Garuda - Garba Rujukan Digital

Students' willingness to Communicate in Extramural English Activities in Digital EFL Context: A Narrative Inquiry Dinda Malyndra; Nur Arifah Drajati; Muhammad Asrori
EDULANGUE Vol. 3 No. 1 (2020): Edulangue: Journal of English Language Education
Publisher : Universitas Islam Negeri (UIN) Mataram

The changing of offline language learning into online language learning as a new way to learn English resulted in students’ engagement in social media activities. This research tries to investigate the effects of social media activities towards students’ willingness to communicate. The researcher interviewed 4 EFL students form one state university in Indonesia. All participants are active social media users who have learnt English for about 10 years, and they have experienced international internship for their teaching practicum. The result of this research yielded that engaging in social media helped the students improve their English ability, learn new culture form other countries, and accept the diversity of English. This result validated the existing views regarding the topic of IDLE and WTC. This research may help future researchers that the result of this research presents a narrative avenue for future L2 WTC studies, and enables future researchers to consider digital EFL contexts when conducting L2 WTC research.

Pre-service Teacher Experience in Designing Lesson Using TPACK-21 CL in Teaching Reading for High School Students Erika Novia Wardani; Nur Arifah Drajati; Ellisa Indriyani Putri Handayani
EDULANGUE Vol. 3 No. 1 (2020): Edulangue: Journal of English Language Education
Publisher : Universitas Islam Negeri (UIN) Mataram

This study looked into the experiences of a pre-service teacher in designing a lesson using Technological Pedagogical Content Knowledge for 21st Century Learning framework. The pre-service teacher integrated the use of technology for the teaching learning process because it was to support the students to achieve the 21st skills, especially in reading. This study drew on the narrative inquiry methods to present the finding. The pre-service teacher designed the lesson followed by a reflection. This long scientific endeavor leads the preservice teacher to consider to develop technological pedagogical content knowledge (TPACK) skills to enable herself to become a professional teacher. The finding showed that though the pre-service teacher was finally able todesign the lesson and implement it in the classroom, she needs further discussion with the lecturers and the tutor teacher. The development skills from the experience is important for a teacher to be able to design meaningful learning for the students.

The Indonesian EFL Teachers' TPACK Development in the Online Community of Practice Agustina Tyarakanita; Joko Nurkamto; Nur Arifah Drajati
Jurnal Pedagogy Vol 9 No 2 (2021): Pedagogy: Journal of English Language Teaching
Publisher : State Institute for Islamic Studies IAIN of Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32332/joelt.v9i2.3229

This study sought to investigate teachers' TPACK level development after participating in a WhatsApp-based online community of practice (OCP) in Indonesia. This study addresses the issue of the teachers who are mandated to integrate technology in teaching. However, with a range of contexts, it is known that teachers lack confidence and competence in integrating technology. Therefore, a program for teachers that emphasizes theoretical and practice is one of the best solutions for improving their TPACK. A case study was adopted in this research. This study explored the practice process that took place in the OCP utilizing the notion of the community of practice (CoP) by Wenger (1998) and TPACK level by Niess (2015) to know the teachers' TPACK level development. The findings suggest that the TPACK level development was still not fully achieved by the teachers. This study recommends that the committee who designed the OCP carefully find the best way to make the teachers experience meaningful learning and achieve significant development on their TPACK.

Parents’ Perceptions of Their Young Children’s English Literacy Acquisition: A Narrative Inquiry Rizka Junhita Rahma Wanodya; Nur Arifah Drajati; Sri Samiati Tarjana
Jurnal Pedagogy Vol 9 No 1 (2021): Pedagogy: Journal of English Language Teaching
Publisher : State Institute for Islamic Studies IAIN of Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32332/joelt.v9i1.3066

The purpose of this study is to explore the families’ perceptions of their contribution in promoting their young children’s early English literacy acquisition. The researchers used questionnaires and interview to collect the data. The researchers applied an in-depth open-ended interview to two families who have a role in promoting their children’s English literacy development. The researchers also applied questionnaires to support the data. The researchers used a survey to apply the questionnaire to the respondents. The result showed that most of the parents in Indonesia hadn’t given their awareness of their children’s early English literacy acquisition. Since English was categorized as the foreign language of Indonesian people, most of the families did their mother language (L1) at home with their children. Thus, there are two implications of this study. The first implication of this study is to increase the parents’ awareness of the benefit of implementing children’s early English literacy. The other implication for English Language Teaching is to help the teacher and school institution to have collaborated with the parents to increase the development of children’s early English literacy. Thus, the teacher can teach English easier and may achieve the learning goals which are very useful for all parties (parents, children, and teachers) in the future.

Teaching Practicum Experiences: Pre-service English Teachersâ€™ Self-Reflections of Their Professional Growth Yuliani Dwi Astuti; Nur Arifah Drajati
Journal of Innovation in Educational and Cultural Research Vol 3, No 3 (2022)
Publisher : Yayasan Keluarga Guru Mandiri

Reflection is one of essential components which could develop prospective teachersâ€™ professional practice. By capturing participantsâ€™ self-reflections in their teaching practicum experiences, this study aims to explore the nature of student-teacher individual reflection throughout their teaching experience in the teaching practicum. Narrative data garnered through multiple semi-structured interviews had been scheduled for 30-60 minutes per interview session. The interview-derived narrative data analysed by using IPA (interpretative phenomenological analysis) and CDA (critical discourse analysis). These analytical frameworks were to explore the longitudinal nature dimensions of three pre-service English teachers during their teaching practicum experiences. The finding of this study indicated that most of the reflections created the participants awareness that learning environments, teacher ability and creativity, managing the time and classroom have pivotal role in teaching process. Drawing on this, the practical implication of the study is that teachers not only develop their professionalism, but they must also develop skills, creativity, and understand what students need during a teaching practicum.

Cognitive Conflicts Emerged from Feedback from Peer Assessment and Artificial Intelligence Khaira Rizqa; Nur Arifah Drajati; Kristian Adi Putra
Al-Hayat: Journal of Islamic Education Vol 6 No 2 (2022): Al-Hayat: Journal of Islamic Education
Publisher : Al-Hayat Al-Istiqomah Foundation collab with Letiges

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35723/ajie.v6i2.256

This narrative study explores the cognitive conflicts that pre-service teachers experience during peer-assessment activities in an artificial intelligence (AI) facilitated academic writing course. This study applies a narrative inquiry research design to Indonesian English as a Foreign Language (EFL) writing classes. Three pre-service teachers pursuing an undergraduate degree in English language education at an Indonesian public university were recruited. The data were obtained from participants' stories, follow-up semi-structured interviews, and photos as an artifact to complete the data. The data was then analysed thematically. The participantsâ€™ cognitive conflict experiences were gathered during process writing and peer assessment. The findings show that the cognitive conflicts experienced by the participants were mostly from old myths and false beliefs. It brings advantages to pre-service teachers. The cognitive conflicts support the critical thinking of pre-service teachers. They discussed the material in detail, explored the different ideas, and helped them to confirm the incorrect knowledge and misunderstanding among them. This finding also implies the need for pre-service teachers, in-service teachers, and teacher educators to critically consider the cognitive conflicts in an L2 writing classroom, particularly in madrasah tsanawiyah (junior high schools), madrasah aliyah (senior high schools) and higher education institutions contexts.

Digital storytelling projects in developing Indonesian EFL pre-service teachersâ€™ metasemiotic awareness and professional competence Nur Arifah Drajati; Lynde Tan; Agustina Tyarakanita; Surya Agung Wijaya
Indonesian Journal of Applied Linguistics Vol 13, No 2 (2023): Vol. 13, No.2, September 2023
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v13i2.63084

Despite the widely-cited potential of digital storytelling (DST), its use in EFL education remains under-explored in Indonesia. Thus, EFL pre-service teachers (PSTs) in Indonesia are not sufficiently prepared to create digital and multimodal teaching materials using pedagogical approaches like DST sinceÂ EFL education still prioritizes language and has not yet acknowledged other meaning-making modes for communication. In order to fill in the gap, we invited 20 pre-service teachers (aged 22 to 24) in CentralÂ Java to be involved in our study. Employing a case study with intervention and using classroom observations, artifacts, and reflections to collect the data, this study aimed to increase pre-service teachersâ€™ metasemiotic awareness and professional competence by involving these PSTs in examining the linguistic and visual modes whilst creating digital stories for EFL teaching. Furthermore, we discussed the approach to facilitate the processes to achieve this dual aim. The findings highlighted both the importance of teaching EFL from a multimodal approach and the pedagogical implications for Indonesian EFL pre-service teacher education.

EXPLORING DEPERSONALIZATION TOLL ON EFL TEACHERS' WELL-BEING IN SOCIAL CONTEXTS Zelvy Fauzan; Nur Arifah Drajati; Kristian Adi Putra
PROJECT (Professional Journal of English Education) Vol. 7 No. 1 (2024): VOLUME 7 NUMBER 1, JANUARY 2024
Publisher : IKIP Siliwangi

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

Relationship and interaction among teacher-student, colleague, school leader, and other workers in the school workplace is one of the building blocks of teacher well-being. Possessing positive social relationship among those parties can increase the quality of EFL teacher’s well-being. However, social dynamics in the workplace is often cause friction among those parties. This could lead to depersonalization then causing them to experience burnout, and in some cases job attrition. The nature in which burnout can contagion other EFL teacher has urged further investigation of this matter. Grounded upon narrative inquiry research method, this research fetched narrative frames from three EFL teachers who works at a public junior high school. Thematic analysis specialized for narrative inquiry research revealed that colleagues who possess negative traits in terms of professional development and work ethics as well as poor school leader characteristic are the main cause EFL teachers to experience a sense of depersonalization and motivation loss. Systemic and/or organizational level endeavors to prevent or alleviate depersonalization to maintain EFL teachers’ well-being is advised.

The Indonesian EFL Teachers' TPACK Development in the Online Community of Practice Agustina Tyarakanita; Joko Nurkamto; Nur Arifah Drajati
Jurnal Pedagogy Vol 9 No 2 (2021): 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.v9i2.3229

This study sought to investigate teachers' TPACK level development after participating in a WhatsApp-based online community of practice (OCP) in Indonesia. This study addresses the issue of the teachers who are mandated to integrate technology in teaching. However, with a range of contexts, it is known that teachers lack confidence and competence in integrating technology. Therefore, a program for teachers that emphasizes theoretical and practice is one of the best solutions for improving their TPACK. A case study was adopted in this research. This study explored the practice process that took place in the OCP utilizing the notion of the community of practice (CoP) by Wenger (1998) and TPACK level by Niess (2015) to know the teachers' TPACK level development. The findings suggest that the TPACK level development was still not fully achieved by the teachers. This study recommends that the committee who designed the OCP carefully find the best way to make the teachers experience meaningful learning and achieve significant development on their TPACK.

AI-IDLE-Enabled Practice as a Transfer Mechanism for Speaking Anxiety Reduction in Pakistani ESL Contexts Waqas Ahmad; Joko Nurkamto; Nur Arifah Drajati
VELES Voices of English Language Education Society Vol 10 No 1 (2026): April 2026
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v10i1.33608

AI-mediated Informal Digital Learning of English (AI-IDLE) is increasingly relevant for ESL learners who need low-pressure opportunities to practise speaking beyond formal classrooms. This qualitative descriptive study explored how Pakistani adult ESL learners perceived the role of AI-based applications in managing speaking anxiety and strengthening speaking self-efficacy. The study involved ten undergraduate ESL learners at the University of Swabi, Khyber Pakhtunkhwa, Pakistan, who used ChatGPT, Copilot, and Grok for informal English practice. Data were collected through participant-generated artifacts, including 44 AI chat screenshots and 78 minutes of voice-chat recordings, as well as semi-structured interviews totaling 238 minutes and 27 seconds. The data were analyzed using systematic thematic analysis. The findings revealed that learners perceived AI-IDLE as a safe and supportive rehearsal space where they could practise speaking, make mistakes, receive corrective feedback, and prepare for classroom tasks without fear of ridicule or negative judgment. Repeated AI-guided practice through role-play, vocabulary rehearsal, pronunciation work, and pre-presentation preparation helped learners develop perceived communicative competence and stronger speaking self-efficacy. These gains were associated with reduced pre-task anxiety before presentations, vivas, tests, and academic interviews. However, AI rehearsal did not fully remove anxiety rooted in classroom social hierarchies, peer judgment, high-stakes assessment, and unequal speaking opportunities. The study suggests that AI can serve as a meaningful speaking partner in ESL learning when used as an informal rehearsal tool, supported by teacher feedback, ethical guidance, and learner-driven practice routines.

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