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“I am NNEST and I am proud”: Narrative Exploration of ESL Teacher Identity Construction Biaz Dea Nabilla; Dwi Budidarma Sutrisno
ELE Reviews: English Language Education Reviews Vol. 3 No. 1 (2023): May
Publisher : Universitas Islam Negeri Raden Mas Said Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/elereviews.v3i1.6520

The present narrative exploration investigates the factors affecting the language teacher identity negotiation of an international student working as an ESL teacher in an English language program in a research-integrated university. This study uses the qualitative method by drawing on the data from three stages of semi-structured interviews and researchers’ field notes and analyzing it through the perspective of BINF (Bilingual Identity Negotiation Framework). The result reveals the factors influencing the identity negotiation in her trajectory are language competence, educational background, and affirmative discourse at work. These factors led to her investment and participation in the community of practice, where she engaged and included herself in. Overall, this study presents how the ESL teacher identity is linked with the notions of individual agency and public discourse in the community of practice.

Multilingualism & Translanguaging: A Review of Translanguaging Practices in the Linguistically Diverse Indonesian EFL Classrooms Dwi Budidarma Sutrisno
Journal of Languages and Language Teaching Vol 11, No 3 (2023)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v11i3.8265

This paper reviews the past decade of studies related to translanguaging practices on EFL learning context in Indonesia. This topic has crucially been discussed among scholars in educational settings due to the influence of multilingualism possessed by Indonesian EFL learners. The studies from 2010s-2020s are selected and critically reviewed by focusing on students‘ and teachers‘ perception of translanguaging practices used in EFL classrooms. The discussion covers meaningful insights from various education levels in Indonesia since the country is known as one of the most linguistically diverse communities. The analysis of the review shows how translanguaging contributes to helping the learning activities to be more comprehensive as well as develop students’ multilingual and linguistics competencies. Furthermore, it also lays out the use of code-mixing and code-switching are considered fundamental to balance the incorporation of three languages used while providing learning instructions and strategies. Finally, the pedagogical implication of translanguaging in a multilingual context is discussed. This paper hopes to encourage teachers to gain a deeper understanding of the language policies in the classroom and accommodate language development.

What does ELF Look like in an Indonesian EFL Context? A Critical Literature Review Dwi Budidarma Sutrisno; Jasmal Martora
JURNAL PASIFIK PENDIDIKAN Vol 3 No 1 (2024): Februari
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Pasifik Morotai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51135/jukip.v3i1.66

The scholarly discussion surrounding the implications of World English (WE) and English as a Lingua Franca (ELF) in English language teaching has been taking place for decades. As part of the expanding circle country based on Kachru's Three Concentric Circles, Indonesia considers English as a Foreign Language (EFL) and has been gradually influenced by the conceptual frameworks of WE and ELF. This study aims to critically examine the existing literature on the incorporation of ELF into EFL classrooms in Indonesia, with a focus on the following questions: (1) What are the types of ELF concepts that have been introduced to the EFL context in Indonesia? (2) How do teachers perceive and approach the incorporation of ELF in EFL classes? (3) What are the potential opportunities for incorporating ELF in the Indonesian EFL context? and (4) What are the potential challenges facing the incorporation of ELF in the Indonesian EFL context? The findings of this study reveal that the types of ELF in Indonesia can be found in code-mixing and the uniqueness of articles and plurals by Indonesian speakers of English in an ELF context. Half of the teachers observed in the studies were found to be familiar with ELF, with many potentials for implementing ELF in Indonesian EFL considering the fact that Indonesia is as a multilingual country with diverse linguistic culture, and many scholars working on policy recommendations. However, the challenges of ELF in Indonesia still exist due to the practices of native speakers' ideology in Indonesia that have arguably been implemented since the beginning of English language teaching in Indonesia.

Practicing IELTS Writing for L2 Writers with ChatGPT; An Exploratory Self-Study Dwi Budidarma Sutrisno
EDU Journal - English Department of UMMU Journal Vol 3 No 2 (2023): Vol. 3 No. 2 November 2023 in Progress
Publisher : English Education Department, Faculty of Education Muhammadiyah University of North Maluku

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52046/edu.j.v3i2.1803

The emergence of Generative Artificial Intelligence especially ChatGPT recently as the new technology has invited many differing opinions towards both learner and educators of English. Even though ChatGPT has the main purpose to assist the users’ working based on the given prompt to be generated, however, as a tool it can be also considered to belong within the realm of computer-assisted language learning considering several studies have been looking for an intersection between ChatGPT with CALL. For example, ChatGPT exploration especially with Japanese students' context (Sakai, 2023). Moreover, despite the many studies looking at how ChatGPT can be integrated to help with grammatical error correction related topics (Fang et al, 2023) or connecting ChatGPT with Grammarly (Wu et al, 2023). However, not many studies have attempted to explore ChatGPT to help L2 writers practicing IELTS (International English Language Testing System) Writing as a crucial language score requirement to study abroad. Therefore, This study aims to investigate (1) How ChatGPT generates answers towards understanding IELTS Writing Task? (2) How ChatGPT can help L2 writers practicing IELTS Writing? and (3) What are my reflections as the researcher exploring ChatGPT for practicing IELTS Writing? This study uses methodology of self-study inspired by Grant Cooper (2023) in order to conduct this exploratory self-study research. It can be concluded that ChatGPT can be an alternative for L2 writers practicing IELTS Writing section Part 2 by utilizing ChatGPT to generate writing prompts then generate feedback of the writing based on the prompt. The feedback includes structure and organization, development of ideas, vocabulary and word choices, grammar and sentence structure, as well as conclusion. ChatGPT can also provide estimated scores for the IELTS writing practice for each component including task response, coherence and cohesion, lexical resource, grammatical range and accuracy then overall band.

Teaching Writing for L2 writers in Indonesia and Teaching Writing for L1 writers in the U.S : A Reflection of An Indonesian Graduate Teaching Assistant in First-Year Composition course Sutrisno, Dwi Budidarma
Lingua Didaktika: Jurnal Bahasa dan Pembelajaran Bahasa Vol 18, No 1 (2024)
Publisher : English Department FBS UNP

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ld.v18i1.126148

This study is conducted in order to obtain a reflection from Andy (pseudonym) an Indonesian graduate teaching assistant currently serving at one of the American public universities in Arizona about the experience of teaching writing for L2 writers in Indonesia and teaching writing for L1 writers in the U.S. The study is framed in a narrative inquiry investigation using three stages of open-ended and closed-ended interview questions then the data went through narrative analysis based on the data collected from the participant. This current study focuses on Andy’s reflection on his teacher experience, teacher beliefs & attitudes and teacher knowledge. The study found that for teacher experience Andy has significant teaching experience between teaching in the U.S compared to teaching in Indonesia, while for teacher teacher beliefs and attitude Andy has shifted his pedagogical beliefs and attitudes, as for teacher knowledge Andy has showcased specific subject matter knowledge about teaching writing in FYC course.

First-year Indonesian EFL University Students’ Reflections about Peer Feedback and Teacher Feedback in Paragraph Writing Course Sutrisno, Dwi Budidarma; Martora, Jasmal
JURNAL PASIFIK PENDIDIKAN Vol 3 No 2 (2024): Juni
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Pasifik Morotai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51135/jukip.v3i2.76

Peer feedback and teacher feedback have been discussed in many scholarly works among researchers of second and foreign language (L2) writing field. This qualitative study aims to explore first-year students’ reflections toward peer feedback and teacher feedback activity in paragraph writing course in Indonesian university. This current research focusing on answer two research questions; 1) How are the students’ reflections of peer feedback in paragraph writing course (2) How are the students’ reflections towards the implementation of teacher feedback in paragraph writing course. The findings show that students have complex opinion about peer feedback because they see it as opportunity to improve their writing through feedback from peers but also perceive it negatively due to how they receive the feedback. However, when it comes to teacher feedback students tend to share positive attitudes and experience as well as tend to prefer teacher feedback compared to peer feedback to some extent.

Micro-Teaching Video as Assignment for Indonesian EFL University Students; Exploring Pre-Service Teachersâ€™ Self-Efficacy Dwi Budidarma Sutrisno; Jasmal Martora; Megawati Basri
Tekstual Vol 22, No 2 (2024): Tekstual: Humaniora
Publisher : Universitas Khairun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33387/tekstual.v22i2.9231

This qualitative research aims to explore perspectives from Indonesian EFL pre-service teachers about their self-efficacy through micro-teaching video assignment. The data were collected from observation, questionnaire, andÂ written reflection taken from 19 participants of first, second, and third year university students in an English language education study program at one of the private universities in North Maluku. The collected data then went through thematic analysis. The results show that the studentsâ€™ approaches to the instruction of creating micro-teaching are varied, while the studentsâ€™ performance is influenced by limited vocabulary, grammar issues and subject matter comprehension, and finally studentsâ€™ reflections include challenges and languages used in micro-teaching videos as well as their self-efficacy consisting their learnings, realizations, and beliefs. In other words, findings from current study contribute to further discussion related to teacher training courses and possible practical approaches.

English paragraph Writing at MTs Negeri 1 Morotai Dwi Budidarma Sutrisno; Megawati Basri; Jasmal Martora
ABDISOSHUM: Jurnal Pengabdian Masyarakat Bidang Sosial dan Humaniora Vol. 4 No. 2 (2025): Juni 2025
Publisher : Yayasan Literasi Sains Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55123/abdisoshum.v4i2.5529

This community service aims to educate the students at MTs Negeri 1 Morotai about English paragraph writing in four English class meetings conducted twice a week. 14 eighth grader junior high school students participated throughout the whole program. The activity applied lecture and game as the teaching method with one pre-test and one post-test. The topics during four meetings included vocabulary building, sentence writing, and paragraph writing. The game integrated cards with English words with five categories such as subject, predicate, object, complement, and connectors. The result shows (1) Overall, the students experienced increased scores from the Pre-Test to Post-Test (2) More specifically, half of the participants successfully answered half of the questions right during the Post-Test (3) Furthermore, the participants of the community service shows comprehension on vocabulary building, sentence writing, and paragraph writing. However, creating new sentences and a new paragraph are still considered challenging. For the word level questions, students showed maximum pre-test scores 10/10 and 5/10 increased into post-test scores 10/10 and 9/10. While for the sentence level questions revealed maximum pre-test scores 3/5 into 5/5. In contrast, paragraph level questions are mostly left unaswered for both pre-test and post-test. In other words, the English paragraph writing community service meets the expectation and is successful to some extent.

Multilingualism & Translanguaging: A Review of Translanguaging Practices in the Linguistically Diverse Indonesian EFL Classrooms Sutrisno, Dwi Budidarma
Journal of Languages and Language Teaching Vol. 11 No. 3 (2023): July
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v11i3.8265

This paper reviews the past decade of studies related to translanguaging practices on EFL learning context in Indonesia. This topic has crucially been discussed among scholars in educational settings due to the influence of multilingualism possessed by Indonesian EFL learners. The studies from 2010s-2020s are selected and critically reviewed by focusing on studentsâ€˜ and teachersâ€˜ perception of translanguaging practices used in EFL classrooms. The discussion covers meaningful insights from various education levels in Indonesia since the country is known as one of the most linguistically diverse communities. The analysis of the review shows how translanguaging contributes to helping the learning activities to be more comprehensive as well as develop studentsâ€™ multilingual and linguistics competencies. Furthermore, it also lays out the use of code-mixing and code-switching are considered fundamental to balance the incorporation of three languages used while providing learning instructions and strategies. Finally, the pedagogical implication of translanguaging in a multilingual context is discussed. This paper hopes to encourage teachers to gain a deeper understanding of the language policies in the classroom and accommodate language development.

Micro-Teaching Video as Assignment for Indonesian EFL University Students; Exploring Pre-Service Teachersâ€™ Self-Efficacy Sutrisno, Dwi Budidarma; Martora, Jasmal; Basri, Megawati
Tekstual Vol 22, No 2 (2024): Tekstual: Humaniora
Publisher : Universitas Khairun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33387/tekstual.v22i2.9231

This qualitative research aims to explore perspectives from Indonesian EFL pre-service teachers about their self-efficacy through micro-teaching video assignment. The data were collected from observation, questionnaire, andÂ written reflection taken from 19 participants of first, second, and third year university students in an English language education study program at one of the private universities in North Maluku. The collected data then went through thematic analysis. The results show that the studentsâ€™ approaches to the instruction of creating micro-teaching are varied, while the studentsâ€™ performance is influenced by limited vocabulary, grammar issues and subject matter comprehension, and finally studentsâ€™ reflections include challenges and languages used in micro-teaching videos as well as their self-efficacy consisting their learnings, realizations, and beliefs. In other words, findings from current study contribute to further discussion related to teacher training courses and possible practical approaches.

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