Articles
<![CDATA[Teacher Beliefs on Collaborative Strategic Reading in TOEFL Preparation Course: A Case Study ]]>
<![CDATA[Ardiana, Fira Khasanah]]>;
<![CDATA[Putra, Kristian Adi]]>;
<![CDATA[Drajati, Nur Arifah]]>
<![CDATA[ Journal of Languages and Language Teaching Vol 12, No 4 (2024) ]]>
Publisher : <![CDATA[Universitas Pendidikan Mandalika ]]>
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DOI: 10.33394/jollt.v12i4.12535
<![CDATA[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.]]>
<![CDATA[English Reading E-Module Based on Gamification and Contextual Teaching and Learning to Promote Reading Comprehension Skills ]]>
<![CDATA[Utami, Isnaini Apri]]>;
<![CDATA[Sunardi]]>;
<![CDATA[Drajati, Nur Arifah]]>
<![CDATA[ Journal of Education Technology Vol. 8 No. 1 (2024): February ]]>
Publisher : <![CDATA[Universitas Pendidikan Ganesha ]]>
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DOI: 10.23887/jet.v8i1.74569
<![CDATA[Reading is one of the most taught skills in English lessons, but it is also the most complex skill to improve. The reading activities carried out by students only use textbooks and student worksheets, so they are less exciting and impact students' poor reading skills. This research aims to develop an electronic English reading module based on gamification and contextual learning that is appropriate to the needs of second language learners. This type of research is development research. This research is the second stage of Design-Based Research (DBR), which is the design and construction stage. The research subjects consisted of 2 learning materials experts, two ELT experts, and 2 English teachers. The test subjects were 35 tenth-grade students. This research uses quantitative descriptive analysis techniques and inferential statistics. Based on the results of data analysis, namely the assessment from learning material experts, 93% and 94% were obtained. The assessment from e-module content experts was 97% and 87%. The assessments given by the teacher were 81% and 90%. Usability testing from the student's perspective obtained 80%. From these results, an electronic English reading module based on gamification and contextual learning is suitable for use in the classroom. The implication of this research is that the gamification-based English reading electronic module that was developed can be used in learning.]]>
<![CDATA[Developing pre-service teachers intercultural communication competence: Learning through extracurricular informal digital learning of English ]]>
<![CDATA[Drajati, Nur Arifah]]>;
<![CDATA[Tan, Lynde]]>;
<![CDATA[Wijaya, Surya Agung]]>;
<![CDATA[Tyarakanita, Agustina]]>
<![CDATA[ Studies in English Language and Education Vol 11, No 2 (2024) ]]>
Publisher : <![CDATA[Universitas Syiah Kuala ]]>
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DOI: 10.24815/siele.v11i2.34775
<![CDATA[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.]]>
<![CDATA[Being a Teacher-researcher in Indonesia: Understanding the Motivational Factors of In-service ELT Teachers ]]>
<![CDATA[Handayani, Ellisa Indriyani Putri]]>;
<![CDATA[Drajati, Nur Arifah]]>;
<![CDATA[Cahyaningrum, Dewi]]>;
<![CDATA[Handayani, Anis]]>
<![CDATA[ Langkawi: Journal of The Association for Arabic and English Vol. 11 No. 1 (2025) ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri (IAIN) Kendari ]]>
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DOI: 10.31332/lkw.v11i1.11627
<![CDATA[Conducting research may contribute positively to teachers’ professionalism and maintain their Career-Long Professional Learning (CLPL). However, many teachers find it challenging and hesitant to conduct research. In this regard, this descriptive quantitative study compares novice and experienced teachers’ motivational factors affecting their decision to conduct research despite their other responsibilities as teachers. This study involved 127 English language teachers who are also active researchers. The data were obtained by using an online survey adopting the Teacher Research Motivation Scale (TRMS) proposed by Hosseini & Bahrami (2022) consisting of 22 items. Descriptive statistics and Mann U-Whitney test were then performed using SPSS software to identify the differences between novice and experienced teachers in their research motivation. The results mostly highlight the importance of comprehensively understanding in-service teachers’ motivational factors to conduct research and foster their willingness to be actively involved in research projects. Government and other educational practitioners may reflect on this study’s result to encourage teachers to conduct research and maintain their professionalism in teaching.]]>
<![CDATA[Alignment of Question Types with Reading Comprehension Aspects ]]>
<![CDATA[Alfiana, Septy Okta]]>;
<![CDATA[Rochsantiningsih, Dewi]]>;
<![CDATA[Drajati, Nur Arifah]]>
<![CDATA[ ENGLISH FRANCA : Academic Journal of English Language and Education Vol. 9 No. 1 May (2025) ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri (IAIN) Curup ]]>
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DOI: 10.29240/ef.v9i1 May.12198
<![CDATA[This study analyzes the alignment between question types in the grade X English textbook “Work in Progress” and aspects of reading comprehension. Using a content analysis technique, it investigates how these question types in reading tasks promote the five components of reading comprehension. The results suggest that WH Questions dominate, while Multiple Choice, Cloze Procedure, Skimming, and Scanning are absent, indicating a lack of diversity that may hamper the development of complete reading skills. Regarding reading comprehension aspects, the most frequently occurring aspects are determining the main idea and detailing information, while the aspects of locating references and making inferences tend to be underrepresented. The findings underline the need of incorporating a variety of question types into reading tasks to assist all elements of comprehension. This indicates that textbook authors and curriculum developers should provide resources that encourage a complete approach to improving students' reading abilities.]]>
<![CDATA[“I Felt Struggle but I Did It!”: EFL Pre-Service Teachers Struggles and Solutions During Digital Storytelling Creation to Promote Digital Literacy ]]>
<![CDATA[Adiningrum, Lutfika Prasetyaning]]>;
<![CDATA[Drajati, Nur Arifah]]>;
<![CDATA[Sumardi]]>
<![CDATA[ IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 1 (2025): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri Palopo ]]>
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DOI: 10.24256/ideas.v13i1.5928
<![CDATA[In today's education landscape, many educators still struggle with utilizing technology, and educators are required to be digitally literate to use technology effectively. One innovative teaching method that can promote digital literacy is digital storytelling. This study employs narrative inquiry to investigate the challenges and solutions of Indonesian EFL pre-service teachers when designing digital storytelling projects to promote digital literacy. Thirty-six Indonesian EFL pre-service teachers participated in the study, with data collected through narrative frames, interviews, and artifacts in the form of digital stories. This study used thematic analysis and revealed that most participants encountered difficulties crafting engaging story plots, time limitations, and integrating media components such as images and sound effects. There were four challenges found in this study including access to technological resources, collaborative discussions, and learning new skills. This study implies that students and teachers need to understand the technology and that technological proficiency and collaborative learning are important in overcoming obstacles in the digital era.]]>
<![CDATA[English Communication Problems and Needs from Social Engagement Perspective as Experienced by Airport Passenger-Handlers ]]>
<![CDATA[Cahyani, Anisa Putri]]>;
<![CDATA[Drajati, Nur Arifah]]>
<![CDATA[ English Education: Jurnal Tadris Bahasa Inggris Vol 10 No 2 (2017): English Education: Jurnal Tadris Bahasa Inggris ]]>
Publisher : <![CDATA[Universitas Islam Negeri Raden Intan Lampung ]]>
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DOI: 10.24042/ee-jtbi.v10i2.1744
<![CDATA[Airport and airlines service demand qualified employees to have proficient English communication skill to support smooth flow of airport and flights operation, primarily the workers involved in passenger-handling. English for Specific Purpose (ESP) course which fulfills the target needs could help such situation. This small scale study presents stakeholders’ comments about the staffs’ English communication ability and needs in the work setting (data collected through semi-structured interview) and problem of English communication encountered by the currently working staffs (through open-ended questionnaires as preliminary data and extended group interview or discussion). This paper reflects the experience of the airport passenger-handlers in Indonesia regarding with their challenges in performing English oral communication in the workplace. Analyzed from the perspective of social engagement, the problems and needs found in this study are possible to be the basis for ESP material betterment in the related field.]]>
<![CDATA[Promoting Photovoice for Teachers’ Self-Reflection on Multimodal Literacy ]]>
<![CDATA[Drajati, Nur Arifah]]>;
<![CDATA[Ngadiso, Ngadiso]]>;
<![CDATA[Zainnuri, Hasan]]>
<![CDATA[ English Education: Jurnal Tadris Bahasa Inggris Vol 12 No 2 (2019): English Education: Jurnal Tadris Bahasa Inggris ]]>
Publisher : <![CDATA[Universitas Islam Negeri Raden Intan Lampung ]]>
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DOI: 10.24042/ee-jtbi.v12i2.5415
<![CDATA[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.]]>
<![CDATA[A Portrait of Higher Education Students’ Experiences of doing Informal Digital Learning of English (IDLE) Speaking Practices in Indonesia ]]>
<![CDATA[Rahmawati, Rani]]>;
<![CDATA[Drajati, Nur Arifah]]>;
<![CDATA[Asib, Abdul]]>
<![CDATA[ English Education: Jurnal Tadris Bahasa Inggris Vol 12 No 2 (2019): English Education: Jurnal Tadris Bahasa Inggris ]]>
Publisher : <![CDATA[Universitas Islam Negeri Raden Intan Lampung ]]>
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DOI: 10.24042/ee-jtbi.v12i2.5428
<![CDATA[This paper aimed to explore the experiences of higher education students on Informal Digital Learning of English (IDLE) speaking practices and their personal insight of IDLE influences on their speaking skill. Through this study it is revealed that language learning style on the case of IDLE speaking practice was successfully explained on the practice. This research used interview and participants’ observation. For analyzing the data, the researcher used narrative inquiry model including data collection, data transcription and reporting the narrative study. The participants were two undergraduate female students. Both of them have an experience to go abroad and have a lot of online foreigner friends by IDLE. The result explained that participants have different purposes of practiced IDLE speaking and the way they practiced IDLE speaking. These practices also influenced their speaking aspects such as vocabulary, grammar, fluency, comprehension, and pronunciation. This new learning strategy in an informal context helps them as university students to love their process of learning a language.]]>
<![CDATA[A Vocational English Teacher’s Professional Identity in Industry 4.0 ]]>
<![CDATA[Setyowati, Insyavia Rahayu]]>;
<![CDATA[Drajati, Nur Arifah]]>
<![CDATA[ English Education: Jurnal Tadris Bahasa Inggris Vol 14 No 1 (2021): English Education: Jurnal Tadris Bahasa Inggris ]]>
Publisher : <![CDATA[Universitas Islam Negeri Raden Intan Lampung ]]>
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DOI: 10.24042/ee-jtbi.v14i1.6974
<![CDATA[The growth of technology in Industry 4.0 also gives an impact on education. Language teachers are not only consumers of commercial educational materials, but also must improve creativity in managing classrooms. They should find innovative instructional approaches, methods, and strategies. Therefore, the language teacher identity (LTI) becomes very important. The teachers should discover the contexts in which their designed practices are rooted and expelled to criticize their own personal and professional lives. The current article is a narrative inquiry that an English teacher of vocational high school in Indonesia began to experience over a period of two years during which she could see herself trying to find the best English learning for students that are ready to work in industry 4.0. Shimmering on self experiences and documenting the activities narratively made the teacher face with a number of teaching tradition that she wants to bridge education to world current development. With the development of technology, She began to see herself transforming from traditional learning into new learning that well matched for millennial students. These experiences become very challenging for teachers who are interested in self-inquiry research. ]]>
