Garuda - Garba Rujukan Digital

Exploring EFL Pre-service Teachers' Experiences in Accessing Information to Develop Digital Storytelling as Learning Media: A Narrative Inquiry Drajati, Nur Arifah; Ekawati, Febriani Fajar; Ramli, Murni; Rochsantiningsih, Dewi; Haryati, Sri; Aniq, Lailatun Nurul
Literasi: Jurnal Pendidikan Guru Indonesia Vol. 3 No. 3 (2024): September
Publisher : Lembaga Bale Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/literasi.v3i3.980

Technology's darting advancement made digital literacy a key component in pre-service teacher professional development. Their digital literacy ability is reflected in their teaching, including designing learning media such as digital story-telling. Hence, this study is designed to understand how EFL pre-service teachers access information as a part of digital literacy to create digital storytelling learning media. The data were gathered from 28 students of the English Education Department in the Cross-Cultural Understanding course by having them write diaries to reflect on their experiences in designing digital storytelling learning media. Using a narrative inquiry method, the data were analyzed through three steps: repeatedly reading, coding, and categorizing it into thematic headings. The findings from data analysis indicate the mastery of various dimensions of digital literacy, namely photo-visual, reproductive, branching, informational, and social-emotional literacy, by EFL pre-service teachers, substantially contributed to the quality of teaching and student engagement in digital-based learning. This research underscores the need to integrate digital literacy training into teacher education programs to better prepare future educators for the demands of modern, technology-driven classrooms.

Exploring Novice EFL Teachers' Reflective Practice on Their Teaching Performances During Online Learning: A Narrative Inquiry Approach Khoirina, Dini; Rochsantiningsih, Dewi; Setyaningsih, Endang
UICELL No 7 (2023): UICELL Conference Proceedings 2023 (in progress)
Publisher : Universitas Muhammadiyah Prof. DR. HAMKA

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The COVID-19 pandemic has caused sudden changes in the world of education, requiring teachers to adapt their teaching methods to online platforms. This narrative inquiry investigates the reflective practices of novice English as a Foreign Language (EFL) teachers in Indonesian schools during the transition to online learning. This research aims to explore how teachers reflect on their teaching performance and how this reflective practice influences their professional development. A qualitative approach was used to collect data from a sample of two novice EFL teachers working in schools in Indonesia. Data was collected through teachers' reflective journals that focused on their experiences and perceptions of online teaching practices. Teachers' reflections were analyzed thematically to identify common patterns and trends in their experiences. Preliminary findings suggest that novice EFL teachers actively engage in reflective practice to assess their teaching performance during online learning. Teachers demonstrated awareness of the strengths and weaknesses of their online teaching methods and expressed a willingness to experiment with new approaches to improve student learning. This study contributes to the understanding of how reflective practice influences novice EFL teachers' professional development in online learning contexts. This highlights the importance of ongoing self-evaluation and the potential benefits of incorporating reflective practice into teacher training programs. These findings have implications for policy makers, teacher educators, and school administrators, highlighting the need to support teachers in developing reflective skills to improve online teaching performance. Keywords: Reflective Practice, Novice EFL Teachers, Professional Development

Alignment of Question Types with Reading Comprehension Aspects Alfiana, Septy Okta; Rochsantiningsih, Dewi; Drajati, Nur Arifah
ENGLISH FRANCA : Academic Journal of English Language and Education Vol. 9 No. 1 May (2025)
Publisher : Institut Agama Islam Negeri (IAIN) Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/ef.v9i1 May.12198

This study analyzes the alignment between question types in the grade X English textbook “Work in Progress” and aspects of reading comprehension. Using a content analysis technique, it investigates how these question types in reading tasks promote the five components of reading comprehension. The results suggest that WH Questions dominate, while Multiple Choice, Cloze Procedure, Skimming, and Scanning are absent, indicating a lack of diversity that may hamper the development of complete reading skills. Regarding reading comprehension aspects, the most frequently occurring aspects are determining the main idea and detailing information, while the aspects of locating references and making inferences tend to be underrepresented. The findings underline the need of incorporating a variety of question types into reading tasks to assist all elements of comprehension. This indicates that textbook authors and curriculum developers should provide resources that encourage a complete approach to improving students' reading abilities.

EFL In-Service Teacher Training Program in Indonesia: An Analysis of Teachers’ Self-Esteem and Task Perception Development Laili, Indah Rohmatin; Rochsantiningsih, Dewi; Drajati, Nur Arifah
VELES Voices of English Language Education Society Vol 7 No 3 (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.v7i3.24087

This study explores the impact of the "Guru Penggerak" program (PGP), a key component of Indonesia's "Merdeka Belajar" educational initiative, on the professional development of in-service English as a Foreign Language (EFL) teachers. Focusing on three EFL teachers who participated in PGP, the research examines the development of self-esteem and task perception during the training. Data were collected through semi-structured interviews, narrative frames, and examination of relevant artefacts. Results indicate that PGP effectively aids teachers in understanding and implementing the Merdeka curriculum, enhancing their self-esteem and task perception. Specifically, the study identifies two indicators of improved self-esteem: enhanced understanding of curriculum implementation and engagement in professional learning communities. Similarly, two indicators of enhanced task perception were noted: improved job performance and effective utilization of training modules in teaching. Additionally, the study highlights challenges faced by participants, including shifts in teaching beliefs, increased workload, and perceptions of their role in the program. These insights suggest avenues for refining in-service teacher training programs to better support EFL teachers' professional growth.

EFL Pre-Service Teachers' Experiences Using a Digital Multimodal Composing Framework to Design Digital Storytelling Books Navila, Ais; Rochsantiningsih, Dewi; Drajati, Nur Arifah
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 8, No 2 (2023): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/ijeltal.v8i2.1561

In the twenty-first century, educators must have competency in technology integration in language classrooms for language learning, which should receive much attention in teacher training programs and professional development. Furthermore, integrating digital multimodal composing into English language teaching through digital storytelling books might assist teachers in building their technological abilities. Therefore, this study aims to investigate the pre-service teachers' experiences in designing digital storytelling books with digital multimodal composing frameworks. The present study adopted narrative inquiry to elucidate pre-service teachers' experiences designing digital storytelling books with multimodal composing framework. This study highlights the experiences of four postgraduate students as pre-service EFL teachers in designing digital books as teaching media. According to the findings, pre-service teachers employ the critical, creative, and technical domains as phases in creating digital storytelling books, which include information from written reflections and interviews. Further research needs to examine the teacher's perceptions of designing digital books as teaching media in real class and students' perceptions when using books designed by the teacher.

Authentic Assessment Implementation on Curriculum 2013: Types and Its Washback: Has it been relevance to the Curriculum 2013? Putri, Ni Made Anggi Arlina; Santosa, Riyadi; Rochsantiningsih, Dewi
IJET (Indonesian Journal of English Teaching) Vol. 10 No. 1 (2021): July
Publisher : Department of English Language Education, UIN Sunan Ampel Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15642/ijet2.2021.10.1.99-111

A significant change in education instructional goals effects assessment techniques used to evaluate students’ progress. The root of this phenomenon highly offers to authentic assessment as an alternative assessment. This study deals with authentic assessment implementation and its effects within teaching and learning in the context of Year 7 English students. It employs case study to get a in-depth understanding of the case. Data of the study were gained from deep-interview, observation, and document analysis. While, the data were analyzed by using Interactive model involving data reduction, data displays and conclusions: drawing/verification. The study finds that the relevance of implementation of authentic assessment becomes the main factor of determining its washbacks. Since most the authentic assessment stages undertaken by teachers are in line with National Regulation on how the assessment is designed and implemented, it provides more positive washbacks for both teachers and students such as motivated to be more creative and innovative in teaching and learning process. Nevertheless, the administration of assessment as guided by the government had a negative effect to teachers since it makes them feel overburdened and stressed. Keywords: authentic assessment, curriculum, washback Effect

The Teacher’s Problems on Integrating Information and Communication Technology (ICT) in the English Language Teaching Dwiono, Rija; Rochsantiningsih, Dewi; Suparno, S
Proceeding ISETH (International Summit on Science, Technology, and Humanity) 2018: Proceeding ISETH (International Summit on Science, Technology, and Humanity)
Publisher : Universitas Muhammadiyah Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23917/iseth.2275

Technological innovation is rapidly changing which makes it hard to follow for the teacher. Thus, the practical application of ICT integration in teaching practices is necessary to be evaluated. This research aims to know the problems faced by the teacher on integrating ICT in teaching and how the teacher solves the problems. This case study focuses on the description of the individual teacher. The data were gained by employing observation and interview. It reveals that there are some problems occurred during the integration of ICT in teaching as well as describes the reasons why the problems could happen. One of them is that the teacher’s knowledge and ability to use pedagogical ICT in the classroom is still low. Lack of training to integrate ICT in teaching becomes a factor affecting the problem. This research can be a valuable reference for educational practitioners and the stakeholders as preparing the integration of ICT in teaching.

Analysis of Grammar Needs in the University Environment: A Case Study of Non-English Study Program Students at PGRI Palembang University Ngindom, Wahid Ibrahim Banul; Joyoatmojo, Soetarno; Suryani, Nunuk; Rochsantiningsih, Dewi
Proceedings International Conference on Education Innovation and Social Science 2023: Proceedings International Conference on Education Innovation and Social Science
Publisher : Universitas Muhammadiyah Surakarta

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The study aims to analyze grammar needs in the university environment of PGRI Palembang, with a focus on non-English Study Program students. A good understanding of grammar is essential in language learning, especially in an academic context. The research was conducted to determine specific grammar needs that should be emphasized in the English course curriculum in order to improve students’ ability to use English effectively and accurately. The research method used in this study is qualitative research. Data is collected through structured interviews with lecturers and students of the Non-English Studies Program. In addition, document analysis such as the English course curriculum is also carried out to complement the data obtained. The results show that there are some grammar needs that need to be taken into account in the curriculum of English courses at this university. Primary needs include an understanding of basic grammar, the proper use of tensions, the correct use of articles and prepositions, as well as the mastery of complex sentence structures. Students also expressed the need for improved skills in using grammar contextually. This study concluded that grammar needs in the PGRI university environment of Palembang, in particular in the Non-English Studies Program, should be well identified to ensure effective learning. The curriculum should be designed in such a way that it meets the student’s grammar needs comprehensively, covering basic grammatical understanding to the use of grammar in an academic context. It can help students improve their English skills and prepare them to face language demands in their future careers.

EFL Pre-Service Teachers' Experiences Using a Digital Multimodal Composing Framework to Design Digital Storytelling Books Navila, Ais; Rochsantiningsih, Dewi; Drajati, Nur Arifah
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 8, No 2 (2023): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/ijeltal.v8i2.1561

In the twenty-first century, educators must have competency in technology integration in language classrooms for language learning, which should receive much attention in teacher training programs and professional development. Furthermore, integrating digital multimodal composing into English language teaching through digital storytelling books might assist teachers in building their technological abilities. Therefore, this study aims to investigate the pre-service teachers' experiences in designing digital storytelling books with digital multimodal composing frameworks. The present study adopted narrative inquiry to elucidate pre-service teachers' experiences designing digital storytelling books with multimodal composing framework. This study highlights the experiences of four postgraduate students as pre-service EFL teachers in designing digital books as teaching media. According to the findings, pre-service teachers employ the critical, creative, and technical domains as phases in creating digital storytelling books, which include information from written reflections and interviews. Further research needs to examine the teacher's perceptions of designing digital books as teaching media in real class and students' perceptions when using books designed by the teacher.

Digital Native Generation: Teachers' Challenges in Building National Character in the Digital Era Widiatmaka, Pipit; Nuryadi, Muhammad Hendri; Rochsantiningsih, Dewi; Gunarhadi
Cakrawala: Jurnal Pendidikan Vol. 19 No. 1 (2025)
Publisher : Universitas Pancasakti Tegal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24905/cakrawala.v19i1.516

The purpose of this study is to investigate the strategies teachers use to foster nationalism in the digital native generation, as well as the challenges they face in fostering nationalism in this generation. This research uses a qualitative approach and a type of literature research. The data collection technique with document study and data analysis used is content analysis. The strategy to build the character of the native generation nationalism in the digital era is that teachers must be able to master their competencies as educators, prepare effective learning tools, and be able to implement a variety of learning methods and be able to utilize digital-based learning media. Teachers in building the character of nationalism in the digital native generation have several obstacles, especially there are still many teachers who have not been able to master some competencies as an educator (pedagogic and personality). In addition, they have also not been able to implement varied learning methods and have not been maximized in utilizing digital-based learning media.

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