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All Journal Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa Indonesian Journal of Applied Linguistics (IJAL) Jurnal English Education: Jurnal Tadris Bahasa Inggris IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature ELT Forum: Journal of English Language Teaching Langkawi: Journal of The Association for Arabic and English English Community Journal LLT Journal: A Journal on Language and Language Teaching Register Journal Indonesian Journal of English Language Teaching and Applied Linguistics English Language and Literature International Conference (ELLiC) Proceedings Journal of Education Technology Voices of English Language Education Society Humaniora Journal of English Language Teaching Innovations and Materials (Jeltim) Edunesia : jurnal Ilmiah Pendidikan Pedagogy : Journal of English Language Teaching ENGLISH FRANCA : Academic Journal of English Language and Education JOLLT Journal of Languages and Language Teaching Journal for Lesson and Learning Studies English Language Education Reviews Jurnal Inovasi Pengabdian Masyarakat Pendidikan JEELS (Journal of English Education and Linguistics Studies) Literasi: Jurnal Pendidikan Guru Indonesia Studies in English Language and Education Komunita: Jurnal Pengabdian dan Pemberdayaan Masyarakat SEAQIL Journal of Language Education Lembaran Ilmu Kependidikan Indonesian Journal of Curriculum and Educational Technology Studies Indonesian Journal of English Language Teaching and Applied Linguistics
Nur Arifah Drajati
SMA Labschool Jakarta
Religion Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Library & Information Science Mathematics Public Health Social Sciences Other

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Journal : JOLLT Journal of Languages and Language Teaching

 1 
Exploring EFL Pre-Service Teachers Perception of Interaction: A Case of Indonesian Creative Problem-Solving Implementation Fatimah, Siti Khusnul; Sumardi, Sumardi; Drajati, Nur Arifah
Journal of Languages and Language Teaching Vol 12, No 4 (2024)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i4.12190

Abstract

Student-student interaction is often overlooked, yet it plays a crucial role in the learning process. Teachers’ guidance in facilitating these interactions can significantly influence students' attitudes toward the subject and their perceptions. This study investigates pre-service teachers’ perceptions of student interactions within a creative problem-solving (CPS) framework using the Initiation-Response-Feedback (IRF) model. Qualitative data were collected through in-depth interviews, artifacts, and voice recordngs, The study involved 46 pre-service teachers, 6 males and 40 females, they are undergraduate students enrolled in the Curriculum and Material Development course. The results indicate that the CPS and IRF models effectively enhanced interaction, collaboration, and critical thinking among pre-service teachers. The dynamic classroom environment fostered by these models encouraged students to engage actively with their peers, respond positively to challenges, and generate innovative ideas. Peer feedback was particularly valuable, allowing for the maturation of concepts and deeper exploration of project content and learning media. Overall, the integration of the IRF model with CPS not only improved student interaction but also facilitated a collaborative atmosphere conducive to intellectual growth in an English as a Foreign Language (EFL) classroom. This study highlights the importance of structured student interactions and provides insights into effective teaching strategies that can enrich the learning experience.
Teacher Beliefs on Collaborative Strategic Reading in TOEFL Preparation Course: A Case Study Ardiana, Fira Khasanah; Putra, Kristian Adi; Drajati, Nur Arifah
Journal of Languages and Language Teaching Vol 12, No 4 (2024)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i4.12535

Abstract

Despite the mandatory inclusion of English in higher education, the limited credit hours and students’ varying proficiency levels pose challenges to achieving English language teaching goals. CSR offers a structured approach to enhance reading comprehension through its four stages. While numerous studies have explored CSR’s effectiveness, its application in higher education remains under-researched, particularly for TOEFL preparation. This qualitative study involved three female instructors of a TOEFL preparation course in an Islamic state university which were chosen by convenience sampling. It employs in-depth interviews to examine their beliefs in teaching using CSR for non-English major students in a TOEFL preparation course. The data were analyzed thematically by using deductive coding. The findings revealed that instructors consciously believe in the benefits of CSR for TOEFL preparation. Their beliefs are largely relevant to the theory of CSR, with collaborative learning as a core value and combined with personalized learning to create a positive learning environment that supports students' reading comprehension and readiness for TOEFL preparation. The result of this can inform instructional strategies and enhance students' reading comprehension abilities for standardized testing and other assessments, particularly in higher education contexts. Future research may continue to explore the nuances of CSR implementation within a larger scope and more diverse sample to enhance generalizability, or incorporate a mixed-method approach to provide a more holistic view of CSR among educators and students.
Exploring EFL Pre-Service Teachers Perception of Interaction: A Case of Indonesian Creative Problem-Solving Implementation Fatimah, Siti Khusnul; Sumardi, Sumardi; Drajati, Nur Arifah
Journal of Languages and Language Teaching Vol. 12 No. 4 (2024): October
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i4.12190

Abstract

Student-student interaction is often overlooked, yet it plays a crucial role in the learning process. Teachers’ guidance in facilitating these interactions can significantly influence students' attitudes toward the subject and their perceptions. This study investigates pre-service teachers’ perceptions of student interactions within a creative problem-solving (CPS) framework using the Initiation-Response-Feedback (IRF) model. Qualitative data were collected through in-depth interviews, artifacts, and voice recordngs, The study involved 46 pre-service teachers, 6 males and 40 females, they are undergraduate students enrolled in the Curriculum and Material Development course. The results indicate that the CPS and IRF models effectively enhanced interaction, collaboration, and critical thinking among pre-service teachers. The dynamic classroom environment fostered by these models encouraged students to engage actively with their peers, respond positively to challenges, and generate innovative ideas. Peer feedback was particularly valuable, allowing for the maturation of concepts and deeper exploration of project content and learning media. Overall, the integration of the IRF model with CPS not only improved student interaction but also facilitated a collaborative atmosphere conducive to intellectual growth in an English as a Foreign Language (EFL) classroom. This study highlights the importance of structured student interactions and provides insights into effective teaching strategies that can enrich the learning experience.
Teacher Beliefs on Collaborative Strategic Reading in TOEFL Preparation Course: A Case Study Ardiana, Fira Khasanah; Putra, Kristian Adi; Drajati, Nur Arifah
Journal of Languages and Language Teaching Vol. 12 No. 4 (2024): October
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i4.12535

Abstract

Despite the mandatory inclusion of English in higher education, the limited credit hours and students’ varying proficiency levels pose challenges to achieving English language teaching goals. CSR offers a structured approach to enhance reading comprehension through its four stages. While numerous studies have explored CSR’s effectiveness, its application in higher education remains under-researched, particularly for TOEFL preparation. This qualitative study involved three female instructors of a TOEFL preparation course in an Islamic state university which were chosen by convenience sampling. It employs in-depth interviews to examine their beliefs in teaching using CSR for non-English major students in a TOEFL preparation course. The data were analyzed thematically by using deductive coding. The findings revealed that instructors consciously believe in the benefits of CSR for TOEFL preparation. Their beliefs are largely relevant to the theory of CSR, with collaborative learning as a core value and combined with personalized learning to create a positive learning environment that supports students' reading comprehension and readiness for TOEFL preparation. The result of this can inform instructional strategies and enhance students' reading comprehension abilities for standardized testing and other assessments, particularly in higher education contexts. Future research may continue to explore the nuances of CSR implementation within a larger scope and more diverse sample to enhance generalizability, or incorporate a mixed-method approach to provide a more holistic view of CSR among educators and students.
Co-Authors Abdul Asib Adiningrum, Lutfika Prasetyaning Aini, Rani Nur Alfiana, Septy Okta Andawi, Dyan Ayu Andriani, Miftakul Aniq, Lailatun Nurul Anis Handayani Anisa Putri Cahyani Ardiana, Fira Khasanah Arwanto, Harun Azri, Adlina Nur Cahyono, Syariful Imam Hadi Dewi Cahyaningrum Dewi Rochsantiningsih Dewi, Ema Wilianti Dewi, Ema Wilianti Diah Kristina, Diah Djatmika Djatmika, Djatmika Djono Djono Eka Bhudi Santosa, Eka Bhudi Ekawati, Febriani Fajar Endang Setyaningsih Fajar Ekawati, Febriani Fatimah, Siti Khusnul Fatma Sukmawati, Fatma Fithriani, Luthfia Handayani, Ellisa Indriyani Putri Ilmi, Ma'rifatul Joko Nurkamto Kalsum, Wa Ode Sinta Kistanti, Aisyah Kristian Adi Putra Lailatun Nurul Aniq Laili, Indah Rohmatin Liana Mumrikoh Murni Ramli Navila, Ais Ngadiso Ngadiso Ngadiso, N. Paradisca, Methy Lina Ragab, Aya Rakerda, Hilda Rani Rahmawati Rizqiyyah, Rizqiyyah Salsabil, Muhammad Santosa, Eka Bhudi Sariyatun Sariyatun Setyowati, Insyavia Rahayu Signori, Tifani Yuris Siswandari Siswandari, Siswandari Slamet Supriyadi Sri Haryati Sugiarto, Intan Choirunisa Sugini Sularti, Sularti Sumardi Sumardi . Sunardi Tan, Lynde Tyarakanita, Agustina Utami, Isnaini Apri Wijaya, Surya Agung Wisudawati, A'thi Fauzani Yeni Karlina, Yeni Yolanda, Ika Yasyinta Nindy Yosafat Hermawan Trinugraha, Yosafat Hermawan Yundari, Yundari Zainnuri, Hasan