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Rita Inderawati

English Education Study Program Faculty Of Teacher Training And Education, Sriwijaya University

Author-ID : 3067780

Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Electrical & Electronics Engineering Engineering Environmental Science Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Materials Science & Nanotechnology Mathematics Medicine & Pharmacology Nursing Physics Public Health Social Sciences Other

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Exploring collaborative scriptwriting and virtual drama performance: Enhancing English language education through technology integration Inderawati, Rita; Eryansyah, Eryansyah; Vianty, Machdalena; Zuraida, Zuraida; Hayati, Rita; Muthmainnah, Muthmainnah; Putri, Ermalati
Studies in English Language and Education Vol 11, No 2 (2024)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v11i2.35993

The present study elaborates on the process of collaborative scriptwriting for drama and the implementation of virtual platforms for theatrical performances. The qualitative design approach was used to provide a detailed explanation of how the virtual drama performance about The Spread of Islam in the 16th Century by Ratu Bagus Kuning was rehearsed and recorded. The subject of the study was 18 graduate school students who took the Appreciation and Literature Teaching course in a Graduate School of English Education at a state university in Indonesia. The data obtained from observation, interview, and documentation were analyzed by utilizing a thematic process. The result of the study reveals two main findings: it emphasizes innovative scriptwriting and video presentation in virtual educational drama, and it also shows the communication, cooperation, critical thinking, and creativity involved in writing drama scripts and performing virtually. The study highlights the process of collaborative drama script writing, focusing on Palembangs heroic tale of Ratu Bagus Kuning. Using the universitys LMS for dialogues, research, and creative collaboration, students prepared for a virtual drama performance. They paired up to draft scenes, actively applying 21st-century skills, such as critical thinking and creativity. Peer feedback and revisions improved script quality. Despite continuity issues and technical constraints, students showed resilience and adaptability. Rehearsals and the final virtual performance demonstrated their dedication and innovation. The integration of technology and cultural sensitivity highlighted virtual dramas transformative potential, emphasizing communication, collaboration, critical thinking, and creativity.

STUDENTS’ VIRTUAL DRAMA PERFORMANCE OF ENGLISH LANGUAGE TEACHING IN THE DIGITAL ERA: CREATIVITY AND ADAPTATION IN LEARNING Inderawati, Rita; Meyers, Karen Ferreira; Novarita, Novarita; Awalludin, Awalludin; Anam, Syamsul
English Review: Journal of English Education Vol. 12 No. 3 (2024)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v12i3.10893

Abstract: The COVID-19 pandemic has necessitated rapid adaptation to digital and remote learning, fundamentally altering traditional pedagogical practices. For English Education students, especially those engaged in literature courses, drama performance has long been a valuable tool for exploring and expressing literary understanding. However, the sudden shift to online learning environments presented unique challenges, pushing students to reconceptualize drama performance in a virtual setting. This study investigates how English Education students creatively adapted to these changes by producing virtual drama performances through the Zoom platform. The integration of virtual backgrounds, designed using Canva, allowed students to construct imaginative settings that supported narrative immersion, despite the physical separation. This research highlights the ways students utilized digital tools to convey dramatic elements and literary interpretation, transforming conventional stagecraft into an innovative, digital form of storytelling. Through in-depth analysis, this article explores how these virtual performances not only maintained the integrity of drama as a medium for literary education but also fostered critical technological skills that are increasingly relevant in the digital era. The findings demonstrate that virtual drama projects encouraged students to combine creativity with technical proficiency, enhancing their adaptability, digital literacy, and ability to collaborate in a remote context. This study underscores the evolving role of literature-based performance in English Language Teaching (ELT), suggesting that the integration of digital tools in creative projects may serve as a sustainable model for literature education in the post-pandemic future.

Literature for Empowerment: Using Picture Books to Promote SDG Awareness and Reading Skills in Indonesian Junior High Schools Hidayati, Rina; Silvhiany, Sary; Inderawati, Rita
VELES Voices of English Language Education Society Vol 9 No 2 (2025): August 2025
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v9i2.30255

This study investigates how picture books, through their visual and textual storytelling integration, can enhance reading comprehension and promote social awareness within an under-resourced English as a Foreign Language (EFL) context. Conducted at SMP Negeri 4 Jirak Jaya in South Sumatra, Indonesia, the research examines the effectiveness of picture book-based instruction in improving students’ narrative reading skills and encouraging reflection on issues such as poverty and inequality, in alignment with the Sustainable Development Goals (SDGs 1, 4, and 10). Employing a mixed-methods case study design, the study involved 13 Grade 8 students, 11 of whom were primary contributors to their families’ income and were purposefully selected as key participants. Quantitative data were collected through validated and reliable pre- and post-tests on narrative reading comprehension. Results demonstrated a statistically significant improvement in students’ reading scores, with mean scores increasing from 54.09 to 73.86 (p < .001, Cohen’s d = 5.75), indicating a large effect size. Normality tests supported the appropriateness of parametric statistical analysis. Complementing these findings, qualitative data from semi-structured interviews revealed students’ strong emotional and personal connections to the stories. Thematic analysis yielded five key themes: emotional responses, personal experiences, favorite story elements, increased motivation to study, and lessons learned. Students consistently reported that the narratives reflected their real-life experiences and responsibilities, fostering a sense of validation, motivation, and deeper engagement with social issues. These findings highlight picture books' pedagogical potential in developing reading comprehension and cultivating empathy and critical reflection among learners in marginalized educational settings.

Transmigrasi Mandiri Berbudaya: Pelatihan Membatik dan Kembar Mayang di Desa Margotani OKU Timur Saputra, Ardi; Ilhaq, Muhsin; Igamo, Alghifari Mahdi; Inderawati, Rita; Septiani, Yin Yin
Abdimas Galuh Vol 7, No 2 (2025): September 2025
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/ag.v7i2.20285

Kondisi perekonomian Desa Margotani II yang lemah dimana masyarakatnya bergantung pada pertanian subsisten dengan hasil yang tidak stabil. Pertanian yang dikembangkan berupa sistem tadah hujan dan perkebunan karet yang merusak harga. Tujuan pengabdian kepada masyarakat ini adalah untuk memberdayakan kelompok PKK Candramaya melalui pelatihan membatik dan kembar mayang dalam rangka menuju desa transmigrasi mandiri berbudaya. Metode yang digunakan dalam kegiatan pemberdayaan ini adalah metode Asset-Based Community Development (ABCD) yang merupakan metode pemberdayaan berkelanjutan yang didasarkan pada aset, kekuatan, dan potensi masyarakat . Berdasarkan hasil kegiatan pengabdian pada kelompok PKK Candramaya Desa Margotani II, diperoleh hasil berupa peningkatan keterampilan warga dalam bidang seni tradisional yaitu membatik dan kembar mayang .

CHOOSING INDONESIA OVER ENGLISH-SPEAKING NATIONS: INTERNATIONAL STUDENTS’ PURSUIT OF EFL TEACHING QUALIFICATION Lestari, Tri Puja; Silvhiany, Sary; Inderawati, Rita
Linguists : Journal of Linguistics and Language Teaching Vol 11, No 1 (2025): July
Publisher : Universitas Islam Negeri (UIN) Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/ling.v11i1.5395

The study examines the decision making process of international students opting to pursue graduate level education in non- English-speaking country, Indonesia, to become English as a Foreign Language (EFL) Teachers. Through a narrative approach, data was collected by using semi structured interviews with international students from diverse cultural background; South Korea, Brazil, and Mexico. The findings indicate that the ambitions of the international students are influenced by a combination of intrinsic motivations, including personal growth and cultural interest, as well as extrinsic factors such as career prospects, educational quality, and living environment. This analysis examines the impact of Indonesia's educational standards, cultural and geographical attractions, and career advancement opportunities on the decision-making processes of international students. The study indicates that international students perceive Indonesia as a favourable destination for EFL career development. It also identifies opportunities for institutions to better support these students by addressing their specific needs and improving employment pathways after graduation. The findings highlight Indonesia's increasing attractiveness as a destination for international EFL educators and indicate that promoting educational exchange can enhance international cooperation and contribute to the professional development of future teachers. Future research may investigate the educational experiences of international students from varied undergraduate backgrounds to enhance understanding of their journeys toward becoming educators in a global context.

TEACHERS AND STUDENTS’ PERCEPTION TOWARD CHARACTER EDUCATION IN ENGLISH TEXTBOOKS PERMANA, DIO RESTA; INDERAWATI, RITA; VIANTY, MACHDALENA
Linguists : Journal of Linguistics and Language Teaching Vol 6, No 2 (2020): December
Publisher : Universitas Islam Negeri (UIN) Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/ling.v6i2.3955

This study aimed at investigating how far teachers and students really understand the existence of character education in the curriculum, especially through the teaching and learning process in the classroom by using English textbooks as a medium. There were six teachers and six students who participated in this research. A semi-structured interview with a one-on-one interview was conducted in order to see the perspective of teachers and students about character education in their textbooks. The study revealed that both teachers’ and students’ agreed that character education is essential in creating good individuals with noble characters to tackle moral degradation. Their understanding of character education in the textbooks they were using now was satisfactory. It can be seen through both teachers and students were aware of dealing with character values in the textbooks that embedded in the teaching and learning materials which can be presented both in form of implicit and explicit but they did not know about 18 character values proposed by the government yet.

Assessing Secondary High School Student Needs for Descriptive Texts Concerning Climate Change Tasyaa, Nabilla; Inderawati, Rita; Mirizon, Soni
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.v7i3.24050

Addressing Indonesia's vulnerability to climate-related disasters, this study explores the development of English reading materials on climate change for secondary high school students. The goal is to tailor these materials to the students' specific needs, considering their English proficiency levels and the challenges they face in reading comprehension. Through a mixed-method approach involving questionnaires and semi-structured interviews, the study captures insights from students, English teachers, and stakeholders. The findings highlight the critical role of English in students' future careers. However, most students are beginners in English, and they experience significant difficulties in understanding reading materials. There is a clear need for descriptive texts that are accessible at their English level and integrate climate change topics relevant to their context. The study identifies a gap in current educational resources, emphasizing the necessity of incorporating climate change content in a manner that both informs and is comprehensible to students. In conclusion, this study advocates for the creation of supplementary descriptive texts about climate change, customized to align with the students' linguistic abilities and educational curriculum. This initiative aims not only to enhance students' English skills but also to increase their awareness and understanding of crucial environmental issues.

Integrating Climate Change into English Language Teaching: A Survey of Indonesian Teachers' Preparedness and Perspectives. Silvhiany, Sary; Rahmadhani, Sakilah; Inderawati, Rita; Meilinda, Meilinda; Trilestari, Kuntum
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.v7i3.24232

Climate change is one of the most critical issues we are currently facing. Considering the devastating impact of climate change to many people in the world, an interdisciplinary approach to climate change mitigation is highly essential. Teachers have a crucial responsibility in transferring knowledge, persuading students, and setting an example for critical thinking and environmental advocacy in order to prepare students for the challenges posed by climate change. The issue of climate change is one of the topics and goals of EFL teachers in preparing students to face climate change. The aim of this research is to explore teachers' knowledge, beliefs, attitudes and preparedness in integrating climate change issues in ELT. This study employed a survey method, which involved 214 Indonesian EFL teachers from various levels of education, from elementary to high school. Data were analyzed through questionnaires, consisting of four parts: teachers’ knowledge, belief, attitude and preparedness in integrating climate change issues in ELT. The results show that there is a correlation between knowledge, belief and attitude towards preparedness in incorporating climate change education in EFL learning. Moreover, most teachers expressed their willingness to teach climate change issues in ELT, despite the score of their knowledge, belief, and attitude regarding climate change. These results shed light on teachers’ understanding of climate change, belief about, and attitude toward climate change issues. Implications of the study include the possibility of incorporating climate change education in EFL learning and EFL sustainable teacher education.

CREATIVE WRITING AND INNOVATIVE PROCESS OF BEOWULF VIRTUAL DRAMA UNDERGRADUATE STUDENTS Karwandi, Karwandi; Inderawati, Rita; Sitinjak, Margaretha Dinar
English Review: Journal of English Education Vol. 10 No. 3 (2022)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v10i3.6323

Pandemic Covid-19 forced education sector to have no more face-to-face classes since 2020. Unluckily, students from drama classes no longer performed on the stage even though they have well-prepared for the performance. This article highlighted four main problems: 1) How creative were students in writing drama script for virtual drama performance? 2) What were innovative processes created by the students for virtual drama performance? 3) What were the problem faced by the students in writing drama script and performing virtual drama performance? and 4) How were the lecturers’ role for the students in writing drama script and performing virtual drama performance? To answer these questions, the study employed online observation, interview, and documentation to dig up the research questions. The result of the study showed that by using documented-limited creative writing, most of the students were able in creating the drama script collaboratively and they utilized Zoom platform and Canva application through these preliminary investigation, detailed investigation, development, testing and validation, and full production processes. As a whole, the students were creative and innovative during the process of virtual drama performance and it could make the process of teaching and learning are worthwhile because lecturers and students had collaborated very well.

APPLYING HIGHER ORDER THINKING SKILLS (HOTS) PEDAGOGY: A CASE STUDY OF AN EFL CORE TEACHER Saraswati, Nais; Inderawati, Rita; Vianty, Machdalena
English Review: Journal of English Education Vol. 11 No. 3 (2023)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v11i3.7818

HOTS (Higher Order Thinking Skills) is an indispensable skill crucial for meeting the future demands of the 21st century. It plays a fundamental role in encouraging students to think critically, be more creative, and effectively solve problems. HOTS pedagogy encompasses the entire teaching and learning process, encompassing the selection of teaching and learning strategies as well as the creation of tasks and assessments based on HOTS principles. This study aimed to explore how an EFL (English as a Foreign Language) core teacher understands and implements HOTS pedagogy in the EFL classroom. Qualitative research in the form of narrative inquiry was employed for this investigation, with a single participant chosen through criteria sampling. Data collection was carried out through semi-structured interviews, and data analysis utilized the constant-comparative method. The study's findings shed light on the teacher's planning when implementing HOTS pedagogy, the teaching techniques employed to foster HOTS skills in students, and the utilization of HOTS-based assessments. Additionally, the findings identified an issue with the arrangement of operational verbs in the EFL core teacher's planning and revealed that the use of discovery learning as a teaching technique created disparities in understanding the lesson between passive and dominant students.

Co-Authors A. Loeneto, Bambang A. Loeneto, Bambang Agus Wahyudi Agusta, Okky Leo Ahmad Hafiz Pratama Ahmad Zainudin Akromu Wajihan Qori Alghifari Mahdi Igamo Amrullah Amrullah Anggraini, Fenisya Anisa Rhahima Arika Sari Arika Sari Artika Sari Arya Muhaimin Astowo, Cesar SWF Awalludin Awalludin Bambang A. Loeneto Bambang Loeneto Dea Ariani Delia Septimiranti Delia Septimiranti Desi Ramasari Dewi Rawani Dewi Rawani Dian Fitriani Diani, Oktrianti Didi Jaya Santri, Didi Jaya Didi Suhendi Didi Suhendi Didi Suhendi, Didi Diemroh Ihsan, Diemroh Dio Permana Dio Resta Permana Dita Rizki Anggraini Duano Sapta Nusantara Dwi Maharrani Eka Apriani Elika Elika Elika Kurniadi Elsya Agesty Erlina Erlina Erlina Erlina Ermalati Putri Ermalati Putri Ernalida Ernalida ERYANSYAH, ERYANSYAH Faizah, Vivian Azarine Febiola, Ayu Febriyanti, Riana Febriyanti, Riana Fiftinova Fiftinova Fiftinova Fiftinova, Fiftinova Fitri Amalia Geyereni Maretika Noto Gustiningdiah Purwandini Hafiz Pratama, Ahmad Hafiz Pratama, Ahmad Hanafziah Miftahul Fajri Hariswan Putera Jaya Hariswan Putra Jaya, Hariswan Putra Haritsah Sani Hartono Hartono Hartono Hartono Haryani Haryani Herlina, Rini Hesti Wahyuni Anggraini, Hesti Wahyuni Hidayati, Rina Ida Musirini Ida Rosmalina Ida Rosmalina Ida Rosmalina, Ida Ilhaq, Muhsin Intadani, Masagus Aditya Putra INTIFADHAH INTIFADHAH Ira Audina Pratiwi Ira Septiana Irna Ningsih Ismail Petrus Jasmine, Malihah Putri Jopalina, Praisa Kananda Agustina Checaria Karwandi Karwandi Karwandi, Karwandi Kurniadi, Elika Lestari, Tri Puja LINGGA AGUSTINA SUGANDA Lingga Agustina Suganda Lisnaini Lisnaini Lisnani Lisnani Lisnani Lisnani Lisnani Lisnani Loeneto, Bambang A Lumei Haryanti Kumbara Lusiana Dian Retnowati Machdalena Vianty Machdalena Vianty Machdalena Vianty Maharani, Siti Dewi Malalina Malalina Malalina Malalina Margaretha Dinar Sitinjak Margaretha Dinar Sitinjak Margaretha Dinar Sitinjak Margaretha Dinar Sitinjak, Margaretha Dinar Masitoh Masitoh Mawaddah Hidayati Meilinda Meilinda Meilinda Meilinda Mela Maresta Melly Ariska Meyers, Karen Ferreira Mgrt.Dinar Sitinjak Mitha Septiyanti Mitra Afriadeni Mona Monika Mulyadi Eko Purnomo, Mulyadi Eko Munikahi Purba Muslih Hambali Muthmainnah Muthmainnah Mutiara Ayu Nadya, Nanda Neti Herawati Nova Lingga Pitaloka, Nova Lingga NOVARITA NOVARITA, NOVARITA Novita Sari Nur Azizah Nur Azizah Nurhaliza, Salsabila Nurhayati Nurhayati Nurhayati Nurhayati Nurlista Iryanti Nurmantara, Loga Nyimas Larasati Utami Okky Leo Agusta Pratiwi, Weni Purwandani, Endah Putri, Cantika Putri, Ermalati Raharjo, Makmun Rahayu, Chika Rahmadhani, Sakilah Rahmah, Ulfatin Nur Rahmawati Umbara Ratu Ilma Indra Putri Ratu Ilma Indra Putri Ria Elviana Rini Herlina Rini Herlina Rini Rini Riska Bella, Riska Rita Hayati Rita Hayati Rita Hayati Rusman Roni Sadrah Ihsani Sakdiawati, Sakdiawati Saputra, Ardi Sarah Suci Hartina Saraswati, Nais Sardianto Markos Siahaan Sardianto Siahaan Sari, Arika Sari, Maria Angela Sylvista Sarimarsutalinda Sarimarsutalinda Sarimarsutalinda, Sarimarsutalinda Sary Silvhiany Sary Silvhiany SATRIYAS ILYAS Selly Septiandini Selvina, Dita Sepdwiko, Deria Septiana, Ira Septiani, Yin Yin Septimiranti, Delia Shilviany, Sary Simamora, Melisa Kristina Sinta Octaviana Siswahyudianto Sitinjak, Mgrt. Dinar Sofendi Sofendi SOFENDI SOFENDI, SOFENDI Soni Mirizon Soni Mirizon Sopian Sopian Sri Indrawati, Sri Sri Susanti SUSILAWATI SUSILAWATI Syafryadin Syafryadin Syamsul Anam Syarifuddin Tahrun Tahrun TAHRUN TAHRUN Tamara Becce Tenridinanti Tasyaa, Nabilla TASYKIRAH, FITRIAH Tita Ratna Wulan Dari Tria Gustiningsi Trilestari, Kuntum Try Desnita Ummy Wahyuni Wahyuni, Ummy Wardah Zahra Wawan Tarwana Weni Pratiwi Yeni Oktarina Yeni Oktarina Yundari, Yundari Zahra Alwi, Zahra Zainal Abidin Naning Zulkardi Zulkardi Zulkardi Zulkardi Zulkardi Zulkardi Zuraida Zuraida

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