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All Journal Jurnal Pendidikan Bahasa Inggris Indonesian Journal of Educational Science (IJES) Jurnal Pengabdian Masyarakat dan Riset Pendidikan EJI (English Journal of Indragiri) : Studies in Education, Literature, and Linguistics
I Putu Indra Kusuma
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Humanities Education Languange, Linguistic, Communication & Media Mathematics Other

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The The Impacts of Preservice English Teachers’ Self-efficacy of Using AI Towards Their Intentions of Teaching Writing Skills Using AI Putu Maha Surya Suardewa; I Putu Indra Kusuma; Kadek Sintya Dewi
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 12 No. 1 (2024): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v12i1.80827

Abstract

The use of artificial intelligence (AI) in the classroom is growing, particularly when it comes to writing instruction. However, because of their low self-efficacy, a lot of pre-service English teachers are reluctant to apply AI. This study aims to analyze how pre-service English teachers' intentions to teach writing with AI are influenced by their level of self-efficacy in the field. In this quantitative study, 303 aspiring English instructors at an public institution were surveyed. Researchers created two questionnaires to gauge behavioral intentions and self-efficacy. Simple Linear Regression was used to evaluate the results. Based on the research findings, self-efficacy significantly influences the intention to employ AI to teach writing skills. Teachers are more likely to use AI if they feel confident in using it. This study concludes that increasing self-efficacy in AI among pre-service teachers has a positive impact on their intention to integrate AI into teaching practice. These findings underscore the need for teacher training programs and educational institutions to focus on building confidence in using AI, which can improve teaching practices.
EFL Undergraduate Students’ Expectations of Blended Learning in The Post-Pandemic Ni Made Ari Dwipayanti; Made Hery Santosa; I Putu Indra Kusuma
EJI (English Journal of Indragiri): Studies in Education, Literature, and Linguistics Vol. 8 No. 1 (2024): EJI (English Journal of Indragiri): Studies in Education, Literature, and Lingu
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61672/eji.v8i1.2598

Abstract

Education especially at the university level has experienced a shift from online learning during the COVID-19 pandemic to the post-pandemic era with blended learning. Blended learning combines learning using online learning methods combined with face-to-face learning. Students' experience of online learning during the pandemic sparked their hopes or expectations for the next learning they will do. Therefore, the role of teachers and educational institutions is important to know the needs of students to improve learning methods in the post-pandemic era by knowing students’ hopes or expectations. This study aimed to explore the students’ expectations for blended learning in the post-pandemic era. It employed a qualitative method by interviews and collected data from 10 7th-semester EFL university students in the year 2022/2023 in the public university in Bali. The interview guidelines were validated through face validity and content validity. The result revealed that the students preferred blended learning to be more interactive with lecturers and more access to resources, and technology to be used where necessary. The study provides valuable insights for the lecturers to enhance the teaching experience in future blended learning.
Exploring Teacher’s Perception on Implementing Technology-Mediated Task Based Languange Teaching (TMTBLT) in SMPN 2 Singaraja: Penelitian Ni Putu Cendani Jelita Ruparti; I Putu Indra Kusuma; Luh Gede Eka Wahyuni
Jurnal Pengabdian Masyarakat dan Riset Pendidikan Vol. 4 No. 1 (2025): Jurnal Pengabdian Masyarakat dan Riset Pendidikan Volume 4 Nomor 1 (Juli 2025 -
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jerkin.v4i1.1473

Abstract

Strategi pengajaran yang dimediasi oleh teknologi telah menjadi sangat populer dalam pelajaran bahasa Inggris. Namun, keberhasilan penerapannya di kelas sangat bergantung pada persepsi guru, terutama dalam konteks pembelajaran di tingkat sekolah menengah pertama. Tujuan dari penelitian ini adalah untuk mengeksplorasi perspektif guru bahasa Inggris kelas sembilan tentang implementasi Pengajaran Bahasa Berbasis Tugas yang Dimediasi Teknologi (TMTBLT) di SMP Negeri 2 Singaraja. Penelitian ini menggunakan metode kualitatif deskriptif dengan teknik pengumpulan data berupa kuesioner dan wawancara dengan tiga orang guru bahasa Inggris. Hasil penelitian menunjukkan bahwa para guru secara umum memiliki pandangan positif terhadap TM-TBLT, terutama dalam hal meningkatkan keterlibatan, kolaborasi, dan kemandirian siswa. Namun, beberapa tantangan juga diidentifikasi, seperti keterbatasan infrastruktur, keterbatasan waktu dalam merancang pelajaran, dan kurangnya pelatihan profesional. Temuan ini menggarisbawahi pentingnya dukungan institusional dan program pengembangan kompetensi guru untuk memastikan keberhasilan integrasi TM-TBLT dalam praktik pembelajaran bahasa.
How do Female Teachers with Double Responsibilities Develop Grit in Self-Directed Professional Development in the CALL Context? Kartikawati, Amelia; I Putu Indra Kusuma; Luh Putu Artini
Indonesian Journal of Educational Science (IJES) Vol 8 No 1 (2025): Indonesian Journal of Education Science (IJES)
Publisher : Universitas Sulawesi Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31605/ijes.v8i1.5398

Abstract

This study aimed to explore how female English as a foreign language (EFL) teachers with double responsibilities as a wife/mother and teacher describe their grit in self-directed Professional Development (PD) in Computer-Assisted Language Learning (CALL) context and the challenges they face. This study employed a narrative inquiry approach to understand participants’ stories. The study recruited three female EFL teachers in Indonesia as the research participants. In Indonesia, a female teacher typically had double responsibilities by being a wife/mother in their family and a teacher in school. The first stage allowed the researcher to collect all data of biographical survey, teachers’ concept map, and narrative interview. Following the steps for qualitative content analysis, all the data were then being processed. In the second stage, the researcher provided these ideas value by combining or recreating them in a narrative way through stories. It was based on the idea that humans gave the world as well as their knowledge, action, and value through narrative constructions. The results showed: 1) Indonesian female EFL teachers’ grit in CALL context was typically described by their passion for teaching, support system (family, colleagues, students), and responsibility of being a teacher, and (2) during their journey of self-directed PD in the CALL context, female EFL teachers faced challenges in constructing grit such as time management, burnout, and stereotypes as novice teachers. The results were expected to provide a new perspective for schools and government in comprehending female EFL teachers’ needs and challenges.
Co-Authors Kadek Sintya Dewi Kartikawati, Amelia Luh Gede Eka Wahyuni Luh Putu Artini Made Hery Santosa Ni Made Ari Dwipayanti Ni Putu Cendani Jelita Ruparti Putu Maha Surya Suardewa