<![CDATA[Endang Fauziati]]>;
<![CDATA[Dewi Rochsantiningsih]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 16, No 2 (2024): AL-ISHLAH: JURNAL PENDIDIKAN ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v16i2.4785
<![CDATA[Top-down teacher professional development in Indonesia prevents teachers from choosing and determining programs or activities that suit their interests, goals, and needs; however, some activities can assist teachers in developing it, known as self-initiated professional development (SiPD). SiPD demonstrates that people who take the initiative learn more and better than those who are passively taught with or without the assistance of others. This research investigated novice EFL teachers’ perceptions and the types of SiPD they engaged in. This study employed a narrative inquiry approach using semi-structured interviews as data collection. The study involved three EFL teachers selected through purposive sampling. Thematic analysis was employed to analyze the collected data. The findings of this study are that novice EFL teachers regard and comprehend self-initiated professional development positively as responsible professionals seeking to acquire new skills, knowledge, and pedagogy to better prepare for their profession’s obstacles and improve their student’s performance and achievement. They became proactive learners, taking control of their education and taking the initiative to develop their teaching abilities. Furthermore, self-initiated professional development ensured that EFL teachers were current on the newest teaching trends, techniques, and resources.]]>
<![CDATA[Unveiling Engagement in Asynchronous Writing: A Comprehensive Exploration of Approaches and Indicators – A Systematic Literature Review ]]>
<![CDATA[Nur Arifah Drajati]]>;
<![CDATA[Dewi Rochsantiningsih]]>;
<![CDATA[Martono Martono]]>;
<![CDATA[Dewi Cahyaningrum]]>;
<![CDATA[Elisa Indriyani PH]]>;
<![CDATA[Agustina Tyarakanita]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 16, No 1 (2024): AL-ISHLAH: JURNAL PENDIDIKAN ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v16i1.4579
<![CDATA[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.]]>
<![CDATA[Reflections on Enhancing Speaking Skills: An Autobiographical Narrative of Teaching Practice in a Private English Tutorial ]]>
<![CDATA[Dini Khoirina]]>;
<![CDATA[Dewi Rochsantiningsih]]>;
<![CDATA[Kristian Adi Putra]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 17, No 2 (2025): JUNE 2025 ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v17i2.6479
<![CDATA[This study investigates the role of reflective practice in enhancing the teaching of speaking skills within a private English tutorial context. Despite growing recognition of reflective teaching, limited research addresses its application in one-on-one tutorial settings. Adopting an autobiographical narrative approach, the researcher employed Cirocki and Widodo’s (2019) reflective framework and Gibbs’ reflective cycle (1988) over a three-month period. Data were collected through personal teaching diaries and audio recordings of lessons with two intermediate-level students. Structured reflection positively influenced lesson planning, in-class adjustments, and post-lesson evaluations. Student A, initially hesitant and disfluent, showed improved spontaneity and fluency. Student B, who struggled with confidence and vocabulary, demonstrated increased participation and lexical range. These improvements were closely tied to the teacher’s evolving responsiveness and student-centered strategies enabled by reflective practice. The findings suggest that reflective teaching supports better identification of student needs and fosters adaptive instructional methods. While the small sample size limits generalizability, the study underscores the value of integrating structured reflection into teaching routines. Reflective practice proved instrumental in enhancing both teacher development and student speaking outcomes in a private tutorial setting. Its application has practical implications for private tutors and language institutions, encouraging the integration of tools such as diaries and lesson recordings into teacher training to promote continual professional growth.]]>
<![CDATA[Analyzing the Alignment of Writing Materials in Bahasa Inggris Work in Progress with the Genre-Based Approach Stages ]]>
<![CDATA[Andhika Wahyu Rustamaji]]>;
<![CDATA[Dewi Rochsantiningsih]]>;
<![CDATA[Kristian Adi Putra]]>
<![CDATA[ Didaktika: Jurnal Kependidikan Vol. 14 No. 2 Mei (2025): Didaktika Jurnal Kependidikan ]]>
Publisher : <![CDATA[South Sulawesi Education Development (SSED) ]]>
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DOI: 10.58230/27454312.2199
<![CDATA[This study analyzed the implementation of the Genre-Based Approach (GBA) in the Bahasa Inggris Work in Progress textbook, with the aim of evaluating its effectiveness in supporting writing instruction in Indonesian senior high schools. Using qualitative content analysis, the study examined how writing tasks aligned with Cahyono’s (2012) GBA framework: Building Knowledge of the Field (BKOF), Modeling and Deconstruction of the Text (MDT), Joint Construction of the Text (JCOT), and Independent Construction of the Text (ICOT). The findings revealed that although the textbook was structured according to GBA principles, its implementation across the stages was inconsistent. BKOF and MDT were generally well-supported through vocabulary-building activities and teacher-led instruction, but JCOT lacked meaningful peer collaboration, and ICOT relied heavily on teacher intervention, which limited student autonomy. Moreover, the absence of explicit linguistic analysis in the MDT stage hindered students’ understanding of genre-specific language features.This study contributed to the field of textbook evaluation by identifying practical gaps in the design and delivery of GBA within EFL writing materials. It also offered pedagogical insights for improving GBA implementation, including the integration of peer interaction, metalinguistic instruction, and self-assessment tools to enhance student-centered learning. Future research should explore how teachers mediate these materials in classroom contexts and how students engage with genre-based instruction in practice.]]>
<![CDATA[How Beliefs and Performance Influence Professional Identity Formation: Insight from Indonesian ELT Graduate Student ]]>
<![CDATA[Sintia Marlina Urbaq]]>;
<![CDATA[Ngadiso]]>;
<![CDATA[Dewi Rochsantiningsih]]>
<![CDATA[ Didaktika: Jurnal Kependidikan Vol. 14 No. 2 Mei (2025): Didaktika Jurnal Kependidikan ]]>
Publisher : <![CDATA[South Sulawesi Education Development (SSED) ]]>
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DOI: 10.58230/27454312.2237
<![CDATA[Master's programs present a unique challenge to professional identity development. Students concurrently engage in academic pursuits, research activities, and frequently part-time employment. This confluence of responsibilities creates a dynamic environment where role conflict can disrupt the clarity and coherence of their developing professional identity. The purpose of this research was to explore the development of professional identity among Master's students, focusing on the interplay between their beliefs about their identity image and their actual performance in identity development activities. This study explored two key aspects of ELT graduate student development: How do ELT graduate students envision themselves as future educators? and What strategies do ELT graduate students employ to develop their professional competence? This study utilized a qualitative approach to amplify the data derived from participants' own words through in-depth descriptions of their experiences. The data for this study was ELT graduate students who actively pursued master's programs. Moreover, the researchers s used interactive model analysis to analyze the data. This study revealed two key findings related to the research question: 1) Students envision themselves as effective teacher: 2) Professional identity development through academic and non-academic activities. This study implies that PID is a continuous process requiring ongoing learning and growth. ELT graduate students should actively engage in professional development and utilize structured self-reflection (e.g., journals, portfolios) to identify strengths and weaknesses.]]>
