Article Per Year (5 Year)
p-Index From 2021 - 2026
4.367
P-Index
This Author published in this journals
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 Al-Ta'lim 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 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

Published : 49 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 49 Documents
Search

 1   2   3   4   5 
EFL Students’ Attitudes Towards Autonomous Learning Through Busuu: A Mobile Application Rizqiyyah, Rizqiyyah; Drajati, Nur Arifah
English Education: Jurnal Tadris Bahasa Inggris Vol 13 No 2 (2020): English Education: Jurnal Tadris Bahasa Inggris
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/ee-jtbi.v13i2.7027

Abstract

Studies on the appliances of mobile phones have indicated a positive effect on language improvement. This case study attempts to explicate students' perceptions of autonomous learning through Busuu (a language mobile application). The subjects of this study were 17 females and three males of an English language center at a university in Indonesia. The result showed that the use of the Busuu app supported learners’ autonomy. (1) Students controlled over learning management freely managing their time to study and got motivated more to learn English after accessing the app. The findings indicated that the lower the level of competence in English, the longer students spent their time to access the app. (2) Students controlled over cognitive processing by showing their interest in vocabulary practices. Next, students controlled over learning content by selecting which material to study first so that they were able to meet their expectations of accessing the app. At last, (3) students controlled over learning strategies by reflecting on how well they have learned from the automated feedback feature provided in the app. To sum up, students have a positive attitude towards the app in that it helps them enhance their English proficiency skills, especially in vocabulary enrichment.
EFL GRADUATE STUDENTS’ INNER SPEECH AND IMPLEMENTATIONS OF THEIR ACADEMIC WRITING DEVELOPMENT Lailatun Nurul Aniq; NURKAMTO, JOKO; SISWANDARI, SISWANDARI; DRAJATI, NUR ARIFAH
SEAQIL Journal of Language Education Vol. 4 No. 1 (2025): SEAQIL Journal of Language Education (SJLE)
Publisher : SEAMEO QITEP in Language

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

All around the world, colleges and universities have serious concerns about academic writing. All university and college students, especially those studying English as a second language (EFL), need to generate various textual forms for their academic education. Higher education students who do not communicate English as their native language encounter many linguistic, discursive, and cognitive difficulties when there is an educational requirement to publish academic writing in a reputable international journal. They suffer enormous barriers concerning their viewpoints as well. The purpose of this study is to investigate the particular writing experiences employed by graduate students in the English education program and assess how these practices influence their thesis and other scholarly publications. This research followed Barkhuizen et al.’s (2013) narrative inquiry paradigm. Through WhatsApp, the students engaged in several lengthy semi-structured interviews that were continued by such focus group discussions. We scrutinized and looked at their scholarly articles and theses in these dialogic interactions for two months, among other forms of English scholarly work. This research revealed that participants encountered conflict and tensions in their writing practices, particularly within specialties that require critical and suitable attention. Conjectured narratives of personal encounters in this research would be utilized as a guidance document to help evaluate students' English academic writing habits to meet their intended results. This has ramifications for how English research and educational writing is understood.
Translanguaging in Academic Writing Classroom: A Case Study of EFL Pre-Service Teachers' Perception Yolanda, Ika Yasyinta Nindy; Setyaningsih, Endang; Drajati, Nur Arifah
JEELS (Journal of English Education and Linguistics Studies) Vol. 11 No. 1 (2024): JEELS May 2024
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v11i1.2670

Abstract

This case study explores the perceptions of translanguaging in the academic writing process of pre-service teachers. Drawing upon the theories of forms translanguaging (Baynham & Lee, 2019; Garcia & Lin, 2016; Hua & Wei, 2022) and the stages of writing proposed by Hyland (2003), this research delves into how pre-service teachers perceive and utilize translanguaging in their writing. The study integrates observations, interviews, and artifact analysis involving pre-service teachers to understand their engagement with translanguaging as both a communicative and pedagogical strategy. The findings show that pre-service teachers not only view translanguaging as a method for effective communication but also as a crucial tool for enhancing their engagement with academic content, particularly in the stages of topic selection, pre-writing, writing, and feedback. In addition, the significant use of translation, code-mixing, and code-switching underscores their linguistic adaptability in a multilingual academic context. This research contributes to the academic discourse by providing insights into the role of translanguaging in the academic writing process and its implications for future teaching practices.
The Effect of Massively Multiplayer Online Role-Playing Games (MMORPG) Vocabulary on Students’ Willingness to Communicate: A Narrative Inquiry Salsabil, Muhammad; Drajati, Nur Arifah; Haryati, Sri
Jurnal Pedagogy Vol 11 No 2 (2023): Pedagogy: Journal of English Language Teaching
Publisher : Institut Agama Islam Negeri (IAIN) Metro, Lampung, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32332/joelt.v11i2.7742

Abstract

Learning is not only done in the classroom but also outside the classroom through game media. This study focuses on the effect of vocabulary knowledge from massively multiplayer online role-playing games on students' willingness to communicate. The subjects of this research are three EFL learners who play MMORPG games. This study uses a biographical narrative inquiry method and collects data through semi-structured interviews and artefacts. EFL learners were assigned to share their experiences playing MMORPGs related to vocabulary knowledge and the desire to communicate. The data is analysed using thematic analysis. The findings highlight the positive impact of vocabulary knowledge on participants' self-confidence and pronunciation skills. A solid grasp of game-related vocabulary increases participants' self-confidence, making them more comfortable engaging in conversations and less afraid of making mistakes. It also improves pronunciation skills, as participants better understand word pronunciation through in-game interactions. Through collaboration among teachers, institutions, and parents, using MMORPGs as a learning tool is expected to provide maximum benefits for students in improving their English communication skills.
Moral Values Representation through Speech Acts in Indonesian EFL Textbooks: A Critical Discourse Analysis Arwanto, Harun; Djatmika, Djatmika; Drajati, Nur Arifah; Putra, Kristian Adi
JEELS (Journal of English Education and Linguistics Studies) Vol. 11 No. 1 (2024): JEELS May 2024
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v11i1.2611

Abstract

Abstract: In the last ten years, studies of the representation of moral values in English textbooks have been growing. However, little empirical evidence reveals the use of speech acts to represent moral values through utterances. This study aims to investigate the representation of moral values depicted through utterances in English textbooks for elementary school grades 2 and 5 in Indonesia. By adopting a socio-cognitive critical discourse analysis (Van Dijk, 2015) framework integrated with Searle’s (1969) speech acts, this qualitative study elucidates the representation of moral values only in the verbal text. The data were analyzed by applying several steps, including unitizing, sampling, recording/coding, reducing, inferring, and narrating. The findings of this study showed that curiosity, honesty, and friendliness are the most dominant moral values depicted in two English textbooks for elementary schools in Indonesia.  Dialogue/conversation, chapter cover, and instruction for students’ activity are the strategies to promote moral values in the textbooks. This study implies that teachers and textbook writers should provide students with more examples of moral values, particularly those related to daily life communication.    
EFL In-Service Teacher Training Program in Indonesia: An Analysis of Teachers’ Self-Esteem and Task Perception Development Laili, Indah Rohmatin; Rochsantiningsih, Dewi; Drajati, Nur Arifah
VELES Voices of English Language Education Society Vol 7 No 3 (2023): VELES (Voices of English Language Education Society)
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v7i3.24087

Abstract

This study explores the impact of the "Guru Penggerak" program (PGP), a key component of Indonesia's "Merdeka Belajar" educational initiative, on the professional development of in-service English as a Foreign Language (EFL) teachers. Focusing on three EFL teachers who participated in PGP, the research examines the development of self-esteem and task perception during the training. Data were collected through semi-structured interviews, narrative frames, and examination of relevant artefacts. Results indicate that PGP effectively aids teachers in understanding and implementing the Merdeka curriculum, enhancing their self-esteem and task perception. Specifically, the study identifies two indicators of improved self-esteem: enhanced understanding of curriculum implementation and engagement in professional learning communities. Similarly, two indicators of enhanced task perception were noted: improved job performance and effective utilization of training modules in teaching. Additionally, the study highlights challenges faced by participants, including shifts in teaching beliefs, increased workload, and perceptions of their role in the program. These insights suggest avenues for refining in-service teacher training programs to better support EFL teachers' professional growth.
Teacher-Student Interaction in EFL Classrooms through Creative Problem-Solving: An Application of the Initiation-Response-Feedback Model Aini, Rani Nur; Drajati, Nur Arifah; Putra, Kristian Adi
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.
Navigating the Digital Shift: The State of Junior High Schools' Technological Readiness in Indonesia Kistanti, Aisyah; Sunardi; Drajati, Nur Arifah
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.v8i2.26524

Abstract

The digital shift in education requires readiness among school members to manage the challenges of organizational change. This study investigates the technological readiness of junior high schools in Indonesia from teachers' perspective, using Weiner's (2009) theory of organizational readiness for change, and examines students' readiness for digital learning. Participants included teachers and students from four junior high schools in Boyolali, Central Java, selected through convenience sampling with a 95% confidence level (0.05). Descriptive statistical analysis indicated a positive readiness for digital transformation (mean = 3.74). The study found that only the Valence of Change factor had a statistically significant correlation with schools' readiness for digital shift. Furthermore, respondents showed a positive attitude toward digital learning, with no significant gender differences in students' perceptions and use of digital tools. These findings offer valuable insights for educators, researchers, and school administrators in driving digital transformation in education. The study recommends integrating digital learning into the curriculum to boost student engagement and interest.
Looking for a Fun Way to Learn English Vocabulary? Discover the Magic of Gamification with Digital Flashcards Andriani, Miftakul; Sunardi; Drajati, Nur Arifah
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.
EFL Pre-Service Teachers' Experiences Using a Digital Multimodal Composing Framework to Design Digital Storytelling Books Navila, Ais; Rochsantiningsih, Dewi; Drajati, Nur Arifah
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 8, No 2 (2023): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/ijeltal.v8i2.1561

Abstract

In the twenty-first century, educators must have competency in technology integration in language classrooms for language learning, which should receive much attention in teacher training programs and professional development. Furthermore, integrating digital multimodal composing into English language teaching through digital storytelling books might assist teachers in building their technological abilities. Therefore, this study aims to investigate the pre-service teachers' experiences in designing digital storytelling books with digital multimodal composing frameworks. The present study adopted narrative inquiry to elucidate pre-service teachers' experiences designing digital storytelling books with multimodal composing framework. This study highlights the experiences of four postgraduate students as pre-service EFL teachers in designing digital books as teaching media. According to the findings, pre-service teachers employ the critical, creative, and technical domains as phases in creating digital storytelling books, which include information from written reflections and interviews. Further research needs to examine the teacher's perceptions of designing digital books as teaching media in real class and students' perceptions when using books designed by the teacher.
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 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