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All Journal ELTIN Journal: Journal of English Language Teaching in Indonesia JEES (Journal of English Educators Society) PROJECT (Professional Journal of English Education) Jurnal Abdi: Media Pengabdian Kepada Masyarakat J-REaLL JOLLT Journal of Languages and Language Teaching Jurnal Abdi Masyarakat TOFEDU: The Future of Education Journal Jurnal Pendidikan Progresif
RIRIN PUSPARINI
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Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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A reflective study on Indonesian English teacher’s expectation from teacher forum for professional development Sueb Sueb; Ririn Pusparini; Anis Trisusana; Esti Kurniasih; Nur Chakim
Journal of Research on English and Language Learning (J-REaLL) Vol 1, No 1 (2020): Journal of Research on English and Language Learning (J-REaLL)
Publisher : Universitas Islam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (540.824 KB) | DOI: 10.33474/j-reall.v1i1.6116

Abstract

Teacher professional development is an ongoing process. Standing on the frontline in implementing educational policies, teachers are encouraged to actualize both theoretically, policies, and practices. One way to improve the professionalism of a teacher is reflection through an academic forum so as to enrich the inquiry obtained in order to improve individual professionalism. This is an ongoing research involving English teachers in East Java members of the ELT Best Practices academic forum. The goal is to elaborate two basic things, namely the motivation of teachers in their involvement in academic forums and how academic forums can help them in conducting self-reflection in order to increase professionalism. Almost all teachers say that increasing professionalism as an English teacher is the main motivation. In detail, several aspects that are the focus of improvement are language skills, teaching techniques, the renewal of language teaching theories, and increasing networking among English teacher professions. With diverse backgrounds ranging from English teachers in middle and high school (or similar), the academic forum is considered important to help the teachers upgrade their knowledge and professionalism.
Mengeksplorasi Tantangan Guru dalam Menerapkan Pembelajaran Diferensiasi di Sekolah Menengah Atas Ningsih, Ratna; Pusparini, Ririn
ELTIN Journal Vol 12 No 2 (2024): VOLUME 12, ISSUE 2, OCTOBER 2024
Publisher : STKIP Siliwangi

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Abstract

This research explores the challenges faced by English teacher in implementing differentiated learning methods, particularly in speaking skills and investigates the solutions toward the problems. The study uses a qualitative method with case study design. As it was employed to describe the experiences of an English teacher at a high school in Surabaya who applied the differentiation learning method. The respondent of this research is an English teacher who is employing differentiated learning. This research used interviews and observations to collect the data. The results showed that the teacher faced several challenges in using differentiated learning in teaching speaking. The challenges are selecting content that suits students' level ability, managing passive students, and dealing with students with confidence, anxiety, and vocabulary and grammar issues as a product of learning. The learning environment also presents challenges, such as noise and classroom facilities. In addition, the data also revealed that teacher found solutions toward the problems, such as providing multiple texts, allowing active students to speak in turns, offering design products based on negotiation, and calming the class to maintain concentration. These solutions have made students comfortable in learning, as they are tailored to their skills, character, learning styles, and needs.
THE REPRESENTATION OF CULTURES IN AN ENGLISH TEXTBOOK Aufa, Wahidatul; Ririn Pusparini
ELTIN Journal Vol 12 No 2 (2024): VOLUME 12, ISSUE 2, OCTOBER 2024
Publisher : STKIP Siliwangi

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Abstract

Textbooks are essential for teaching and learning English. Cultural material is important in English textbooks since language and culture are inseparably linked. Curriculum changes are common in the Indonesian educational system, prompting textbook modifications, including those for English language materials. Recognizing that each textbook has unique advantages and limitations, this study investigates the cultural categories offered in the English textbook BRIGHT. It also tries to determine the primary cultural characteristics featured in this textbook. The study used a content analysis methodology, which involved carefully reviewing the textbook's material using an observation sheet. This study utilizes a qualitative design, focusing on textbook content analysis and documenting results as percentages. The findings show that the textbook focuses on source cultures with insufficient representation of target cultures. This limited representation emphasizes the need for better equal incorporation of cultural elements. The textbook is considered appropriate for Indonesian students since it follows important standards that advocate for the inclusion of both source and target cultures, making the material more relevant and improving cultural understanding and language abilities required for global communication.
Pelatihan penggunaan media pembelajaran online bagi guru smp surabaya Pusparini, Ririn; Fauzia, Nur; Susanti, Arik; Trisusana, Anis; Darma, Diana Budi; Abida, Fithriyah Inda Nur; Sueb
Jurnal Abdi Masyarakat Vol. 2 No. 1 (2022): Februari
Publisher : Institut Pariwisata dan Bisnis Internasional

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22334/jam.v2i1.21

Abstract

Organisasi Kesehatan Dunia (WHO) telah menetapkan Corona Virus Disease 2019 menjadi Pandemi Internasional. Negara Indonesia sendiri dalam keppres no nomor 11 tahun 2020 menetapkan Kedaruratan Kesehatan Masyarakat Corana VirusDisease 2019 (COVID-l9) di lndonesia yang wajib dilakukan upaya penanggulangan sesuai dengan ketemtuan peraturan perundang-undangan. Dalam rangka membantu pemerintah menanggulangi COVID 19 ini. Salah satu bentuk bantuan Unesa adalah melalui penyelenggaraan Pengabdian Kepada Masyarakat Penugasan COVID 19 yang berfokus pada penanganan covid 19, seperti mengembangkan pembelajaran online pada sekolah. Oleh karena itu, kegiatan Pengabdian Kepada Masyarakat ini bertujuan untuk membantu MGMP Bahasa Inggris terutama di Kota Surabaya dengan cara meningkatkan pengajaran dengan adanya workshop media online sehingga diharapkan mampu mendukung himbauan pemerintah untuk melakukan social dan physical distancing agar penyebaran Covid 19 bisa dikendalikan. Pendekatan yang digunakan dalam penyelesaikan masalah adalah pendekatan task-based dan model learn and practice. Peserta pelatihan adalah guru SMP dari beberapa sekolah di Surabaya yangtelah ditunjuk oleh pembina dan ketua MGMP Surabaya. Dalam hal ini, guru akan mendapatkan materi yang langsung akan diikuti dengan workshop desain penyusunan pembelajaran kolaborasi dengan memanfaatkan aplikasi digital. Pelatihan media online dimana guru-guru mempraktikkan secara langsung penggunaan media pembelajaran dengan beberapa aplikasinya mampu menumbuhkan kolaborasi siswa dan ketertarikan terhadap mata pelajaran Bahasa Inggris selama proses pembelajaran berlangsung secara daring. Melalui media online guru dapat memonitor pembelajaran, melakukan assessment, dan melakukan transfer ilmu sehingga proses belajar mengajar tetap dapat berjalan secara maksimal.
Perspectives of Pre-Service English Teachers on AI Chatbots in ESP Worksheet Development Savitri, Wiwiet Eva; Nugroho, Him'mawan Adi; Munir, Ahmad; Pusparini, Ririn; Kurniasih, Esti; Arinda, Desi
Journal of Languages and Language Teaching Vol 13, No 1 (2025)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i1.12964

Abstract

The current existence of AI is unstoppable. Many parties consider AI to be a serious threat to the world of education, including universities. The use of AI by students in doing tasks often causes anxiety among lecturers. There is concern that AI reduces students’ creativity in exploring their own ideas in making essays or designing learning materials (worksheets). One of the courses that require students to explore their creativity is ESP Material Development. In this course, students are required to learn to develop teaching materials in the form of worksheets in accordance with the needs analysis results identified in the ESP Program Design course. This research is designed to find out students' tendencies in using AI for developing ESP worksheet, while also finding out whether they think that AI chatbot is really useful for them so that they can yield an ESP worksheet whose activities are in accordance with the learning objectives and having an attractive and professional appearance in the same time. The methods used were questionnaires for and FGD with 40 ESP Material Development class students. It was found that most students tried to use AI chatbot for getting inspiration whenever they get stuck in finding more ideas for their worksheets. Most students admitted that AI helped them in that situation. However, they did not recommend the use of AI from the very beginning of developing worksheets. They confessed that using AI would cause confusion and reduce creativity when it is used since very beginning.
English Speaking Anxiety of Vocational High School Students: Factors and Strategies to Cope With Styfany, Gaby; Ririn Pusparini
The Future of Education Journal Vol 4 No 7 (2025)
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Yayasan Pendidikan Tumpuan Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61445/tofedu.v4i7.848

Abstract

This study investigates the factors contributing to English speaking anxiety among vocational high school students, particularly in the hospitality department, and explores effective coping strategies. The purpose is to understand how psychological, social, and environmental factors influence students' reluctance to speak English and identify ways they manage their anxiety. Using a qualitative descriptive method, data were collected through questionnaires, semi-structured interviews, and classroom observations from 8 tenth-grade students at SMKN 1 Surabaya. Data analysis involved thematic coding to identify key anxiety factors and coping mechanisms. Findings revealed that fear of negative evaluation, communication apprehension, test anxiety, perceived low proficiency, and classroom environment significantly contribute to speaking anxiety. Students employ strategies like preparation, relaxation, positive self-talk, peer support, and resignation to cope. The results highlight the importance of supportive classroom settings and tailored interventions to reduce anxiety and improve speaking confidence. These findings contribute to the understanding of language anxiety in vocational contexts and suggest practical approaches for educators to facilitate effective communication skills development.
A Systematic Analysis on Secondary School English Teachers’ Scientific Articles Kurniasih, Esti; Fahri; Pusparini, Ririn; Lestari, Lies Amin; Savitri, Wiwiet Eva; Aminin, Zainul; Ariyanti, Lisetyo
PROJECT (Professional Journal of English Education) Vol. 8 No. 5 (2025): VOLUME 8 NUMBER 5, SEPTEMBER 2025
Publisher : IKIP Siliwangi

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Abstract

As professional teachers, teachers are expected to be able to produce scientific works by conducting research, not only experimental but also classroom action research (CAR). Henceforth, from their research, they are expected to be able to produce a scientific article and publish it in reputable national or international journals. Due to the importance of scientific articles for the teachers’ career, therefore, this study aims to describe the profile of secondary school English teachers’ competencies in writing a scientific article. By using a rubric adapted from CARS model, it was found out that they still got many difficulties in writing a good scientific article. Those difficulties cover constructing and developing the introduction section which comprises general background information about the phenomenon being investigated, the results of relevant previous studies and theoretical framework, research gaps, novelty, and research objectives; elaborating the research method and discussion which refers to the results of relevant theories and previous studies; and neglecting the use of the last ten-year references. Regarding those unsatisfactory results, therefore, it is strongly suggested for the them to learn deeper by having more practices and trainings or workshops on conducting research and writing scientific articles as the output of their research.
Pre-service teachers’ beliefs about English Language Teaching and Learning in EFL classroom: A review of literature Pusparini, Ririn; Widiati, Utami; Susanti, Arik
JEES (Journal of English Educators Society) Vol 6 No 1 (2021): April
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v6i1.1212

Abstract

Pre-service teachers’ (PST) beliefs and practices have been agreed as an initially vital basis to continue maintaining a qualified learning process. This article reviews the research on PSTs’ beliefs and practices concerning teaching and learning English as a foreign language (EFL) and the exploration of the complex relationship between EFL PSTs’ beliefs and practices. It encompasses a discussion about the nature of teachers’ beliefs, an overview of PSTs’ belief formation, and some previous studies on PSTs’ beliefs. The review of related literature summarizes the empirical studies on PSTs’ beliefs and practices from 2011 up to 2020, which reveal the diversity and similarity of the studies on EFL PSTs’ beliefs. The result obtained in this study depicts that PSTs’ beliefs about EFL teaching and learning are affected by prior language learning experiences, teacher education, and teaching practices. Besides, some constraints in the classroom setting can trigger the beliefs change covering time restriction, curriculum emphasis, students’ misbehavior, students’ competence, students’ motivation, or even PSTs’ motivation and confidence. Finally, when their tacit beliefs turn into explicit beliefs, PSTs can identify and assess their beliefs attributed to their classroom practices, from which EFL PST education can be informed to design better courses and prepare PSTs’ future careers. HIGHLIGHTS: EFL PSTs’ beliefs are acquired from many years of learning experiences they got from schools to teacher education, of which the condition has influenced what and how they learn to teach. Their beliefs, then, influence what they say and do in the classroom, which, in turn, shapes their beliefs. Some constraints in the classroom setting can trigger the beliefs changed: time restriction, curriculum emphasis, students’ misbehavior, students’ competence, students’ motivation, or even PSTs’ motivation and confidence.
Indonesian pre-service teachers’ changing beliefs about cognitive strategies during online English practice Pusparini, Ririn; Ali Saukah; Widyastuti
JEES (Journal of English Educators Society) Vol 10 No 1 (2025): April
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v10i1.1906

Abstract

Technological competence remains a highly recommended skill for teachers, their beliefs about cognitive strategies can significantly influence the integration of technology in online teaching practices. This study aims to investigate the beliefs of pre-service teachers (PSTs) regarding cognitive strategies during online English teaching practices. Specifically, it explores the beliefs held by PSTs prior to their teaching practicum in schools and the subsequent changes in these beliefs during the practicum. To gain deeper insight into the nature of these beliefs, a qualitative research methodology was employed. Data were collected through semi-structuredinterviews, online classroom video observations, and questionnaires. The study involved 36 fourth-year PSTs from the Language Education Study Program at a public university in Indonesia, with 8 of them participating in the interviews and classroom observations. The findings reveal that PSTs’ beliefs about cognitive strategieschanged notably in relation to promoting communicative, problem-solving, and student-centered activities. Partial changes were observed in beliefs related to the use of learning videos, the use of the target language in class, and speech pacing. In addition, the findings indicate that changes in beliefs were largely influenced by ITinfrastructure, which affected time allocation for teaching and the selection of teaching platforms dictated by school policy. Moreover, PSTs' limited IT competencies and the lack of effective monitoring of students' activities, conditions, and behaviors were identified as key constraints shaping their beliefs during online teaching. Therefore, it is recommended that school mentors and teacher education programssupport PSTs in reshaping their beliefs, particularly in relation to online teaching practices. Moreover, teachers and students require comprehensive support from parents, schools, the government, and the broader community to achieve learning objectives and foster effective online classrooms.HIGHLIGHTS : PSTs’ beliefs about cognitive strategies changed notably in relation to promoting communicative, problem-solving, and student-centered activities. Partial changes were observed in beliefs related to the use of learning videos, the use of the target language in class, and speech pacing Changes in beliefs were largely influenced by IT infrastructure, which affected time allocation form teaching and the selection of teaching platforms dictated by school policy. PSTs’ limited IT competencies and the lack of effective monitoring of students’ activities, conditions, and behaviors were identified as key constraints shaping their beliefs during online teaching.
Pendampingan Model Paikem Gembrot Dalam Pengembangan Materi Bahasa Inggris Di Igra Gresik Dwi Iswati, Henny; Fahri, Fahri; Lolita, Yuri; Pusparini, Ririn; Kurniasih, Esti; Purwati, Oikurema
Jurnal ABDI: Media Pengabdian Kepada Masyarakat Vol. 9 No. 1 (2023): JURNAL ABDI : Media Pengabdian Kepada masyarakat
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/abdi.v9i1.24874

Abstract

Pendidikan Bahasa Inggris memegang peranan yang sangat penting dalam kurikulum pendidikan di IGRA Gresik. Namun, selama proses pengajaran dan pembelajaran yang telah berlangsung, terdapat tantangan-tantangan yang dihadapi oleh para guru TK. Beberapa di antara mereka masih menghadapi kesulitan dalam menciptakan pengalaman belajar yang melibatkan siswa secara aktif, inovatif, kreatif, efektif, dan menyenangkan. Selain itu, ada kebutuhan yang perlu diatasi untuk meningkatkan kualitas pembelajaran Bahasa Inggris di dalam kelas. Oleh karena itu, pendampingan pengembangan materi pengenalan Bahasa Inggris di IGRA Gresik diperlukan. Pendampingan ini bertujuan untuk mendorong penggunaan model pembelajaran aktif, inovatif, kreatif, efektif, dan menyenangkan serta gembira dan berbobot (Paikem Gembrot). Melalui pelatihan workshop tatap muka, fasilitator melakukan pendampingan dalam mengembangkan materi pengenalan bahasa Inggris berbasis Paikem Gembrot. Pada akhir pelatihan, guru-guru mempresentasikan dan mendemonstrasikan hasil pengembangan materi yang telah mereka buat. Pendampingan ini diharapkan dapat memberikan dorongan kepada guru untuk menggunakan model pembelajaran Paikem Gembrot ini. Dengan demikian, kualitas pembelajaran bahasa Inggris di IGRA Gresik dapat ditingkatkan, sementara semangat belajar siswa pun akan meningkat. Kata kunci: Model Paikem Gembrot, Guru TK, Materi Bahasa Inggris dasar
Co-Authors Abida, Fithriyah Inda Nur AHMAD MUNIR Ali Saukah Anis Trisusana Arik Susanti, Arik Arinda, Desi Aufa, Wahidatul Darma, Diana Budi Dwi Iswati, Henny ESTI KURNIASIH Esti Kurniasih FAHRI Fahri Fahri LIES AMIN LESTARI LISETYO ARIYANTI Ningsih, Ratna Nugroho, Him'mawan Adi NUR CHAKIM Nur Fauzia NURIL FAJRIN, ROSYIDA OIKUREMA PURWATI Styfany, Gaby Sueb Trisusana, Anis Utami Widiati WIDYASTUTI Wiwiet Eva Savitri Yuri Lolita, Yuri Zainul Aminin