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All Journal IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature LEKSIKA International Journal of Pedagogy and Teacher Education English Language and Literature International Conference (ELLiC) Proceedings Voices of English Language Education Society Randwick International of Education and Linguistics REGISTER JOURNAL
Dewi Rochsantiningsih
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Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Exploring Students’ Learning Experiences in a Thai EFL Classroom: A Narrative Inquiry Ajeng Ma'rifah; Dewi Rochsantiningsih; Hefy Sulityawati
Leksika: Jurnal Bahasa, Sastra dan Pengajarannya Vol 14, No 1 (2020)
Publisher : University of Muhammadiyah Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (469.982 KB) | DOI: 10.30595/lks.v14i1.5674

Abstract

EFL students relatively attain learning experiences from activities they perform in the classroom. This article explored the stories of students’ learning experiences in a Thai EFL classroom and looked through their stories about learning experiences which contribute most to the improvement of their language skills. Four out of thirty grade-10th students in the English as Supplementary class at one of Demonstration Schools in Lopburi Thailand participated in this study. In eliciting the participants' stories, narrative inquiry was carried out as the design of this research. The data were collected through observations, interviews, and document analysis. Afterward, they were analyzed through thematic analysis. The first finding showed that there were 22 learning experiences attained by Thai students during the ES class which belonged to 1) eleven learning experiences for reading, 2) two learning experiences for writing, and 3) nine learning experiences for other skills. The second finding of students’ perceptions revealed that the most helpful learning activities in improving the students’ English skills were 1) reading fiction, 2) watching movies, and 3) reading and translation. These activities provided at least two significant learning experiences for the students, including 1) knowing more vocabularies and 2) working in a group. This study implies that studying learning experiences which promote the students’ language skill improvement is essential for English teachers to select or plan best learning experiences.
Male and Female Student’s Linguistic Politeness in Speaking Classroom Oktanika Wahyu Nurjanah; Riyadi Santosa; Dewi Rochsantiningsih
International Journal of Pedagogy and Teacher Education Vol 1, No 2 (2017): International Journal of Pedagogy and Teacher Education
Publisher : The Faculty of Teacher Training and Education (FKIP), Universitas Sebelas Maret, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/ijpte.v1i2.14510

Abstract

Communicative competence emphasizes that the knowledge of grammatical rules is not sufficient to communicate comprehensively, therefore it needs pragmatic knowledge. Without pragmatic understanding, there will be many failures in communication for example is misunderstanding. Besides, one important aspect of pragmatic competence is politeness. Many researches have been conducted in this field, however only few that specifically revealed the differences between male and female linguistic politeness in speaking classroom, whereas its primary data are utterances. It becomes a consideration of this research to be conducted in the speaking classroom of university student, especially international relations major students. The observation is conducted based on the adaptation from DCT by Bacha, Bahous & Diab (2012). Furthermore, the data are analyzed using some politeness theories. The result showed that in general, female students are more polite compared to male students. At last, teachers should understand this fact by do not expecting male students to be as polite as female, basically they are unique their way..
STUDENTS' ACADEMIC DISCOURSE FOR PUBLICATION COMPETENCE AND THE REFLECTED IDENTITIES Dian Agustina Purwanto Wakerkwa; Diah Kristina; Dewi Rochsantiningsih
English Language and Literature International Conference (ELLiC) Proceedings Vol 3 (2019): 3rd ELLiC Proceedings: Reimagining New Cyber-based Research in English Education, Lite
Publisher : Universitas Muhammadiyah Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (564.323 KB)

Abstract

One of the attempts to acquire an identity in the academic community is by participating in the field development by publishing research papers into reputable journals. However, it requires an adequate understanding of the academic discourse for publication. For this concern, the present study aims to investigate the master students' understanding of the term of academic discourse for publication by going through their rejected research articles and their identities reflected from those rejected manuscripts. A qualitative method was employed, the data were gathered through interview of four master students majoring in English Education and the stories are presented narratively. The results show how the students' lack of comprehension of the notion of academic discourse affects their identities as members of the academic community. Pedagogical implications of this study are intended for the master students as the manifestation for their upcoming article’s writing and publication.
Teacher’s Experience and Beliefs: Teaching English by Integrating Web-based Learning Desy Nur Fakhomah; Abdul Asib; Dewi Rochsantiningsih
Randwick International of Education and Linguistics Science Journal Vol. 1 No. 3 (2020): RIELS Journal, Desember
Publisher : RIRAI Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47175/rielsj.v1i3.151

Abstract

Recently, the science and technology improvement has contributed to the improvement in language teaching and learning. There are many various technologies that can be used for teaching and learning English. One of them is web-based learning. However, not all the teachers know how to integrate technology in their teaching process. This study wants to delve deeper understanding into how an English teacher’s beliefs and experience towards web-based learning in English teaching learning process. A narrative inquiry study was conducted towards the participant who has used web-based learning for language teaching and learning at a non-formal school. The teacher’s lesson plans and interview were used for collecting the data. The data were coded and analyzed using Thematic Analysis Single Case Study. The result of this study showed that the participant has positive beliefs toward web-based learning for teaching and learning English.
Teacher Practices in Translanguaging and Trans-semiotizing pedagogy in ELT classrooms: An Indonesian Case Study Sartika sri Rahayu; Dewi Rochsantiningsih; Sumardi Sumardi
VELES Voices of English Language Education Society Vol 7 No 2 (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.v7i2.21304

Abstract

Translanguaging and trans-semiotizing are emerging as pivotal methodologies in modern English teaching. The way a teacher adopts these methods is of paramount importance, especially when considering the combination of native language usage and multimedia resources which can profoundly influence the learning curve of English as a second language. This research delves into the practical application of these techniques in English Language Teaching (ELT) and their inherent benefits. Chosen through a purposive sampling technique based on their duration of English teaching experience (5 to 10 years), three educators from junior high schools in Indonesia were included in the study. Using interviews and classroom observation as primary data sources, a thematic analysis was conducted. The results highlight teachers' inclination towards translation tactics, like translating and code-switching, to foster student engagement.  The analysis reveals teachers' proclivity towards utilizing methods such as translating and code-switching to enhance classroom interaction. Additionally, the embracing of trans-semiotization resources, spanning from simple hand gestures to advanced digital materials like videos and online links, stands out as a dominant feature in their pedagogy. This study enhances the existing discourse on translanguaging, offering tangible recommendations for language-teaching stakeholders.
Probing Undergraduate EFL Students’ Motivation to Teach as Career Decision Making: A Narrative Inquiry Prabawa, Arya; Dewi Rochsantiningsih; Nur Arifah Drajati
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 2 (2025): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v13i2.6136

Abstract

The teacher shortage has increased in the last couple of years, and the teacher profession has become less attractive to students. This phenomenon can be seen from the contrasting data comparison between the number of students entering education majors against the increasing number of teachers needs in 2022-2024. To understand college students’ motivation to teach, this study intends to uncover what motivates English Foreign Language (EFL) students to make career choices towards the teaching profession and what EFL students’ plans are after completing their studies. Utilizing a narrative inquiry, the data were collected from four students through written narratives and semi-structured interviews at a private university in Indonesia. Based on the findings, one student wants to become a teacher as their first choice, with plans to find a teaching job. Another two students decided to become teachers as their second choice; both have their ideas about the teaching profession, with one planning to commit to another profession, while the other is looking at the situation. The last student does not want to become a teacher because of internal and external influences, planning to look for another profession as his choice. This makes it necessary to take action on how the teacher preparation program needs to evaluate, and the government needs to make the teaching profession more appealing to undergraduate EFL students.
Intertextuality in Pre-service Teachers’ Argumentative Essay in Raising AI: Practices and Beliefs Martono; Nur Arifah Drajati; Dewi Rochsantiningsih; Surya Agung Wijaya
Register Journal Vol. 16 No. 2 (2023): REGISTER JOURNAL
Publisher : UIN Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/register.v16i2.186-206

Abstract

English as Foreign Language (EFL) pre-service teachers arguably face more challenges regarding rhetorical moves in argumentative essays, and one of them is intertextuality because EFL pre-service teachers' arguments require sufficient and high-quality support and evidence from other scholars. Intertextuality was mainly studied, grounding in texts without external tools, for instance, Artificial Intelligence (AI). In raising the AI era, the objective of this study is to investigate Indonesian EFL pre-service teachers' intertextuality in argumentative essays assisted by AI. Ten EFL pre-service teachers who attended sixteen courses in Academic Writing with neither teaching nor writing experience were recruited as participants. We employed a case study design to portray the nature of the phenomena, and the data were collected through documents (academic essays) to portray the practices, and interviews to represent teachers' beliefs on explicit and implicit intertextuality beyond their argumentative essays in facing AI. We employed content analysis from academic essays and interviews. The findings shows that that 1) EFL pre-service teachers mostly used reporting phrases and iconic references, but it was oriented to local references that targeted local audiences, so international references should be more practiced; and 2) EFL pre-service teachers' beliefs that assisted AI while writing argumentative essay was limited to writing accuracy, but it helped them to focus on intertextuality. Although they were enough to give sufficient intertextuality references in practice, they could not present their voices to tailor their arguments. Moreover, the intertextuality praxis and policy implications will be discussed in EFL pre-service teachers' argumentative essays assisted by AI.
Enhancing Classroom Management Self-Efficacy through Teacher Professional Education Program: An Explorative Study Purniningtyas, Annisaa; Endang Fauziati; Dewi Rochsantiningsih
VELES Voices of English Language Education Society Vol 8 No 3 (2024): December 2024
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v8i3.27532

Abstract

Classroom Management Self-Efficacy (CMSE) is crucial for teachers to effectively manage diverse student needs, fostering preparedness, perseverance, and the ability to maintain a productive learning environment. This study examines how Indonesia’s Pendidikan Profesi Guru (PPG), or Teacher Professional Education program, enhances CMSE among certified English teachers. By exploring the experiences of three purposively selected junior high school teachers, this research highlights the role of professional development in building teaching confidence. Data were gathered through a validated CMSE scale, which assessed perceptions across various classroom management domains, and semi-structured interviews that provided rich qualitative insights. Using the interactive model by Miles, Huberman, and Saldana (2014), the analysis revealed two key findings: teachers with high CMSE consistently exhibited perseverance, motivation, and sociability—critical traits for effective classroom management—and participants credited the PPG program, particularly its structured components such as material deepening, learning device development, and teaching practice (PPL), with significantly improving their CMSE. These findings emphasize that well-designed professional development programs not only boost self-efficacy but also equip teachers with practical skills for managing classrooms effectively. The study concludes that sustained engagement in programs like PPG is vital for enhancing classroom management skills and offers valuable insights for shaping teacher education policies and practices to ensure continuous professional growth and improved teaching outcomes.
Co-Authors Abdul Asib Ajeng Ma'rifah Desy Nur Fakhomah Diah Kristina Dian Agustina Purwanto Wakerkwa Endang Fauziati Hefy Sulityawati Martono Nur Arifah Drajati Oktanika Wahyu Nurjanah Prabawa, Arya Purniningtyas, Annisaa Riyadi Santosa Sartika sri Rahayu Sumardi Sumardi Surya Agung Wijaya