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All Journal KOMUNITAS: INTERNATIONAL JOURNAL OF INDONESIAN SOCIETY AND CULTURE Nadwa : Jurnal Pendidikan Islam Dimas: Jurnal Pemikiran Agama untuk Pemberdayaan Tarbiyah Vision: Journal for Language and Foreign Language Learning LET: Linguistics, Literature and English Teaching Journal Indonesian EFL Journal Kontribusia : Research Dissemination for Community Development International Journal of Social Learning (IJSL) Indonesian Journal of EFL and Linguistics DINAMIKA ILMU: Jurnal Pendidikan
Sayyidatul Fadlilah
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Religion Arts Humanities Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Public Health Social Sciences Other

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Ngapak Language as Discourses of Javanese Socio-Cultural Construct Antoni, Nur; Fadlilah, Sayyidatul
Komunitas Vol 14, No 1 (2022): March 2022
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/komunitas.v14i1.30915

Abstract

Linguistic data often record cultural values and reflects the social dynamics of society based on cultural values. The purpose of this study is to analyze the discourse and speech of the Javanese Ngapak language which contains cultural values and the way that culture is constructed through discourse and speech language. The object of this study is discourse and the approach used is linguistic-sociological, or usually called sociolinguistics. The method used in this paper is a qualitative descriptive research method that produces descriptive data in the form of speech, writing, or observed behavior, using the listening and writing technique. The results of the study show that good culture, religious teachings, and a culture of sharing with others are found in the discourse and utterances of the Ngapak Javanese language. These cultures are constructed through the Ngapak Javanese language in a relaxed, serious, prayer and humorous atmosphere, showing the reality of the Ngapak-speaking community. This means that cultural values are found in discourse in the form of community conversations, texts and speech in various forms which are constructed through the Javanese Ngapak language to reflect reality.
ENHANCING STUDENTS’ READING COMPREHENSION OF RECOUNT TEXT WITH MULTIMODAL DIGITAL LITERACY Mariam, Siti; Kepirianto, Catur; Fadlilah, Sayyidatul; Izza, Awwalia Fitrotin
Indonesian EFL Journal Vol. 11 No. 1 (2025)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v11i1.11337

Abstract

This study aims firstly to explain the use of multimodal digital literacy to boost students’ reading comprehension of recount text. Secondly, to describe students’ engagement in joining this learning model. It employed a qualitative method. Classroom action research with two cycles was used as the research design. Each cycle consisted of planning, acting, observing, and evaluating. The participants were thirty-ninth graders at the Islamic secondary school in Semarang Regency in the academic year 2024-2025. The pre-test, posttests, and observation guidelines were provided as data collection techniques. The results show that incorporating a genre-based approach and multimodal digital literacy can enhance students’ reading comprehension of recount text. Based on students’ achievement in the pretest, they reached 69, in post-test cycle 1, they achieved 75, and in post-test cycle 2, they obtained 84. Because students were intrigued by multimodal digital literacy, they were also delighted in putting this learning approach into practice. Their grasp of reading comprehension of recall texts was enhanced by the teacher. Together with their peers and the teacher, they studied the course materials. It can be concluded, this learning paradigm improves group work and interpersonal skills, raises learning motivation, and promotes active learners' involvement.Keywords: digital literacy, multimodal; reading comprehension; recount text; revolutionizing. 
Faith, Culture, and Technology in EFL Classrooms: Ethnographic Insights from Professional Learning Communities in Indonesian Islamic Schools Fadlilah, Sayyidatul; Yuliasri, Issy; Fitriati, Sri Wuli
Dinamika Ilmu Vol 25 No 2 (2025): Dinamika Ilmu, 25(2), December 2025
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan, Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/di.v25i2.11495

Abstract

Integrating Technological Pedagogical Content Knowledge (TPACK) in English as a Foreign Language (EFL) teaching necessitates striking a balance between global educational innovations and local cultural and religious contexts. This ethnographic study examines how faith-based values and cultural norms influence the integration of TPACK among EFL teachers in the Professional Learning Communities (PLCs) of Indonesian Islamic schools. Using a multidisciplinary framework combining educational technology, sociocultural theory, and religious studies, the research addresses: (1) How do faith and culture shape teachers’ TPACK practices? (2) What challenges and opportunities arise in aligning technology with Islamic educational values? (3) How do PLCs help or hinder culturally responsive TPACK development? Data were collected through classroom observations, field notes, photo voice, and school documents. Findings indicate that religious and cultural commitments influence technology adoption and enhance lesson relevance by connecting to students' experiences. PLCs provide collaborative spaces to address value-based concerns, share strategies, and co-create approaches that ensure teaching effectiveness and cultural and religious consistency. The study highlights the need for context-sensitive professional development to facilitate the sustainable integration of technology in EFL settings.
Understanding English Teachers’ Engagement in Professional Learning Communities for TPACK Reconstruction Fadlilah, Sayyidatul; Yuliasri, Issy; Fitriati, Sri Wuli
Indonesian Journal of EFL and Linguistics Indonesian Journal of EFL and Linguistics, 10(2), November 2025
Publisher : Pusat Pelatihan, Riset, dan Pembelajaran Bahasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/ijefl.v10i2.991

Abstract

This study examines the role of English teachers in Professional Learning Communities (PLCs) as they develop their Technological Pedagogical Content Knowledge (TPACK) within the context of cultural and religious norms in madrasahs in Semarang City, Indonesia. Using a qualitative ethnographic case study methodology, the data were collected through observations, questionnaires, and field notes to demonstrate teachers' behavioural, emotional, and cognitive engagement. The study consisted of 50 in-service English teachers from thirty Islamic junior high schools serving varying educational backgrounds and professional learning experiences. The findings suggest, using Fredricks et al.'s multidimensional framework on engagement, that the teachers were very engaged behaviourally when we measured their attendance, participation, and attempts to use technology in their classrooms. Emotionally, the teachers exhibited excitement, curiosity, key details, engagement, pride, and self-efficacy, which led them to feel connected to the PLC and motivated to experiment with different instructional practices. Cognitively, the teachers engaged in reflective practices, planning with goals, problem-solving, and pedagogically integrating technology with content. This study highlights that PLCs can be a formidable vehicle for collaborative professional growth, helping English teachers develop their technological teaching capacity and pedagogically innovate while maintaining their cultural and religious nuance. This study also highlights that TPACK reconstruction involves a process of continually engaging in multidimensional, ongoing interactions to be effectively reconstructed in a relevant context.
Online Assessment of English Competence and Its Washback: Teachers’ and Students’ Voices Mariam, Siti; Fadlilah, Sayyidatul; Kepirianto, Catur
International Journal of Social Learning (IJSL) Vol. 5 No. 3 (2025): August
Publisher : Indonesian Journal Publisher in cooperation with Indonesian Social Studies Association (APRIPSI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47134/ijsl.v5i3.437

Abstract

Online assessments present several challenges for teachers, particularly in EFL (English as a Foreign Language) contexts. These difficulties fall into four categories: contextual, psychological, pedagogical, and technical. This study aims to explain teachers’ and students’ voices on implementing online assessment of English competence and its washback. It employed a qualitative method and a narrative inquiry research design. Data collection techniques used semi-structured interviews and open-ended questions. Thematic analysis was used as a data analysis technique. The participants were two English teachers and five students of an Islamic secondary school in Semarang city. The results show that the biggest challenge when conducting online English assessment reflects a range of technological, emotional, and instructional challenges, namely poor internet connection, device sharing or lack of equipment, speaking anxiety, unclear instructions, difficulty with listening tests, time pressure, lack of feedback, and technical platform confusion.
Co-Authors Catur Kepirianto Ikhrom Ikhrom Issy Yuliasri Izza, Awwalia Fitrotin Masithoh, Hanita Muhammad Saifullah Nur Antoni ET Ruswan Ruswan SITI MARIAM Sofa Muthohar Sri Wuli Fitriati Zulaikhah Zulaikhah, Zulaikhah