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p-Index From 2021 - 2026
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All Journal IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature TELL - US JOURNAL SCHOULID: Indonesian Journal of School Counseling
Maslathif Dwi Purnomo
Universitas Islam Negeri Sumatera Utara
Humanities Education Environmental Science Languange, Linguistic, Communication & Media Social Sciences Other

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Exploring EFL teachers' technological pedagogical content knowledge (tpack) in digital classrooms Bajuri Sahnan; Sholihatul Hamidah Daulay; Maslathif Dwi Purnomo
SCHOULID: Indonesian Journal of School Counseling Vol. 10 No. 2 (2025): SCHOULID: Indonesian Journal of School Counseling
Publisher : Indonesian Counselor Association (IKI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23916/086078011

Abstract

This study explores the application of the Technological Pedagogical Content Knowledge (TPACK) framework among English as a Foreign Language (EFL) teachers within digital classroom environments. As educational technology continues to reshape language teaching, it becomes essential to understand how EFL teachers integrate technological, pedagogical, and content knowledge in their instructional practices. Using a qualitative research design, this study employed in-depth semi-structured interviews with 30 EFL teachers from diverse educational institutions. The findings reveal nuanced patterns in teachers’ integration of TPACK components, shaped by factors such as access to professional development, institutional support, individual attitudes toward technology, and contextual barriers unique to EFL digital classrooms. Notably, the study highlights inconsistencies in TPACK application, with many teachers demonstrating strong pedagogical or content knowledge but struggling with technological integration. These insights contribute to a deeper understanding of TPACK implementation in digitally mediated language instruction and underscore the need for targeted support in teacher education programs. The study concludes by offering recommendations for professional development that address the evolving demands of digital language teaching and proposes directions for future research across broader educational contexts
THE TEACHING OF ENGLISH IN WRITING CLASS AT SENIOR HIGH SCHOOL: A MULTIMODAL DISCOURSE ANALYSIS ANGGI SYARIAH HASIBUAN; MASLATHIF DWI PURNOMO; TIEN RAFIDA
TELL - US JOURNAL Vol 11, No 3 (2025): September 2025
Publisher : Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22202/tus.2025.v11i3.10294

Abstract

This study aims to analyze the use of multimodal resources in teaching English writing at the senior high school level, particularly their contribution to content delivery, student engagement, and lesson sequencing. The research was conducted in class X-2 of a public Madrasah Aliyah in Medan with 35 students, using classroom video recordings as the primary data collection method. Data analysis was carried out through O’Halloran’s as Systemic Functional Multimodal Discourse Analysis (SF-MDA), examining ideational, interpersonal, and textual meanings. The recorded lessons were divided into 40 segments covering the entire teaching sequence and analyzed based on verbal, visual, gestural, spatial, digital, and collective synchrony modes. The findings revealed that verbal and visual modes dominated content delivery, gestural and spatial modes directed students’ attention, and interpersonal engagement was enhanced through praise, humor, motivational prompts, digital interaction, and collective activities. Textual meaning was achieved through the integration of multiple modes, marking transitions, providing scaffolding, and maintaining lesson coherence. These results highlight the strategic implementation of multimodal resources as essential for creating an interactive, inclusive, and effective learning environment, offering practical insights for teachers to optimize English writing instruction at the secondary school level.
Implementing a Caring Environment Through Social Emotional Learning (Sel) Course for Student with Diverse Ability at Bilingual School Hidayatut Thomaroh; Maslathif Dwi Purnomo
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 14 No. 1 (2026): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v14i1.12132

Abstract

The shift toward holistic education has drawn increasing attention to students' social and emotional well-being alongside academic achievement, particularly for students with diverse abilities learning in a second language. This study examines how the implementation of a Social Emotional Learning (SEL) course contributes to creating a caring learning environment for students with diverse abilities at a bilingual school in North Sumatra, focusing on the benefits of the course for students and how teachers support its implementation. A qualitative design was employed, involving two female SEL teachers selected through purposive sampling based on their direct responsibility for teaching the course. Data were collected through an open-ended questionnaire and analyzed using the qualitative descriptive model of Miles, Huberman, and Saldaña, comprising data reduction, data display, and conclusion drawing, with trustworthiness established through credibility, dependability, conformability, and transferability. The findings show that the SEL course fostered students' emotional regulation and social openness, increased confidence in English communication, illustrated by a documented case of a previously hesitant student, and cultivated emotional expression and language development as interconnected outcomes. Teacher support was reflected in dedicated SEL time and voluntary routines, instructional strategies integrating language practice, differentiated approaches for students with diverse abilities, responsiveness to emotional needs, and advocacy for further institutional training. Interpreted through Krashen's Affective Filter Hypothesis and Noddings' concept of the caring relation, these findings suggest that a caring environment emerges when teachers consistently treat students' emotional and linguistic needs as interconnected. The study is limited to two teachers in a single bilingual school and relies solely on self-reported data; future research involving multiple schools and student voices is recommended.
Co-Authors Anggi Syariah Hasibuan Bajuri Sahnan Hidayatut Thomaroh Sholihatul Hamidah Daulay Tien Rafida