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All Journal Linguistics and Elt Journal Journal of English Education, Linguistic and Literature International Journal of Educational Review, Law And Social Sciences (IJERLAS) JEdu: Journal of English Education
Devi Novitasari
Universitas 17 Agustus 1945 Banyuwangi
Religion Humanities Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Social Sciences Other

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DEVELOPING UNIVERSITY STUDENTS’ INTERCULTURAL COMMUNICATIVE COMPETENCE IN INFORMAL LEARNING ENVIRONMENT: PHOTOVOICE-BASED COLLABORATIVE-REFLECTION TASKS Abd Rahman; Devi Novitasari
JEELL (Journal of English Education, Linguistics and Literature) English Department of STKIP PGRI Jombang Vol 6, No 2 (2020)
Publisher : STKIP PGRI Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1341.696 KB) | DOI: 10.32682/jeell.v6i2.1398

Abstract

Although much research on the use of photovoice for learning purposes in a higher education context has been well-documented for decades, literature rarely indicate that photovoice has been used as a learning tool to develop intercultural communicative competence particularly in an informal learning environment. To fill this void, this paper reports how photovoice-mediated collaborative-reflection tasks help university students engaged in intercultural learning and develop their intercultural communicative competence. This narrative case study revealed that intercultural communicative competence was detected between the groups (A & B): attitude of curiosity and openness, knowledge of self and other, skills of interpreting and relating, skills of discovery and interaction, and critical cultural awareness. However, critical cultural awareness and attitude of curiosity and openness appeared frequently within both groups. The implication of this study informs the need for applying photovoice-based collaborative reflection in order to develop students’ intercultural communicative competence in informal learning environment.
INVESTIGATING PROFESSIONAL ROLE IDENTITIES OF EFL PRE-SERVICE TEACHER THROUGH PHOTOVOICE BASED SELF REFLECTION IN TEACHING PRACTICUM Devi Novitasari; Abd Rahman
JEELL (Journal of English Education, Linguistics and Literature) English Department of STKIP PGRI Jombang Vol 7, No 1 (2020)
Publisher : STKIP PGRI Jombang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32682/jeell.v7i1.1562

Abstract

Much research has confirmed the important role of reflection to promote pre-service teachers’ professional role identity in their teaching practices. A myriad of reflection tools has been used to promote teachers’ professional identity including journal writing, video journaling, portfolio, group discussions, and online discussion.  However, using photo voice as a tool for reflection to promote EFL pre-service teachers’ professional role identity in teaching practicum remains scarcely reported in the literature. To fill this gap, this study attempts to investigate how photovoice mediated self reflection could engage an EFL pre-service teacher in making a sense concerning her professional roles identity. Drawing on qualitative data gained from photovoice mediated reflection and multiple informal talks, this phenomenological case study reveals two major themes (1) teachers as manager: entertainer and (2) teacher as assessor: the development of teacher assessment identity. This study suggests that photovoice based self reflection allow a pre-service teacher to reconstruct her professional role identity without changing her perception as a teacher. By doing this, a pre-service teacher is more aware concerning her professional role identity so as to keep her professional development. 
THE USE DIGITAL STORY TELLING TO INCREASE STUDENTS INTEREST IN LEARNING IN THE NEW NORMAL ERA Helina Nova Rina; Dian Arief Pradana; Devi Novitasari; St. Shabibatul Rohmah
International Journal of Educational Review, Law And Social Sciences (IJERLAS) Vol. 3 No. 2 (2023): March
Publisher : RADJA PUBLIKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54443/ijerlas.v3i2.702

Abstract

In this globalization era, technological developments are increasing rapidly. The use of media in learning is also increasingly diverse, ranging from traditional to modern. Especially in this Covid era, as educators we are required to be creative and innovative in choosing media in learning to increase students' interest in learning. The use of technological media in learning is one way that is used so that learning can continue during face-to-face meeting restrictions. Digital Story Telling is one of the appropriate learning media during this Pandemic era. Providing material in digital form is expected to be able to be conveyed to students without reducing student learning interest.
The Portrayal of EFL Preservice Teachers’ Engagement in A Video Stimulated Reflection in Teaching Practicum Novitasari, Devi; Rahman, Abd.
Linguistics and ELT Journal Vol 12, No 1 (2024): June
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/leltj.v12i1.24200

Abstract

Using a video to reflect teaching  practice in EFL settings has been widely investigated. However, EFL preservice teachers’ engagement in  video stimulated reflection (VSR) process in teaching practicum context has been under researched. To fill this gap, this study aims to examine how EFL preservice teachers engaged in VSR during their teaching practicum. The phenomenological approach combined with the case study was used to make sense of EFL preservice teachers’ experience in reflecting their teaching practices stimulated by video during their teaching practicum. Data of the study were garnered from EFL preservice teachers’ multiple reflective writings. To ensure the accuracy and to avoid misinterpretation of the data, member checking was done. Engagement framework proposed by Bowden and Naumann was used as an analytical tool of the present study.  The findings of the study revealed that  EFL preservice teachers were cognitively, emotionally, socially and behaviorally engaged in video-stimulated reflection during their teaching practicum. These empirical findings provide insighs that EFL preservice teachers’ behavioral, emotional, social and cognitive engagement can be promoted through VSR that is crucial to improve their teaching quality. Recommendation and future studies are also discussed.
Tertiary Students’ Attitudes towards English Oral Communication Learning Outdoors: The Case of Indonesia Rahman, Abd.; Novitasari, Devi
JEdu: Journal of English Education Vol 4, No 2 (2024): JEdu: Journal of English Education
Publisher : Universitas Indraprasta PGRI, Jakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/jedu.v4i2.11355

Abstract

While much research has documented university students’ attitude towards learning English oral communication skill in the classroom, their attitude to the learning of English oral communication skill outdoors has been under researched. To fill this gap, the present study aims to investigate university students’ attitudes to the learning of oral communication skill outdoors. Eight university students of English Department (4 males and 4 females) aged between 20-22 years old voluntarily participated in the study. Data of the study were gathered from informal interviews and students’ reflective writings carried out over the completion of tasks. The data were analyzed using attitudinal analysis system. The findings from affect aspect showcased students’ negative emotion to speak English outdoors. However, the result from judgement dimension showed that students were able to adapt to outdoor context; built their  confidence; improve speaking skill, and engage in communication. The findings from appreciation aspects also showed positive trends that learning to speak English outdoors was engaging, authentic, and helpful to build students’ confidence. These empirical evidences suggest that learning to speak English outdoors  promotes university students’ oral communication skill development  in authentic and engaging ways.
Co-Authors Abd Rahman Dian Arief Pradana Helina Nova Rina St. Shabibatul Rohmah