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All Journal ELT Forum: Journal of English Language Teaching Journal of English Teaching, Applied Linguistics and Literatures (JETALL) Indonesian TESOL Journal FOSTER: Journal of English Language Teaching Borneo Educational Journal (Borju) Journal of English Language and Education Rainbow : Journal of Literature, Linguistics and Culture Studies
Girindra Putri Dewi Saraswati
Universitas Negeri Semarang
Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Staying Agentic in Times of Crisis: A Literature Review for a Narrative Inquiry on Female EFL Teachers Puji Astuti; Teguh Kasprabowo; Zuhrul Anam; Girindra Putri Dewi Saraswati
Indonesian TESOL Journal Vol 5, No 2 (2023): Indonesian TESOL Journal (October
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/itj.v5i2.3907

Abstract

Female English teachers make significant contributions to their field, yet stories about them are under-researched. This paper presents the framework of an ongoing narrative inquiry aimed at understanding female teachers’ agency and its role in their professional identity construction during the Covid-19 pandemic. Based on a systematic review of relevant research, the framework displays several key themes, including the significance of active learning and digital literacies, and the scarcity of narrative inquiries into female teachers. We thus argue that in order to gain insights into post-pandemic pedagogy, there is a need for studies that depict female English teachers’ agency in enacting their pedagogical competencies and showcase their continuous efforts in constructing their professional identities, despite the challenges that they face. Against the backdrop of our review, the teacher education curriculum must include course(s) on agency and identity construction.     
Implementing AI Replika in higher education speaking classes: Benefits and challenges Girindra Putri Dewi Saraswati; Alief Noor Farida; Yuliati Yuliati
ELT Forum: Journal of English Language Teaching Vol 12 No 3 (2023): ELT Forum: Journal of English Language Teaching
Publisher : English Department, Faculty of Languages and Arts, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/elt.v12i3.76525

Abstract

The demand from students for native English speakers as interlocutors justifies the importance of this research. Because of the nation's location and financial constraints, speaking course participants are said to lack experience speaking with native speakers. Gaining a tangible understanding of how AI Replika can be used to replace native speakers’ role in becoming students’ source of native speaker is the anticipated outcome of this project. This study investigates the benefits and difficulties of using AI Replika in speaking classes. With the help of AI Replika, students may practice speaking English in real time or directly with the use of artificial intelligence. The features used by students can be either chatbot or speaking robot. This study used a descriptive qualitative methodology. A case study methodology is applied. Interviewing and participant observation were employed as data collection methods. Three basic types of triangulations are used in data validity techniques: theoretical, methodological, and source data triangulation. Based on the results, it shows that AI replica can be used as the alternative on the absence of native speaker in practicing speaking. However, the role of teachers in the classroom still cannot be replaced by the AI. Students feel that although AI Replika brings benefit for them to practice speaking before class, however, they still need teachers to explain the context of the speaking content. Students also feel that the AI Replika brings more literal meaning of an idea rather than able to understand the cultural meaning behind the talk. In the end, AI technology can improve language acquisition with a well-balanced approach, but real native speaker presence for more humanist approach is still needed.
Navigating Vocabulary Limitations: Conversation Control Strategies of Indonesian EFL University Students Wulan Sefia; Girindra Putri Dewi Saraswati
Journal of English Language and Education Vol 11, No 4 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i4.2458

Abstract

Vocabulary limitation remains a major challenge in English as a Foreign Language (EFL) speaking, particularly in higher education contexts. However, few studies have explored how learners perceive their vocabulary limitations and how they manage them in real-time communication. This study aimed to investigate Indonesian EFL university students’ perceptions of vocabulary limitation and the conversation control strategies they employ. A descriptive qualitative design was used, involving 20 students through an open-ended questionnaire and follow-up interviews. The findings revealed that students perceived their vocabulary as sufficient for basic communication but limited in more complex contexts. Vocabulary limitation affected both speaking performance, leading to hesitation and simplification, and psychological factors such as anxiety and lack of confidence. To overcome these challenges, students employed various strategies, including paraphrasing, code-switching, using gestures, asking for help, and using fillers. These findings highlight the importance of integrating strategic competence into language teaching to support effective communication.
The Challenges and Strategies in English Communication of UNNES 7th Semester Students during International Community Service Program (ICSP) Participation Shafa Maria Hanurani Putri; Girindra Putri Dewi Saraswati
Borneo Educational Journal (Borju) Vol. 8 No. 1 (2026): February
Publisher : Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24903/bej.v8i1.2277

Abstract

This paper focuses on revealing the challenges in English communication of UNNES 7th semester students during the International Community Service Program, as well bridging unexpected cultural gaps in communication, analyzed beyond the classroom-based context to extends existing discussion on communication competence. This paper adopts a qualitative descriptive approach, with 7 participants involved. Data collection was initially conducted with an open-ended questionnaire, followed by participants being invited back for a semi-structured interview. The findings revealed the main communication challenges faced by participants, such as limited knowledge of English vocabulary, and the challenge of understanding the English accent of Malaysians. However, several strategies in overcoming communication challenges were implemented, including the use of fillers, appeal for help strategy, applying code-switching, and the use of body gesture strategy. This paper presents opinions and experiences of the participants involved, highlighting the challenges of English communication in international scope and the strategies applied. In addition, this paper suggests the necessity of exposure to English learning in real-life contexts, such as involved in international standard programs to enhance long-term communication skills
EFL University Students’ Perceptions of TED Talks as Authentic Materials for Listening Comprehension: A Qualitative Descriptive Study Najwa Laili Fathul Ulya; Girindra Putri Dewi Saraswati
FOSTER: Journal of English Language Teaching Vol. 7 No. 1 (2026): FOSTER JELT
Publisher : Faculty of Education and Teacher Training of UIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/foster-jelt.v7i1.342

Abstract

This study aims to explore university students' perceptions of using TED Talks as a learning medium to improve their listening comprehension. Therefore, this study also investigates whether TED Talks are effective for students and whether TED Talks provide benefits or challenges for them. This study involved twenty undergraduate students in their third-year of the English Education Study Program at Universitas Negeri Semarang, with three students selected for interview. This research employed a descriptive method using a descriptive qualitative approach. The data in this study were collected through questionnaires and interviews. The findings show that students generally consider TED Talks useful and effective for their listening comprehension and vocabulary. Participants also reported that TED Talks motivated them to learn listening comprehension. However, several challenges emerged, including difficulty watching without subtitles and unfamiliar words. These challenges often hindered students' ability to understand the overall message, particularly for students with lower proficiency levels. The limitations of this study include the scope of the theory which only studies the listening comprehension area and limited approaches to listening learning to the use of TED Talks as a learning medium. In addition, this study was conducted with a limited yet focused participant group. Therefore, future researchers are suggested to expand the scope of relevant listening learning theories and include more participants to broaden the area of study.
Indonesian pre-service teachers’ strategy of using English as a medium in teaching a foreign language Syakira Mumtaza; Girindra Putri Dewi Saraswati
Rainbow: Journal of Literature, Linguistics and Culture Studies Vol. 15 No. 2 (2026): Special Issue
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/rainbow.v15i2.59242

Abstract

This study aims to explore the type of Teacher Talk used by Indonesian pre-service teachers in teaching Indonesian as a foreign language (BIPA) in Australian classrooms. Here, the teachers used English to set a common language in the classroom. Open-ended questionnaires and interviews were conducted to find out the type of Teacher Talk and gain teachers’ perspectives during the teaching process from four participants. The data collected revealed six types of Teacher Talk they used in the classroom and were categorized using Flanders Interaction Analysis Categories (FIAC). It shows that using English in the classroom could develop comprehension interactions. Thus, it enhances students' willingness and confidence to interact and engage during the learning process. Moreover, using English to explain Indonesian helps students to understand the materials. Therefore, this study challenges existing hypotheses in teaching foreign languages and shows that using students’ first language also could help students in learning a new language. Even so, providing activities related to the target language is still important.
Comparing Teacher Strategies in Encourage Speaking English in Rural and Urban Areas Duratun Nasekhah; Girindra Putri Dewi Saraswati
Journal of English Teaching, Applied Linguistics and Literatures (JETALL) Vol 9, No 1 (2026): JETALL Vol. 9 No. 1 2026
Publisher : Universitas Lambung Mangkurat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20527/jetall.v9i1.25299

Abstract

This study aims to compare the strategies used by pre-service English teachers in encouraging students to speak English in urban and rural schools in Semarang, as well as to identify challenges faced in both contexts. Using a qualitative research approach, the study involved four pre-service English teachers participating in a teaching internship program, consisting of two participants from urban schools and two from rural schools. Data were collected through interviews and document analysis, including lesson plans and teaching materials, and analyzed using thematic analysis to identify patterns related to speaking strategies and contextual challenges. The findings indicate that pre-service teachers in rural schools tend to employ simpler and more supportive strategies, such as group work, language games, short conversations, and question-and-answer activities, with a focus on building students’ confidence and reducing anxiety caused by limited vocabulary and minimal exposure to English outside the classroom. In contrast, pre-service teachers in urban schools employ more varied and structured strategies, including discussions, presentations, role-play, think-pair-share, and digital media to promote active participation. Despite contextual differences, both learning environments face similar challenges, particularly low student confidence. This study concludes that speaking instruction is context-dependent and requires pre-service teachers to adapt strategies effectively in classrooms
Co-Authors Alief Noor Farida Anam, Zuhrul Duratun Nasekhah Najwa Laili Fathul Ulya Puji Astuti Shafa Maria Hanurani Putri Syakira Mumtaza Teguh Kasprabowo Wulan Sefia Yuliati Yuliati