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All Journal English Review: Journal of English Education Indonesian Journal of Learning and Instruction Journal of English Language Teaching, Linguistics and Literature (JETLEE) NaCoLET
Vina Agustiana
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Arts Humanities Education Languange, Linguistic, Communication & Media Other

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EXPLORING THE INTEGRATION OF TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE (TPACK) IN ONLINE TEACHING AMONG EFL LECTURERS Endang Darsih; Vina Agustiana; Wulan Rahmatunisa
English Review: Journal of English Education Vol 11 No 2 (2023)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v11i2.7570

Abstract

This study is conducted based on the consideration of the importance of technology literacy for lecturers in online teaching. The purpose of this study was to find out the TPACK (Technological Pedagogical Content Knowledge) overview of English lecturers in online teaching. In particular, this study analyzed the level of TPACK along with the TPACK forming components of 3 English lecturers. This research applied a mixed method by implementing a concurrent embedded design. This study was conducted at Kuningan University by involving 3 lecturers who teach General English subject in Faculty of Teacher Training and Education, Kuningan University. Since TPACK is knowledge that integrates three basic knowledge; content knowledge (CK), pedagogical knowledge (PK) and technological knowledge (TK), so in collecting data, there are 3 instruments that were used, namely self-report questionnaires, performance assessments and observations. With regard to the TPACK level of English language education lecturers, the results of the analysis show that all of the English lecturers are described as adequate and high in most of the domains concerned in this study such as CK, PCK, TCK, TPK, and TPACK. However, they describe themselves as high in two domains; Technological Knowledge (TK), and Pedagogical Knowledge (PK). This is in line with the results of lesson plans analysis and observation of lecturers’ real teaching which refers to a high level of technology integration.
Reading Anxiety Experienced by Senior High School Students (A Case Study in the Senior High School 1 Ciawigebang) Fauziah Ayuningsih; Vina Agustiana; Wulan Rahmatunisa
National Conference on Language, Education, and Technology Proceeding Vol. 1 No. 1 (2021): December 2021
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat Universitas Muhammadiyah Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32534/nacolet.v1i1.2686

Abstract

This paper aims to find out the level of reading anxieties experienced by senior high school students andto identify the major factors that influence anxieties experienced by the students. Mix method research design was applied in this research. There are 36 students employed in this research. The data were collected through questionnaire and interview. The data were analyzed within two phases, the first is quantitatively in order to find out the level of reading anxiety experienced by senior high school student and the second is qualitatively in order to identify the major factor triggering the reading anxiety. The results of the research reveals that level reading anxiety is in high level with score 68.08. The result also shows that students experienced high level of anxiety in all category, namely worry about effect (71.85), fear of making error (60.69), unfamiliar culture (70.42), unfamiliar topic (62.5), unknown vocabulary (70.28) which all category is in the high level. Thus, the major factor triggering reading anxiety experienced by senior high school students is worry about effect.
IMPLEMENTATION OF LESSON STUDY IN MICROTEACHING: BENEFITS AND CHALLENGES IN ENGLISH EDUCATION STUDY PROGRAM Endang Darsih; Vina Agustiana; Wulan Rahmatunisa
Indonesian Journal of Learning and Instruction Vol. 6 No. 2 (2023)
Publisher : Universitas Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ijli.v6i2.10942

Abstract

This study investigates the implementation of Lesson Study in microteaching classes within the English Education program, focusing on its impact and perceived challenges among students. Utilizing a mixed methods approach, data was collected through observations and surveys from 10 participants enrolled in the microteaching course. Findings reveal that Lesson Study effectively enhances teaching skills through collaborative planning and reflective sessions, fostering deeper insights into effective teaching strategies. However, challenges such as time constraints, logistical complexities in scheduling, and the integration of technology were identified as significant hurdles. Addressing these challenges is crucial for optimizing the benefits of Lesson Study in enhancing teaching practices and facilitating professional growth among future educators.
FACTORS AFFECTING PRESERVICE ENGLISH TEACHERS' TECHNOLOGICAL PEDAGOGICAL CONTENT KNOWLEDGE (TPACK) Endang Darsih; Vina Agustiana; Wulan Rahmatunisa; Agie Hanggara
Indonesian Journal of Learning and Instruction Vol. 7 No. 2 (2024)
Publisher : Universitas Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ijli.v7i2.10943

Abstract

The integration of technology into teaching is critical for preparing educators to meet the demands of 21st-century classrooms, particularly in English as a Foreign Language (EFL) contexts. This study investigates the factors influencing the development of Technological Pedagogical Content Knowledge (TPACK) among preservice English teachers, addressing gaps in existing research that often overlooks this group. Using a mixed-methods approach, quantitative data from 30 participants were collected via a validated TPACK questionnaire, while qualitative insights were gathered through in-depth interviews with a purposive sample of 10 preservice teachers. The findings highlight significant variability in TPACK levels, with technological knowledge emerging as the most challenging domain. Four key factors—access to technological resources, mentorship from experienced teachers, prior experience with technology, and professional development opportunities—were identified as crucial for TPACK development. Limited access to resources and insufficient training were common barriers, whereas mentorship and prior exposure to technology positively influenced confidence and adaptability. The study concludes that tailored interventions, such as resource provision, mentorship programs, and technology-focused training workshops, are essential for enhancing preservice teachers' TPACK proficiency. Educational institutions must prioritize these measures to equip future educators with the skills needed for effective technology integration. Further research is recommended to explore these factors across diverse educational contexts to inform comprehensive strategies for improving teacher education programs.Keywords: TPACK; preservice teachers; EFL, technology integration; mentorship; teacher training; professional development 
Gendered Discourse in The Ballad of Songbirds and Snakes (2023): A Comparative Analysis of Male and Female Language Features Fajarwati, Kharisma Tri; Rahmatunisa, Wulan; Vina Agustiana
JETLEE : Journal of English Language Teaching, Linguistics, and Literature Vol. 6 No. 1 (2026): Journal of English Language Teaching, Linguistics and Literature (JETLEE)
Publisher : JETLEE: Journal of English Language Teaching, Linguistics, and Literature

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47766/jetlee.v6i1.6242

Abstract

This study explores gendered communication patterns through the analysis of language features used by male and female characters in The Ballad of Songbirds and Snakes movie. Employing Jennifer Coates’s (2015) framework, seven language features—minimal responses, hedges, tag questions, questions, commands and directives, swearing and taboo language, and compliments—were examined to identify distinctions in male and female speech. The study adopted a qualitative method with a case study design. A total of 143 male and 85 female utterances were analyzed. Findings indicate that male characters predominantly used questions (52.54%) and commands/directives (17.48%), reflecting a more assertive and directive communication style. In contrast, female characters employed more hedges (25.88%) and compliments (5.88%), suggesting a more cooperative and supportive style of interaction. These findings support Coates’s claim that male speech often emphasizes control and competitiveness, while female language tends to prioritize relational maintenance. This analysis not only illustrates how gendered language reinforces traditional gender ideologies but also demonstrates how dystopian media narratives can mirror broader societal power structures. By adopting a consistent theoretical lens, this research provides analytical rigor and enhances comparability between male and female speech. The study contributes to sociolinguistic scholarship by offering insights into the representation of gender in cinematic discourse and may inform future investigations into language, media, and identity construction.
Co-Authors Agie Hanggara Endang Darsih Endang Darsih Fajarwati, Kharisma Tri Fauziah Ayuningsih Wulan Rahmatunisa Wulan Rahmatunisa