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All Journal Register Journal Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa dan Seni Program Studi Pendidikan Bahasa Inggris IKIP Darma Diksani: Jurnal Pengabdian Ilmu Pendidikan, Sosial, dan Humaniora REGISTER JOURNAL
Zainal 'Arifin
Universitas Islam Negeri Raden Mas Said Surakarta
Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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TEACHING AND LEARNING ENGLISH PARADIGM AND THE IMPLEMENTATION OF THE POLICY Zainal ‘Arifin
Register Journal Vol 8, No 1 (2015): REGISTER
Publisher : IAIN Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (614.496 KB) | DOI: 10.18326/rgt.v8i1.19-44

Abstract

Theory on Teaching English is currently moving on a paradigm shift. This paradigm occurred because of a review on the basics of linguistic, pedagogic and the review on the impact of sociolinguistics in a globalized setting. This paper aims to show the results of comparative study which is textual on the teaching and learning English paradigm and the policy has been implemented by both universities. The objective of the study is to describe the comparison of the paradigm between English Language Education and academic policy in both universities. Descriptive qualitative in the form of textual analysis is used in this study. Data were taken from the analysis of documents and interviews with academicians in both universities then analyzed using the theory of a paradigm shift in learning English (Kostoulas, 2010) and academic policy (Center for Quality Assurance, UGM, 2012) using an interactive model of Miles and Huberman. The validity of the data used triangulation methods and data sources. The results show that the content of English Language Education taught at the Division of English Language Education (ELE) HKU and at the English Language Education Department (PBI) IAIN Surakarta have the same characteristics but the ways in providing educational materials are relatively different. The paradigm and academic policiy in ELE HKU applied the learning paradigm while at PBI IAIN Surakarta is still applying on teaching paradigm. When the study was conducted by researcher, the ELE Department IAIN Surakarta has been moving towards a paradigm shift in some academic elements as the use of the methods by lecturers called learning paradigm, although the method is not covered by the policy. The difference between Paradigm and policy in both universities is influenced by the context of the political situation, especially the rules of ministry of higher education, cultural context and the orientation on each university. Keywords: Paradigm Shift, Academic Policy, English Language Education, Intertextual Analysis
TEACHING AND LEARNING ENGLISH PARADIGM AND THE IMPLEMENTATION OF THE POLICY Zainal ‘Arifin
Register Journal Vol 8, No 1 (2015): REGISTER
Publisher : UIN Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/rgt.v8i1.19-44

Abstract

Theory on Teaching English is currently moving on a paradigm shift. This paradigm occurred because of a review on the basics of linguistic, pedagogic and the review on the impact of sociolinguistics in a globalized setting. This paper aims to show the results of comparative study which is textual on the teaching and learning English paradigm and the policy has been implemented by both universities. The objective of the study is to describe the comparison of the paradigm between English Language Education and academic policy in both universities. Descriptive qualitative in the form of textual analysis is used in this study. Data were taken from the analysis of documents and interviews with academicians in both universities then analyzed using the theory of a paradigm shift in learning English (Kostoulas, 2010) and academic policy (Center for Quality Assurance, UGM, 2012) using an interactive model of Miles and Huberman. The validity of the data used triangulation methods and data sources. The results show that the content of English Language Education taught at the Division of English Language Education (ELE) HKU and at the English Language Education Department (PBI) IAIN Surakarta have the same characteristics but the ways in providing educational materials are relatively different. The paradigm and academic policiy in ELE HKU applied the learning paradigm while at PBI IAIN Surakarta is still applying on teaching paradigm. When the study was conducted by researcher, the ELE Department IAIN Surakarta has been moving towards a paradigm shift in some academic elements as the use of the methods by lecturers called learning paradigm, although the method is not covered by the policy. The difference between Paradigm and policy in both universities is influenced by the context of the political situation, especially the rules of ministry of higher education, cultural context and the orientation on each university. Keywords: Paradigm Shift, Academic Policy, English Language Education, Intertextual Analysis
Indonesian Pre-Service EFL Teachers’ Perceptions and Expectations of Generative AI in Teacher Education: A Phenomenological Study Zainal ꞌArifin; Atin Kurniawati
Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol. 12 No. 2 (2025)
Publisher : Faculty of Culture, Management, and Business Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jo-elt.v12i2.18032

Abstract

The rapid growth of Generative Artificial Intelligence (GenAI) in education has created an urgent need to understand how future teachers perceive its benefits, risks, and required skills, especially in the Indonesian context. This current study aims to explore Indonesian EFL pre-service teachers’ perspectives toward GenAI and their expectations regarding educational content related to GenAI at teacher training programs. Employing a qualitative approach with phenomenology design, the data in this study were obtained through reflective writings and semi-structured interviews involving pre-service teachers from the English Language Education Department at an Indonesian state Islamic university. The findings of thematic analysis reveal that they perceive GenAI benefits teachers by serving as a brainstorming partner for designing learning activities and saving time, while also supporting students through personalized learning experiences and instant feedback that can enhance their performance. Despite its advantages, GenAI poses challenges such as its occasional unreliability for teachers and potential overreliance that may hinder original thinking and professional growth. Meanwhile, overreliance on AI could lower students’ interaction and critical thinking, increase plagiarism risk, and foster the perception that AI is more capable than teachers. Teacher training programs are supposed to address it by focusing on three aspects, namely GenAI literacy, pedagogical knowledge, and ethical considerations. The findings imply that teacher education programs must systematically integrate GenAI literacy, pedagogical application, and ethical guidance to develop competence in leveraging AI effectively while maintaining critical thinking, thoughtful instructional autonomy, and responsible professional practice.
Penguatan Kapasitas Guru Bahasa Inggris SMA dalam Mengenal Konsep Deep Learning dan CEFR: Capacity Building Program on Understanding the Concepts of Deep Learning and CEFR for Senior High School English Teachers Zainal 'Arifin; Atin Kurniawati; Irwan Rohardiyanto; Imroatus Solikhah; Sujito Sujito; Teguh Budiharso; Anissatusholihah Anissatusholihah; Apri Salwa Sasmita Rahmawati
DARMADIKSANI Vol 6 No 1 (2026): Edisi Maret
Publisher : Jurusan Pendidikan Bahasa dan Seni, FKIP, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/darmadiksani.v6i1.9449

Abstract

Kegiatan pengabdian masyarakat ini bertujuan untuk memperkuat kapasitas guru Bahasa Inggris jenjang SMA di kabupaten Klaten, Jawa Tengah dalam mengenal konsep deep learning dan Common European Framework of Reference for Languages (CEFR) sebagai kerangka acuan pembelajaran. Kegiatan ini dilatarbelakangi oleh masih beragamnya pemahaman guru terhadap kedua konsep tersebut serta kecenderungan pemaknaan yang bersifat teknis dan belum terintegrasi dalam kerangka pedagogis pembelajaran Bahasa Inggris. Oleh karena itu, kegiatan difokuskan pada penguatan konseptual. Kegiatan dilaksanakan selama satu hari melalui pemaparan materi dan diskusi reflektif. Metode pengumpulan data meliputi angket terbuka prakegiatan dan pascakegiatan untuk mengidentifikasi pemahaman peserta, serta observasi selama kegiatan berlangsung. Data dianalisis secara deskriptif untuk melihat kecenderungan respons dan pemahaman peserta terhadap materi yang disampaikan. Hasil kegiatan menunjukkan adanya peningkatan pemahaman konseptual guru terhadap deep learning sebagai pendekatan pembelajaran yang menekankan pembelajaran bermakna dan proses berpikir mendalam. Selain itu, guru mulai memahami CEFR sebagai kerangka acuan yang dapat membantu melihat arah pengembangan kemampuan berbahasa siswa. Meskipun kegiatan ini belum sampai pada tahap implementasi pembelajaran, hasilnya menunjukkan penguatan kesadaran pedagogis guru sebagai landasan awal untuk pengembangan praktik pembelajaran Bahasa Inggris yang lebih terarah.
Co-Authors Anissatusholihah Anissatusholihah Apri Salwa Sasmita Rahmawati Atin Kurniawati Atin Kurniawati Imroatus Solikhah Irwan Rohardiyanto Sujito Sujito Teguh Budiharso