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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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Exploring Perceptions and Experiences: Integrating AI in English Language Teaching from the Perspectives of Learners and Educators Suharno, Suharno; Musthafa, Bachrudin; Purnawarman, Pupung
Jurnal Pendidikan Progresif Vol 15, No 1 (2025): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpp.v15i1.pp499-515

Exploring Perceptions and Experiences: Integrating AI in English Language Teaching from the Perspectives of Learners and Educators. Purpose: This study aims to explore learners’ and faculty members’ perceptions of the enactment of Artificial Intelligence (AI) technologies in English Language Teaching (ELT) based on the Community of Inquiry (CoI) Framework; in particular, intending to investigate the perceived benefits, challenges, and pedagogical implications of artificial intelligence adoption in the Indonesian education landscape. Methods: Using a mixed-methods sequential explanatory design, the study commenced with quantitative data collection through questionnaires issued to learners and educators. The next phase involved qualitative data collection through in-depth interviews and focus group discussions, which provided greater depth of insight into participants’ experiences and attitudes. Findings: In this sense, it is significant that the positive impact of artificial intelligence on ELT was reported above. Educators also acknowledged the role of AI in enhancing traditional practices and facilitating classrooms that are more dynamic and student-centered. Nonetheless, there are concerns about privacy, data security, and whether AI-driven tools are culturally nuanced enough for language instruction. Conclusion: Such fears underscore the need for contextually appropriate implementation guidelines that adapt AI tools to align with pedagogy norms and moral codes found in local education systems. This work thus contributes to the growing literature on the implementation of AI technology in language education by providing empirical evidence of effective integration of this technology, particularly in Indonesia. The outcomes will serve not solely to inform educators and policymakers on the best practices surrounding AI integration throughout ELT but also to affirm the addressing of protection and cultural acclimatization challenges. Overall, the research sets forth a roadmap for AI’s potential pedagogical role in shaping language instruction practice and policy. Keywords: artificial intelligence, community of inquiry, english language teaching, experiences, perceptions.

Formative Assessment and Self-Regulated Learning during Pandemic Era Fatmawati, Ai; Purnawarman, Pupung; Sukyadi, Didi
Tell : Teaching of English Language and Literature Journal Vol 9 No 2 (2021): September
Publisher : English Department FKIP Universitas Muhammadiyah Surabaya Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/tell.v9i2.9305

During online learning in Covid-19 outbreak, self-regulation is needed more due to the different learning situation and distance between student and teacher. One of the ways to support student self-regulated learning in EFL classes is through the implementation of formative assessment. The aim of this study is to find out the formative assessment that EFL teachers use in online learning and how they perceive the role of formative assessment in supporting studentsâ€™ self-regulated learning. To get the data, questionnaire adapted from Gan et al. (2019); Pat-El et al. (2013) was utilized. Interviews also were conducted to get deeper understanding about the findings obtained through questionnaire. The findings revealed that during online learning, EFL teachers used a variety of formative assessment techniques, using online platforms that were easy to use. They agreed that students need to have self-regulated learning skills during online learning. However, some of them did not know for sure that the formative assessment they conducted could enhance studentsâ€™ self-regulated learning since only some students submitted their work. Further research can be done to find out strategies to implement formative assessment using technologies or tools utilized in online learning where the students can get immediate feedback and use it to help them improve their learning.

SELF-DIRECTED ENGLISH LEARNING THROUGH SOCIAL MEDIA: A SYSTEMATIC LITERATURE REVIEW Berlin, Astri Winandari; Wibowo, Enggar Pangesti; Purnawarman, Pupung
Journal of English Educational Study (JEES) Vol 8, No 1 (2025): May Edition
Publisher : STKIP Persada Khatulistiwa Sintang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31932/jees.v8i1.4265

This paper presents a systematic literature review of studies on self-directed English learning through social media. Using the Systematic Literature Review method, data were gathered from three prominent journal databases: Scopus, Google Scholar, and Emerald Insight. The search strategy targeted publications from 2020 to June 11, 2024, selecting 32 relevant studies for analysis. The review identifies thirteen social media platforms, with YouTube, Instagram, and WhatsApp emerging as the most widely used. It explores how students engage in various learning activities, including following educational accounts, watching English videos, and participating in discussions. The findings underscore the significant benefits of integrating social media into self-directed English learning, such as improved language skills, enhanced engagement, and flexible learning opportunities. However, the review also highlights challenges such as distractions and privacy concerns, emphasizing the importance of educators and policymakers in developing strategies to address these issues. By promoting digital literacy and providing guidance and support, educators can help students overcome these challenges and optimize their use of social media for effective self-directed English learning.

Effective English teachers in online EFL learning: A post-pandemic reflection on students perspectives Agustin, Fitri; Suherdi, Didi; Purnawarman, Pupung
Studies in English Language and Education Vol 11, No 1 (2024)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v11i1.30124

In the framework of conventional academic settings, there have been a large number of studies on the qualities of effective teachers; however, studies in the context of online environments seem to be scarcely documented in the literature. This explanatory sequential mixed-method study of 224 secondary school students, 21 of whom were interviewed in detail, examined their perspectives on effective teacher characteristics in online EFL instruction. This study differed from earlier investigations of the qualities of effective teachers in terms of its research site and inquiry emphasis. The results of the surveys and interviews provided students judgments of effective teacher traits in terms of roles, professional abilities, personal qualities, and pedagogical expertise. According to the results of the polls, the most significant criteria for effective online learning management were instructors classroom management roles and their professional skills. The interviews stressed the importance of teachers qualities in managing classrooms and their pedagogical knowledge. In an online EFL instruction, students needed their teachers to scaffold them and explain what they should do with the lesson and the procedures they should follow for activities and assignments. In addition, the interviews validated teachers capacity to establish a favorable rapport with the students to facilitate their meaningful learning. As this study identified teachers professional abilities in managing online learning as a requirement, an online-learning-based professional development program for teachers is highly recommended as the most plausible alternative for the post-pandemic reflection of this current study.

Students' Perceptions Toward Blended Media In EFL Reading Practices Yulianti, Lia; Purnawarman, Pupung
Jurnal Indonesia Sosial Teknologi Vol. 4 No. 9 (2023): Jurnal Indonesia Sosial Teknologi
Publisher : Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59141/jist.v4i9.710

Engaging students in EFL reading lessons in a large class is always a challenge for teachers. Thus, blended learning removes barriers and expands educational opportunities. The study is conducted on the concept of blended learning, which combines paper-based text with the digital game-based response system, namely Kahoot, for EFL reading context. The purpose of this study is to investigate how students perceive blended media in EFL reading practices. The participants were 76 pupils from a vocational high school. The data were gathered through observation, questionnaire, and interview. The data were quantitatively and qualitatively analyzed. The results indicated that the majority of students had favorable attitudes toward blended media in EFL reading practices. It influences their engagement, motivation, and attitudes. Additional investigation is advised to ascertain the influence on their performance in reading skills

Exploring Academic Integrity in Online Assessment: Perspectives from EFL Teachers Yola Savitri; Pupung Purnawarman
Journey: Journal of English Language and Pedagogy Vol. 7 No. 2 (2024): Journey: Journal of English Language and Pedagogy
Publisher : UIBU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33503/journey.v7i2.837

Four years have passed since the pandemic situation forced us to adapt in order to continue our education. This adaptation extends to the way we administer learning evaluations through the online assessment. Certain schools and universities continue to utilize these adaptations in education to this day. Furthermore, the online assessment raises several issues, one of which is the academic integrity. Thus, this paper explores the issue of academic integrity in online assessment from the perspective of EFL teachers. This study explores the teachers' views of academic integrity in online assessments, their experiences with academic integrity violations, and approaches to administering academic integrity. This study employed a survey method, using an online questionnaire distributed to EFL teachers across Indonesia and involving forty-two participants. The data collected from the questionnaire was analyzed using descriptive statistics to interpret the findings and draw conclusions. The results show that most teachers acknowledge the principle and significance of academic integrity, but they admit to having difficulties administering and monitoring academic integrity in their class. Furthermore, not all teachers are able to effectively manage their experiences with academic integrity violations. Therefore, further study considering this issue is suggested.

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 Yola Savitri Yudi Lesmana Yuza, Septiya

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