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Purnawarman, Pupung

Indonesia University Of Education

Author-ID : 498148

Arts Humanities Computer Science & IT Dentistry Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Neuroscience Nursing Physics Public Health Social Sciences Other

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NOVICE ENGLISH TEACHER’S PROBLEMS AND STRATEGIES IN IMPROVING YOUNG LEARNERS’ MOTIVATION DURING ONLINE LEARNING Santoso, Nur Amanah; Purnawarman, Pupung; Sudana, Dadang
EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol 14, No 1 (2025): Exposure
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/exposure.v14i1.16267

Studies reveal concern about students’ decreased motivation in the pandemic online learning, and novice teachers are especially vulnerable in this era as they still have little teaching experiences but have to teach in such a challenging environment. This paper investigates the problems a novice teacher faced in improving elementary students’ motivation during online learning and the motivational strategies she used. The data were collected through a semi-structured interview and presented according to the narrative inquiry design. The results imply that the novice teacher had troubles related to the lack of access to a real-time, face-to-face communication platform that allows direct feedback, students’ low motivation in submitting their tasks, and her lack of teaching experience. The novice teacher had used some motivational strategies which include relating the learning topic with the student's interest and context, utilizing various learning media and material, increasing the students’ expectancy of success, and encouraging positive self-evaluation. The novice teacher had implemented the motivational strategies to some extent and handled the problems quite well; however, there is still a lack of variety in her motivational strategies and a lack of teaching experience. Therefore, the teacher should continuously self-reflect and improve her knowledge and practice, institutions must ensure that novice teachers are not left to adapt on their own, and policies must prioritize equitable access to learning technologies and family engagement strategies to support children’s learning at home.

From Augmentation to Redefinition: ICT-Integrated EFL Learning Tasks Based on SAMR Framework Nuraeni, Cicih; Setyarini, Sri; Purnawarman, Pupung
Elsya : Journal of English Language Studies Vol. 7 No. 2 (2025): Elsya : Journal of English Language Studies
Publisher : Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/elsya.v7i2.26002

The integration of Information and Communication Technology (ICT) into English as a Foreign Language (EFL) education is increasingly vital for fostering twenty-first-century competencies. Although digital pedagogy has gained global momentum, few studies thoroughly examine ICT integration in classroom tasks from both instructor and learner perspectives, particularly in the context of Indonesian higher education. Addressing this gap, the present study investigates the extent and depth of ICT use in EFL classrooms through the lens of the Substitution, Augmentation, Modification, and Redefinition (SAMR) framework. Employing a qualitative case study design, data were collected from ten English lecturers and 250 students across three private universities in Jakarta via classroom observations, semi-structured interviews, and document analysis. Guided by Miles and Huberman’s interactive model, the analysis triangulated findings across multiple sources. Results indicate that ICT use is concentrated at the substitution and augmentation levels, especially for reading and listening tasks. In contrast, speaking and writing activities show more advanced integration, including instances of redefinition such as multimedia storytelling and collaborative blogging. Key barriers to deeper ICT integration include uneven digital literacy, inadequate infrastructure, and limited pedagogical training. This study contributes to digital language pedagogy by mapping language skills to SAMR stages and identifying pedagogical, institutional, and policy implications. It offers actionable insights for educators and policymakers to promote more systemic, equitable, and student-centered digital learning environments in EFL contexts.

Discourse Dynamics in Virtual EFL Classrooms: Examining Teacher-Student Talk and Student-Centeredness Ode, Muhamad Acep; Setyarini, Sri; Purnawarman, Pupung
Allure Journal Vol 5, No 2 (2025): July 2025
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/allure.v5i2.23415

This study explores how teacher-student talk influences the development of student-centered learning in virtual English as a Foreign Language (EFL) classroom in Indonesia. Using a qualitative narrative inquiry approach, the research investigates the experiences of two EFL teachers, one from a private school and the other from a public school, each with over two years of online teaching experience. Data were collected through written narratives, guided by open-ended prompts, and analyzed thematically. The findings reveal five interrelated themes: teacher-led dynamics, student contributions, strategies for balanced talk, student engagement, and learning outcomes. Results showed that excessive teacher talk, though often necessary for structure and control, can inhibit student participation and motivation. However, when teachers implemented strategies that encourage student voice, such as contextual topics, digital collaboration tools, and dialogic scaffolding, students became more engaged, accountable, and cognitively invested in the learning process. The study concludes that managing discourse balance is essential for effective virtual classroom management and the realization of student-centered instruction. This research contributes to the understanding of discourse as both a pedagogical and relational tool in online EFL contexts and offers practical strategies for teachers seeking to enhance interaction, agency, and engagement in remote learning environments.

TEACHING PRESENCE AND ITS IMPACT ON STUDENT ENGAGEMENT AND SENSE OF COMMUNITY IN BLENDED BUSINESS ENGLISH Suharno, Suharno; Musthafa, Bachrudin; Purnawarman, Pupung
English Review: Journal of English Education Vol. 13 No. 2 (2025)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v13i2.11831

This study emphasized the critical role of teaching presence in enhancing student engagement and fostering a sense of community in blended business English learning environments. As blended learning becomes increasingly popular, understanding how instructors' active participation, feedback, and facilitation impact student outcomes is essential. The research utilized a mixed-method approach, combining quantitative surveys with qualitative interviews among university-level business English students and their instructors. Key findings revealed that a strong teaching presence boosted student participation, while constructive feedback motivated improved performance. Additionally, effective facilitation by instructors helped create supportive communities, encouraging collaboration and teamwork among students. These insights underscore the importance of active instructor involvement in blended learning to maximize educational outcomes. Educators are advised to maintain high levels of teaching presence and leverage feedback to stimulate dynamic student interactions, thereby fostering an engaging and cohesive learning environment. This study contributes practical recommendations for optimizing business English instruction in mixed-mode settings. The sample size was the obvious limitation to address to yield a more reliable study result.

NOVICE ENGLISH TEACHER’S PROBLEMS AND STRATEGIES IN IMPROVING YOUNG LEARNERS’ MOTIVATION DURING ONLINE LEARNING Santoso, Nur Amanah; Purnawarman, Pupung; Sudana, Dadang
EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol. 14 No. 1 (2025): EXPOSURE
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/exposure.v14i1.16267

The use of ChatGPT in the Indonesian ELT context: A systematic review Syairofi, Ahmad; Emilia, Emi; Purnawarman, Pupung
Journal of Research on English and Language Learning (J-REaLL) Vol. 6 No. 2 (2025): Journal of Research on English and Language Learning (J-REaLL)
Publisher : Universitas Islam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33474/j-reall.v6i2.23552

This study investigates the integration of ChatGPT as an educational technology tool within the Indonesian English Language Teaching (ELT) context. Utilizing a systematic review methodology, twelve peer-reviewed articles indexed in the Scopus database were selected for analysis to examine emerging trends, pedagogical applications, perceived benefits, and associated challenges of ChatGPT in EFL education. Through content analysis, the findings reveal that 2024 witnessed the highest publication output, with higher education identified as the most commonly explored educational setting. Qualitative research designs predominated among the reviewed studies. ChatGPT was employed for a variety of pedagogical purposes, including content and idea generation, feedback provision, linguistic revision, paraphrasing, grammar checking, teaching material development, lexical and collocational enhancement, personalized learning, and improving textual coherence and cohesion. Reported benefits encompass grammar correction, resource accessibility, idea generation, vocabulary expansion, and formative feedback. Conversely, challenges include user over-reliance, ethical concerns, informational inaccuracies, insufficient cultural contextualization, embedded biases, and limitations related to prompt formulation. The findings imply a critical need for future research that expands into secondary education contexts, utilizes quantitative or mixed-method approaches, addresses the identified limitations of ChatGPT in educational settings, and employs longitudinal designs to assess its sustained impact on language learning.

“YouTube as my second classroom”: Indonesian nursing students’ self-regulated language learning on YouTube Kailani, Ahmad; Suherdi, Didi; Purnawarman, Pupung
JEES (Journal of English Educators Society) Vol 8 No 1 (2023): April
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v8i1.1751

This study investigated the independent language learning that Indonesian nursing students did after school on YouTube. Six undergraduate nursing students who have a lot of experience with YouTube viewing and have level of English equal to B1 were asked to participate in a one-on-one interview to discuss their opinions of this selfregulated language learning. A narrative inquiry design was deployed to explore the stories of how learners felt about this technologically mediated language learning and how it affected their language skills. The results show that discovering motivation for learning English, searching for extra learning materials, and potential metacognitive learning styles were the three most popular reasons for studying English on YouTube. Students perceived that learning English on YouTube was more flexible, entertaining, and approachable than traditional classroom instruction. However, this informal education does not promote socialization or an awareness of cultural differences between nations. The findings have made a significant contribution to the futureinstructional design of ESP classroom where the integration of YouTube videos may become an alternative for more engaging ESP classroom interaction. Besides, promoting awareness of cultural diversities and appropriate online social interaction need to be considered for YouTube mediated learning activities to help students use the language appropriately within its socio-cultural settings. HIGHLIGHTS: The three most common motivations for nursing students to learn English on YouTube were finding motivation, looking for additional resources, and potential metacognitive learning approaches. The integration of YouTube videos may become an alternative for more engaging ESP classroom interaction. To assist students utilize the language effectively within its socio-cultural settings, YouTube-mediated learning activities need to take fostering awareness of cultural diversity and acceptable online social interaction into account.

Blended learning intervention on the students’ reading comprehension achievement with different personality traits Husain, Balqis; Wardiman, Sri Setyarini; Purnawarman, Pupung; Abasa, Zulhasmi
JEES (Journal of English Educators Society) Vol 9 No 1 (2024): April
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v9i1.1789

Reading is one of fundamental receptive skills that students should master in language acquisition. In fact, many students struggle in reading even they have mastered language acquisition. Non linguistics factor, for instance personality traits affects the student’s reading comprehension process. The research objectives are (1) to identify the effectiveness of blended learning and conventional learning instruction in improving EFL students’ reading comprehension with different personality traits and (2) to explore the differences in students’ impressions regarding integrating blended learning instruction in the EFL class. This research employs a mixed-methods approach. Sixty-six participants of SMA N 1 Pulau Morotai participated in this study as a sample. Research instruments utilize the Eysenck Personality Test (EPI) to determine students' personality types. The TOEFL prediction test is used in the reading comprehension test, and a semi-structural interview is used for the qualitative instrument. In addition, analyzing the data uses Independent T-test and N-Gain Interpretation Test. The descriptive method is utilized to analyze the qualitative data. The finding shows that the average learning outcomes of mix introverted-extroverted students who use blended learning were higher compared to those of mix introverted-extroverted students who use traditional learning models. Unfortunately, even though both had different learning outcomes, these learning models were generally regarded as ineffective due to the N-gain score being less than 40%. As seen from the interview result, blended learning models were regarded as multi-way instructional models that accommodated students' needs despite an inadequate internet connection, enhanced reading comprehension, fostered students' technological proficiency, and provided efficiency and adaptability. HIGHLIGHTS : The average learning outcomes of mixed introverted and extroverted students who use blended learning model were higher than who use traditional learning models Blended learning model was generally regarded as ineffective due to the N gain score less than 40% Blended learning model as a multi-way instructional models that accommodate students’ needs.

USING FLIPGRID AS ELECTRONIC PORTFOLIO IN SPEAKING ASSESSMENT Subiana, Ismiati Purwaningsih; Sukyadi, Didi; Purnawarman, Pupung
Polyglot Vol 18 No 2 (2022): JULY
Publisher : Universitas Pelita Harapan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19166/pji.v18i2.4910

Given the prolonged pandemic situation that forced schools to run online in both synchronous and asynchronous modes has impacted some changes in either teaching practice or conducting the assessment. With the limited timetable provided to each school subject, there is a significant adjustment that the teachers should take to make the teaching and learning meaningful, not to mention in assessing students’ learning. In the English as a Foreign Language (EFL) setting, assessing speaking is another challenge the teachers encounter specifically during online teaching. Consequently, English teachers are required to have specific strategies to manage this assessment still. Electronic portfolio-based assessment has been shown to serve both as an effective learning tool and assessment tool. Hence, this study was aimed to investigate the use of the Flipgrid as the electronic portfolio in assessing speaking. The qualitative design was applied in this study with students' scores, teacher’s field notes, and questionnaires as the instruments to collect data. This study was expected to describe the washback of the Flipgrid as electronic portfolios in speaking assessment. BAHASA INDONESIA ABSTRAKSituasi pandemi yang berkelanjutan telah memaksa setiap sekolah untuk melaksanakan pembelajaran daring baik secara synchronous maupun asynchronous. Hal ini berdampak pada berubahnya praktik mengajar dan penilaian dalam pembelajaran. Dengan jadwal pembelajaran yang terbatas untuk setiap mata pelajaran, guru harus dapat melakukan penyesuaian yang signifikan untuk membuat proses kegiatan belajar mengajar menjadi berarti, begitu pula dengan penilaian hasil belajar siswa. Pada pembelajaran bahasa Inggris sebagai bahasa asing, penilaian keterampilan berbicara menjadi tantangan tersendiri bagi para guru khususnya pada saat pembelajaran daring. Sebagai konsekuensinya, setiap guru bahasa Inggris harus memiliki strategi tertentu untuk dapat mengelola penilaian dalam proses pembelajaran. Penilaian berbasis portofolio elektronik telah menunjukkan bahwa penilaian ini digunakan sebagai alat pembelajaran dan penilaian yang efektif. Oleh karena itu, penelitian ini bertujuan untuk menelaah penggunaan Flipgrid sebagai portofolio elektronik pada penilaian keterampilan berbicara dalam pembelajaran Bahasa Inggris. Pendekatan yang digunakan dalam penelitian ini adalah pendekatan kualitatif dengan menggunakan nilai siswa, catatan lapangan guru, dan kuesioner sebagai instrumen untuk mengumpulkan data. Penelitian ini diharapkan dapat mendeskripsikan dampak penggunaan Flipgrid sebagai portofolio elektronik pada penilaian keterampilan berbicara dalam pembelajaran Bahasa Inggris.

NEEDS ANALYSIS: DEVELOPING AN ESP SPEAKING MOOC MODEL IN HIGER EDUCATION CONTEXT Soraya, Kiky; Lengkanawati, Nenden Sri; Purnawarman, Pupung
English Review: Journal of English Education Vol. 12 No. 2 (2024)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v12i2.9978

This study aims to investigate the needs and learning requirements of English for Specific Purposes (ESP) students in the context of developing a Massive Open Online Course (MOOC) model for ESP speaking skills. The research employed a qualitative approach, utilizing Comprehensive Needs Analysis (CNA) techniques. Data was collected through document analysis, Forum Group Discussions (FGDs) with students, interviews with lecturers, and meetings with experts. Data analysis followed qualitative methodologies, including data reduction, display, and conclusion drawing. The study reveals significant insights into students' backgrounds, English proficiency levels, and experiences with MOOCs. Participants primarily perceive their English proficiency as intermediate. While MOOCs are viewed as valuable supplementary resources, students desire more diversity and interactivity in their online learning experiences. Furthermore, the research highlights students' desires for comprehensive speaking skills development, integrated learning experiences, supportive learning environments, and user-friendly technology platforms. This study fills a gap in the literature by investigating the specific needs and learning requirements of ESP students for developing an ESP Speaking MOOC model, particularly in Indonesian context. The findings suggest the importance of prioritizing speaking skills, integrating various language skills, fostering supportive learning environments, and leveraging user-friendly technology platforms in the development of ESP Speaking MOOC models. Addressing these needs is crucial for maximizing learning outcomes and student engagement in online language learning environments.

Co-Authors Abasa, Zulhasmi Agustin, Fitri Agustrianita, Agustrianita Ahmad Kailani, Ahmad Ai Fatmawati Alexandro, Marco Ari S. Shidiq Arigusman, Anggi Arigusman, Anggi Astuti, Elysa Ratna Atep R. Nurhadi Bachrudin Musthafa Basra, Sri Meiweni Berlin, Astri Winandari Cicih Nuraeni Delsi Mitra, Delsi Diah Royani Meisani Didi Suherdi Didi Suherli Didi Sukyadi Dini Dwi Apriani Elis Homsini Maolida Elysa Ratna Astuti Emi Emilia Erwin Pohan Fatmawati, Ai Hasbie Felayabi Hayuni R. Widarti Hidayat, M. Fadhil Husain, Balqis Iin Inawati Imelda Wahyuni Husein Indri Eka Pertiwi Iranita Sitohang Ismiati Purwaningsih Subiana Isra F Sianipar Isry Laila Syathroh Isry Laila Syathroh Kaniadewi Suci Lia Novita Lia Yulianti Marco Alexandro Maryono, Geby Devtiana Meekaeo, Panusak Muhammad Handi Gunawan Nabung, Adrianus Nahadi Nainggolan, Bernard Richard Nenden Sri Lengkanawati Nur Yusuf, Fazri Nurhaeni Nurhaeni Ode, Muhamad Acep Qurrotu A. Zahran Ramadhani, Fadhil Rani Aryanti Rukmana Refi Aksep Sativa Rojab Siti Rodliyah Romadhon Romadhon Ruswandi, Syilva Adisty Santoso, Nur Amanah Septiya Yuza Soraya, Kiky Sri Meiweni Basra Sri Setyarini Subiana, Ismiati Purwaningsih Sudana, Dadang Sudrajat, Winny Nur Ardy Suharno Suharno Suherdi, Didi Susilawati, Susilawati Syairofi, Ahmad Triannisa Rahmawati Triarisanti, Risa Tsara Desiana Akmilia Uun Muhaji Wachyu Sundayana Wachyu Sundayana, Wachyu Wahyu Permata, Indah Wardiman, Sri Setyarini Wibowo, Enggar Pangesti Winny Nur Ardy Sudrajat Wiwi Siswaningsih Yudi Lesmana Yuza, Septiya

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