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All Journal Al-Hayat: Journal of Islamic Education Journal of Innovation in Educational and Cultural Research
Kristian Adi Putra
Universitas Sebelas Maret, Indonesia
Education

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Cognitive Conflicts Emerged from Feedback from Peer Assessment and Artificial Intelligence Khaira Rizqa; Nur Arifah Drajati; Kristian Adi Putra
Al-Hayat: Journal of Islamic Education Vol 6 No 2 (2022): Al-Hayat: Journal of Islamic Education
Publisher : Al-Hayat Al-Istiqomah Foundation collab with Letiges

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35723/ajie.v6i2.256

Abstract

This narrative study explores the cognitive conflicts that pre-service teachers experience during peer-assessment activities in an artificial intelligence (AI) facilitated academic writing course. This study applies a narrative inquiry research design to Indonesian English as a Foreign Language (EFL) writing classes. Three pre-service teachers pursuing an undergraduate degree in English language education at an Indonesian public university were recruited. The data were obtained from participants' stories, follow-up semi-structured interviews, and photos as an artifact to complete the data. The data was then analysed thematically. The participants’ cognitive conflict experiences were gathered during process writing and peer assessment. The findings show that the cognitive conflicts experienced by the participants were mostly from old myths and false beliefs. It brings advantages to pre-service teachers. The cognitive conflicts support the critical thinking of pre-service teachers. They discussed the material in detail, explored the different ideas, and helped them to confirm the incorrect knowledge and misunderstanding among them. This finding also implies the need for pre-service teachers, in-service teachers, and teacher educators to critically consider the cognitive conflicts in an L2 writing classroom, particularly in madrasah tsanawiyah (junior high schools), madrasah aliyah (senior high schools) and higher education institutions contexts.
Multicultural Representation in Global Language Textbook Used by Indonesian EFL Learners Reffi Sabillawati; Kristian Adi Putra
Journal of Innovation in Educational and Cultural Research Vol 4, No 2 (2023)
Publisher : Yayasan Keluarga Guru Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46843/jiecr.v4i2.650

Abstract

Most previous studies find that global textbooks for EFL learners are still unbalanced and contain multicultural values. At the same time, students have to be able to communicate with people from different cultures. For this reason, this discourse study compares multicultural depicted in a global language textbook endorsed by Cambridge University Press entitled English in Mind Second Edition and used by Indonesian EFL learners at the junior high school level. This study implemented qualitative analysis and was informed by a critical discourse approach. It unearths what multicultural values are represented in the textbook regarding Byram’s intercultural communicative competence (2013), Yuen's cultural parameters (2011), and Kachru's three concentric circles (1985). The finding shows that in three concepts adopted in the research, the global textbook multicultural values are unbalanced, presented through the book activity, text, and images. The textbook dominates inner circle aspects even though it is used in Indonesia as expanding circle country. Based on the finding, it highly recommends that the textbook writers give the balancing multicultural value in global textbooks primarily used in expanding circle country. This study aims to help teachers increase multicultural creativity aspects for students and develop cultural and language critical awareness for textbook writers. It aims to engage EFL learners more responsive to multicultural values in pedagogical or in education practices.
Co-Authors Khaira Rizqa Nur Arifah Drajati Reffi Sabillawati