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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 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 Jurnal bahasa, sastra, seni, dan pengajarannya
Sri Rachmajanti
Universitas Negeri Malang
Religion Arts Humanities Education Languange, Linguistic, Communication & Media Library & Information Science Mathematics Social Sciences Other

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Delving into EFL Pre-Service Teachers’ Emotional Experiences: Professional Identity Construction in Online Teaching Practice Programs: Khoiriyah; Widiati, Utami; Cahyono, Bambang Yudi; Rachmajanti, Sri
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.v11i1.2659

Abstract

This paper presents the online teaching practice program that influence EFL pre-service teachers’ (PSTs) emotional experiences as the pre-cursor of their professional identity construction. This study involved six   PSTs enrolled teaching practice program in an initial teacher education. Dialogic reflection before, during, and after teaching enactment was employed to dig up information about their emotional experiences in an online classroom setting. The data were analyzed using appraisal analysis (Martin and White, 2007) and thematic analysis. The results document negative emotional experiences such as feeling dissatisfaction, doubtful, and confusion which lead to positive emotional experiences, such as caring. Factors that influence PS Ts’ emotional experiences in online teaching practice are lack of Curriculum Knowledge (CrK), lack of subject-matter knowledge or Content Knowledge (CK), and lack of Pedagogical Knowledge (PK) in terms of assessing students’ competence, and the interlink between theory and practice. All PS Ts develop a good understanding of how to exploit technological tools by encouraging their self-concept. This study substantiates the importance of shared-space coaching for teacher mentors before they become an escort for PSTs who are going to be professional teacher mentors.
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 : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

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.
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): October
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 Marisa Linia; Sri Rachmajanti; Siti Muniroh
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 1 (2025): MARCH 2025
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.
Document Analysis of English Course Syllabus in Business Administration: A Critical Evaluation of Syllabus Design Tanti Nur Khasanah; Nanang Heri Setyo Dwi Cahyo; Satriani Satriani; Sri Rachmajanti
AL-ISHLAH: Jurnal Pendidikan Vol 16, No 4 (2024): AL-ISHLAH: JURNAL PENDIDIKAN
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v16i4.5505

Abstract

This study critically evaluates an English course syllabus for Business Administration Department at a leading Indonesian university, focusing on its alignment with needs analysis and syllabus content. Adopting a qualitative approach, the research integrates document analysis and a structured interview with the syllabus developer to identify strengths, weaknesses, and areas for improvement. The structured interview explored the Present Situation Analysis (PSA) in syllabus implementation, while critical document analysis examined the Target Situation Analysis (TSA) envisioned by the syllabus, enabling the identification of gaps and actionable solutions. Findings reveal that the syllabus relies on outdated needs analysis data, lacks adherence to the ABCD model in learning objectives, exhibits limited diversity in perspectives and examples, and omits operational verbs in learning indicators, resulting in ambiguity and misalignment with students’ practical needs. Additionally, assessments neglect the psychomotor and affective domains, suffer from unclear scoring rubrics, and display inconsistencies in grading criteria, limiting the syllabus's ability to prepare students for real-world business communication demands. This study contributes to educational sciences by underscoring the importance of updated needs analysis and comprehensive curriculum design for improving instructional effectiveness. It offers actionable recommendations for curriculum developers and educators, advocating for General English courses tailored to specific academic and professional contexts. The findings provide a framework for future syllabus development, emphasizing the integration of inclusive content, clear learning objectives, and robust assessment strategies to support higher education practices in addressing the evolving demands of a globalized and diverse student body.
Incorporating critical thinking and English as a medium of instruction for elementary school students Muniroh, Siti; Rachmajanti, Sri; Laksmi, Ekaning Dewanti; Fadhillah, Jasmine Nur; Saputri, Nur Nilam Ayu
Bahasa dan Seni: Jurnal Bahasa, Sastra, Seni, dan Pengajarannya Vol. 50, No. 1
Publisher : citeus

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

Abstract

This case study aims to find out how teachers of the International Class Program at an elementary school in Malang incorporated critical thinking (CT) pedagogy in teaching subjects with English as a Medium of Instruction. Eighteen teachers filled in an online questionnaire, and two of them were interviewed. Analysis of one pre-recorded video for English class (lasted for 13 minutes) and one video of Math class delivered through Zoom meeting (lasted for 29 minutes) was done to investigate how teachers triggered students’ thinking in the classroom practice. Also, an analysis of three lesson plans was done to dig further information about teachers’ teaching practices. The findings indicated that the teachers have practical knowledge of CT pedagogy from reading and workshops that were not necessarily focused on CT. Textbooks were mainly used to guide the teachers’ teaching, supported by audio-visual media. Questions primarily were used to trigger students’ higher-order thinking by connecting the texts with the students’ experiences in real life. Despite the implicit policy of CT, the teachers have implemented CT strategies in the International Class Program. Overall, the teachers have played as more knowledgeable others that facilitated the students’ learning to think critically. However, they were not confident whether the teaching material they were developed supported CT pedagogy implementation. Thus, the study findings revealed their need for supervisors to evaluate the content of teaching material and practical guidance to conduct thinking routines for the young learners in the subjects with English as a medium of instruction.
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 Marisa Linia Mirjam Anugerahwati Muhammad Kholili Nanang Heri Setyo Dwi Cahyo Nova Ariani Nur Mukminatien Nur Nilam Ayu Saputri Saputri, Nur Nilam Ayu Sari Karmina SARI, ALFIA Satriani Satriani Savirah Jufri, Savirah Siti Muniroh Siti Muniroh Syarifudin, Syarifudin Taloko, Johanes L. Tanti Nur Khasanah Ulil Fuadah Uning Musthofiyah, Uning Utami Widiati Utari Praba Astuti Yossy Sunda Permatasari