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All Journal Jurnal Pendidikan Humaniora TEFLIN Journal: A publication on the teaching and learning of English English Review: Journal of English Education JEES (Journal of English Educators Society) Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Journal of English Language, Literature, and Teaching (J-ELLiT) AL ISHLAH Jurnal Pendidikan LET: Linguistics, Literature and English Teaching Journal Dinamika Ilmu Journal of Innovation in Educational and Cultural Research Didaktika: Jurnal Kependidikan JOLLT Journal of Languages and Language Teaching Bahasa dan Seni: Jurnal Bahasa, Sastra, Seni, dan Pengajarannya DINAMIKA ILMU: Jurnal Pendidikan Journal of Language, Literature, and Arts (JoLLA) JEELS (Journal of English Education and Linguistics Studies) Studies in English Language and Education
Sri Rachmajanti
Universitas Negeri Malang
Religion Arts Humanities Education Languange, Linguistic, Communication & Media Library & Information Science Mathematics Social Sciences Other

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Learners Engagement in Online Teacher Professional Development: Scale Development and Validation Taloko, Johanes L.; Rachmajanti, Sri; Maria Ivone, Francisca
JEELS (Journal of English Education and Linguistics Studies) Vol. 11 No. 2 (2024): JEELS November 2024
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat IAIN Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v11i2.2966

Abstract

Research has shown that effective online teacher professional development (OTPD) requires teachers to learn and engage professionally to become high-quality teachers. Understanding teachers' engagement as learners in OTPD is crucial as such engagement indicates active learning, interaction, and collaboration with other teachers. Nevertheless, there has not been any instrument measuring how teachers behave (behavioral), feel (emotional), think (cognitive), and socialize (social). Therefore, the goal of the present study was to create a context-specific survey instrument to measure the engagement of EFL teachers in OTPD. This study, using the research and development (R&D) method,   involved 385 Indonesian in-service EFL teachers in nine universities conducting OTPD in Indonesia. The statistical results of explanatory (EFA) and confirmatory factor analyses (CFA) confirmed the four-dimensional construct in the OTPD Learner Engagement Instrument, mainly behavioral, emotional, cognitive, and social dimensions of engagement. The study's policy and practical implications addressing the policymakers, institutions, and future research were also presented.
Factors shaping situated willingness to communicate: A multidimensional perspective in the Indonesian EFL context Amalia, Suci Nugrah; Widiati, Utami; Rachmajanti, Sri; Anugerahwati, Mirjam; Waluyo, Budi
Studies in English Language and Education Vol 11, No 3 (2024)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v11i3.34942

Abstract

The willingness to communicate (WTC) of English-as-a-foreign-language (EFL) students requires a complicated process, including motivational, contextual, metacognitive, and communicative factors. Neglecting the intricate interplay of these factors may impede the attainment of desired levels of student WTC, thus underscoring the need for comprehensive investigation. The purpose of this exploratory factor analysis (EFA) is to investigate the complex interplay of motivational, contextual, metacognitive, and communicative factors as predictors of situated WTC in the Indonesian EFL context, which includes variables such as motivation, learner agency, growth language mindset, classroom environment, metacognition, communication confidence, and L2 self-perceived communicative competence (SPCC). We used Partial Least Squares-Structural Equation Modeling (PLS-SEM) model analysis in a quantitative study design. An online questionnaire with 50 items adapted from prior studies was distributed to 310 EFL students from multiple universities in Indonesia who had taken English classes. The data revealed that motivation, learner agency, growth language mindset, classroom environment, metacognition, communication confidence, and SPCC are major determinants of students WTC. These findings suggest that EFL educators can create language learning programs that encourage active involvement in communication tasks and enhance students WTC by recognizing and utilizing the factors that support it. This could lead to more effective and engaging language learning experiences, resulting in increased WTC in the target language. Further discussion focuses on educational consequences and future research recommendations.
Community-Inquiry: Current Perspectives on Freshmen’s Verbal and Written Feedback from Sophomores Students of EFL Writing Hanifiyah, Lina; Ivone, Francisca Maria; Rachmajanti, Sri
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.v12i4.11628

Abstract

A community of inquiry can help students increase engagement that supports English language acquisition. The community- inquiry provides students not only with cognitive but also social intelligence. Therefore, this study aimed to explore the perceptions of sophomores' verbal and written feedbacks on freshmen’s writing. This small-scale study examined 25 students attending an Intensive English Course in the English Literature Department at Universitas Islam Negeri Maulana Malik Ibrahim Malang. It involved sophomores providing verbal and written feedbacks on freshmen's writing, reflecting the implementation of a community of inquiry. The study employed a case study method, using three types of questionnaires to gather students' opinions on sophomores' written feedbacks, their perceptions of the verbal feedbacks, and their descriptive writing competence following the feedback process. The study revealed that both the sophomores' verbal and written feedbacks were beneficial for improving the freshmen's writing skills. Furthermore, the process of receiving feedbacks also appeared to enhance the students' confidence in their writing.Verbal and written feedback from the sophomores not only clarifies the aspects for the improvement of the composition but also improves the freshmen’s self-confidence to write better. The feedbacks are effective since the students are of the same age, the freshmen can relate better, and the feedback they receive matches their style. However, this type of mentorship also has drawbacks because the sophomores’ knowledge is limited, so the input they can provide is also limited.  Therefore, it is suggested that English lecturers take advantage of sophomores' verbal and written feedbacks to assist freshmen in developing their writing skills.
The Role of Teacher and English Textbook in Boosting the 7th Graders’ Critical Thinking Skills: A Case Study Linia, Marisa; Rachmajanti, Sri; Muniroh, Siti
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 1 (2025): In Progress
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i1.5345

Abstract

This study investigates a junior high school teacher’s understanding and application of critical thinking and the English for Nusantara textbook in teaching seventh-grade students under Indonesia's liberated curriculum, which emphasizes critical thinking as a 21st-century skill. Conducted as a case study in a junior high school in Madura, Indonesia, the research involved one English language teacher. Data were collected through interviews, textbook analyses, and classroom observations. The teacher demonstrated adequate critical thinking knowledge, gained through Professional Instructor Education Training, and assessed students' skills using Bloom’s Taxonomy. The teacher actively facilitated argumentation and critical thinking in class activities. While the English for Nusantara textbook served as a reference for class topics, an analysis of Chapters 1–3 revealed a lack of critical thinking exercises. To address this, the teacher employed various strategies, such as critical questioning, brainstorming, and hands-on activities, to develop students' critical thinking. Visual aids were also used to enhance engagement and understanding. Findings indicate that the teacher’s approach promoted deep and reflective thinking among students. Despite the textbook’s shortcomings, integrating diverse methods and resources effectively developed students' ability to acquire, evaluate, and apply information to solve problems. The study underscores the importance of critical thinking in education and highlights the need for improved textbook content to support this goal.
Lexical Features of Teacher Talk in English Classrooms in Senior High Schools Irmayani, Irmayani; Rachmajanti, Sri
Dinamika Ilmu Vol 17 No 1 (2017): Dinamika Ilmu, 17(1), June 2017
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan, Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (403.749 KB) | DOI: 10.21093/di.v17i1.639

Abstract

AbstractEnglish as a Foreign Language (EFL) in Indonesia has been taught since elementary schools. As the only setting for EFL learners to learn English formally, the students of Senior High Schools are in the 7th to 9th year in acquiring English as a foreign language. As non-native English teachers who has been teaching English for years, English teachers in Indonesia are supposed to be the source of language input for learners. This article explores lexical features of teacher talk as an input in EFL classrooms in 8th year of senior high schools of English language classrooms. Type token ratio and parts of speech as some particular modified input of teacher talk are used to see lexical density in English classrooms. This study was conducted by descriptive method with qualitative approach. The data of the present study were taken from classroom observations equipped with audio recordings. The result revealed the variants of type token ratio among the teachers and lexical variety that teachers’ oral input. The variety of lexical features of teacher talk from will be discussed to examine type token ration, lexical density and proportion of the use of nouns and verbs.(176 words)
CLIL In Senior High School: Empowering English Language Teaching and Learning in Merdeka Curriculum Muhammad Kholili; Sri Rachmajanti; Anik Nunuk Wulyani
Didaktika: Jurnal Kependidikan Vol. 13 No. 4 Nopember (2024): Didaktika Jurnal Kependidikan
Publisher : South Sulawesi Education Development (SSED)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/27454312.1091

Abstract

Content and Language Integrated Learning (CLIL), is an approach that focuses on both content and language learning. The research design was a mixed method, Exploratory Sequential Research, which combined quantitative and qualitative research. A total of 71 students in one of the senior high schools in Gresik, East Java participated as research participants. They consisted of 39 students in the experimental group and 32 students in the control group. The results showed that there was a significant effect of CLIL on students' learning achievement in Merdeka Curriculum. The first theme used to determine students' initial experience. The research showed that students initially had difficulties in understanding biology concepts and using English academically. However, CLIL proved to be engaging and motivating, improving content understanding as well as language skills. Students were able to express complex biology concepts better, although challenges in academic writing and communication remained. They reflected on the need for real-world based learning and additional English lessons. Positive experiences in CLIL classes also encourage self-regulation for academic and career development.
LANGUAGE LEARNING STRATEGIES OF THE HIGH ACHIEVERS OF TOEFL JUNIOR TEST IN AN INDONESIAN ISLAMIC BOARDING SCHOOL: A CASE STUDY Cahyo, Nanang Heri Setyo Dwi; Rachmajanti, Sri; Muniroh, Siti
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.v12i3.10647

Abstract

This study investigates the language learning strategies (LLSs) employed by high-achieving students in the TOEFL Junior Test within the context of an Indonesia Islamic boarding school. Motivated by Indonesia's lower rankings in literacy, particularly in English, as highlighted by the 2022 PISA results, this study aims to address the gap in understanding how students in this specialized educational setting approach LLSs. This study focuses on six high-achieving female ninth-grade students from SMP Al Izzah Islamic Boarding School Batu, identified as high achievers based on their superior TOEFL Junior Test scores and exceptional performance on the school’s English final test. Using a qualitative case study approach, data were collected through the Strategy Inventory for Language Learning (SILL) 7.0, semi-structured interviews, and document analysis. The findings reveal that high achievers predominantly employ metacognitive strategies, such as goal setting and self-monitoring, as well as compensation strategies to overcome language barriers. Cognitive strategies, particularly engaging with English media, play a significant role in their language acquisition, while memory strategies are moderately used for vocabulary retention. This research highlights the importance of self-discipline, time management, and a supportive learning environment with its accessible teachers and nurturing community, significantly enhances continuous learning and overall students’ well-being. The study recommends for future research to expand the sample size to other Islamic boarding schools from various regions with more samples and explore the long-term impact of these strategies on academic and professional achievements.
Professional development as viewed by EFL teachers at lower secondary schools Rachmajanti, Sri; Sulistyo, Gunadi Harry; Megawati, Fika; Akbar, Ayu Alif Nur Maharani
JEES (Journal of English Educators Society) Vol 5 No 2 (2020): October
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v5i2.964

Abstract

In the developed world, teachers are compelled to be professional in handling instructional process for students’ optimum learning. There are many ways for teacher professionalism. This study deals with an exploratory survey to probe EFL teachers’ views of teacher professionalism at the public and private lower secondary levels of education on the areas for professional development or learning. A number of 302 EFL teachers of the lower secondary level of education are conveniently drawn from a number of cities/regencies as samples of the present study representing EFL teachers with diverse teaching experiences in East Java. A questionnaire was developed to collect data on their ideas connected with aspects of developing themselves professionally. The results of the present study are discussed pertaining to EFL teacher normative responsibilities and concepts on professional development/learning. Pedagogical and theoretical implications of the findings are drawn with reference to the context of English instruction.
Professional identity construction of EFL teachers as autonomous learners Rachmajanti, Sri; Sulistyo, Gunadi Harry; Megawati, Fika; Akbar, Ayu Alif Nur Maharani
JEES (Journal of English Educators Society) Vol 6 No 2 (2021): October
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v6i2.1646

Abstract

Teacher Professional Development (TPD) is exponential for English teachers to the success of teaching and learning process in the classroom. Teachers with professional identity are deemed to have good quality in teaching. As stipulated by Rodgers & Scott (2008) teachers with professional identity are deemed to have good quality in teaching. The efforts to do this can be accomplished through such ways as participating in conferences, seminars, workshops, and non-degree training, or even pursuing their further studies to master’ s degree and doctorate program. Also, they can conduct research and publish articles. This article is intended to provide evidence how novice, mid-career, and senior EFL teachers construct their identity professionally and autonomously. To arrive at the purpose of the study, an explorative survey was carried out to 129 EFL teachers throughout the Province of East Java via online questionnaire with 37 close-ended items. The findings revealed that (1) EFL teachers, be they junior, mid-career or senior ones involved in the present study, have tried to professionalize themselves via a number of corridors from self-directed ones to the ones imposed by other professional development providers; (2) teachers perceive their professional status and areas in diverse ways, and (3) they have various professional and pedagogical knowledge and skills related to becoming professional EFL teachers. In conclusion, EFL novice, mid-career or senior teachers have manifested their professional identity with a number of corridors as professional autonomous learners. HIGHLIGHTS : Most teachers, especially in the senior and mid-career groups, are committed to improving their English skills. Teachers tend to be more interested in taking part in workshops on ICT-based teaching compared to other themes. Teachers tend to have quite high self-perceptions regarding their level of professionalism, although there is variation between seniority groups.
A profile of primary school students’ literacy through EMI in CLIL Contexts Rachmajanti, Sri; Anugerahwati , Mirjam; Unsiah, Frida
JEES (Journal of English Educators Society) Vol 8 No 2 (2023): October
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v8i2.1802

Abstract

For several years, the competence of students in Indonesia has always been recorded as very low. In PISA, Indonesia ranks at the 3rd or 4th lowest position, especially in Reading, Mathematics, and Science. This condition has, of course, raised the concerns of educators in Indonesia, and some schools then decided to implement an international curriculum along with the 2013 Curriculum. With the international curriculum, students are required to have very good literacy, to comprehend the texts and questions they work on. This also entails teaching them with teaching strategies which, besides developing their language competence, also enhance their critical thinking skills. This paper reports some ways in which EMI and CLIL can develop primary school students‟ English proficiency, literacy, and critical thinking skills. Data were taken from some Primary Schools which implement the synergy of national and international standard curricula, particularly from the scores of the students on two tests. Focus of the learning is given to the students’ English proficiency and literacy. The total numbers are 248 students from 14 primary schools located in most cities in East Java and some in South Celebes. The results show that the program equips the student with higher proficiency, literacy, and critical thinking skills. This study implies that EMI in CLIL context can accommodate primary school students’ literacy learning. HIGHLIGHTS : ESL lessons in Primary schools implement the synergy of the National Curriculum and international framework do enhance students‟ literacy, proficiency, and critical thinking skills. The implementation of CLIL and EMI in primary school evidently gives benefits to the students‟ language proficiency. It is confidently stated that EMI, which is implemented in the CLIL program, particularly in the primary schools which implement the synergy of dual curriculum (the 2013 Curriculum and the international framework).
Co-Authors A.A. Ketut Agung Cahyawan W Achmad Effendi Kadarisman Ahmad Heki Sujiatmoko Akbar, Ayu Alif Nur Maharani Amalia, Suci Nugrah Andista A.F. Anggraeni Anik Nunuk Wulyani Arif Rahman Baiq Raudatul Jannah Bambang Yudi Cahyono Bella Rizky Amelia Budi Waluyo Cahyo, Nanang Heri Setyo Dwi Ekaning Dewanti Laksmi Emalia Iragiliati Fadhillah, Jasmine Nur Fika Megawati Fracisca Maria Ivone Francisca Maria Ivone Frida Unsiah Furaidah Gunadi Harry Sulistyo Ika Trisnantasari Ika Trisnantasari, Ika Irmayani Irmayani Irmayani, Irmayani isna Rakhmawati Jannah, Baiq Raudatul Jasmine Nur Fadhillah Khoiriyah Lestari Setyowati Lina Hanifiyah Linia, Marisa Mirjam Anugerahwati Muhammad Kholili Nova Ariani Nur Mukminatien Nur Nilam Ayu Saputri Saputri, Nur Nilam Ayu Sari Karmina SARI, ALFIA Savirah Jufri, Savirah Siti Muniroh Siti Muniroh Syarifudin, Syarifudin Taloko, Johanes L. Ulil Fuadah Uning Musthofiyah, Uning Utami Widiati Utari Praba Astuti Yossy Sunda Permatasari