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All Journal Voices of English Language Education Society Pedagogy : Journal of English Language Teaching Proceeding of International Conference on Science, Education, and Technology
Joko Nurkamto
Universitas Sebelas Maret, Indonesia
Education Environmental Science Languange, Linguistic, Communication & Media Social Sciences Other

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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

Abstract

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.
Comparison of Brain Targeted Teaching Model V/S Students’ Content Schemata with Online Instruction in Reading to Students Different Motivation Level Rukminingsih Rukminingsih; Januarius Mujiyanto; Joko Nurkamto; Rudi Hartono
International Conference on Science, Education, and Technology Vol. 7 (2021)
Publisher : Universitas Negeri Semarang

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

Abstract

The purpose of this research is to study the effects of brain targeted teaching (BTT) model v/s activating students’ content schemata v/s in online to teach reading comprehension to students with different motivation level in one of private college in Indonesia. The participants of this research were students who were taking Critical Reading class. Class A was as the experiment class 1 and class B was as experiment class two. Every class consisted of 30 students (15 high and 15 low motivation level). This study was experimental research design by using 2 x2 factorial designs. The data collection was done by give questionnaire reading motivation level and reading comprehension test. The data was analyzed by ANOVA. The study revealed results that the BTT model and activating student content schemata were effective to teach reading comprehension to high and low students’ motivation level. BTT model gave better effect than activating students’ content schemata with high and low motivation level. The last there was an interaction between teaching techniques, students’ critical reading achievement and motivation level. In conclusion, both BTT model and activating students’ content schemata were effective applied in teaching reading achievement to students with high and low motivation level.
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

Abstract

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

Abstract

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.
Co-Authors Agustina Tyarakanita Januarius Mujiyanto Nur Arifah Drajati Rudi Hartono Rukminingsih Rukminingsih, Rukminingsih Waqas Ahmad