Article Per Year (5 Year)
p-Index From 2021 - 2026
0.61
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All Journal JOEY : Journal of English Ibrahimy Journal of Cultural Narratives in Digital Society
Purmayanti, Devi
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Humanities Education Languange, Linguistic, Communication & Media Neuroscience Social Sciences

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The Importance of Implementing Critical Literacy in Teaching and Learning Activities for EFL Learners in Indonesia Purmayanti, Devi
Journal of Cultural Narratives in Digital Society Vol. 1 No. 1 (2025): Cultural Narratives in Digital Society
Publisher : UNESA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jcnds.v1i1.40926

Abstract

This paper explores the importance of implementing critical literacy in teaching and learning activities for EFL (English as a Foreign Language) learners in Indonesia, especially in today’s digital world where misinformation spreads easily. The highlights three major benefits of critical literacy: enhancing student’s critical awareness, enabling deeper examination of texts within social and cultural contexts, and recognizing the crucial role of teacher readiness in its application. Although there are challenges—like students coming from different backgrounds and limited support for teachers—the paper suggests that with the right strategies and support, both students and teachers can benefit from bringing critical literacy into the classroom.
The Use of Blended Learning Strategy in Teaching Practicum Program: Indonesian Pre-Service Teachers' Perspectives Purmayanti, Devi; Artika, Ni Putu Amelia; Aziz, Edwin Nuvianto Al Aziz
Journal of Cultural Narratives in Digital Society Vol. 1 No. 2 (2025): Cultural Narratives in Digital Society (In Press)
Publisher : UNESA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/jcnds.v1i2.46533

Abstract

Internet-based technologies have greatly changed the field of education, especially in Indonesian higher education. Some schools have chosen a hybrid approach by integrating online learning, which gradually enhances the adoption of blended learning in the classroom. This study investigates how the EFL pre-service teachers in Indonesia perceive their experience as a teacher who uses a blended learning strategy in their teaching practicum program. The participants were some pre-service teachers from Islamic State Colleges in Indonesia who implemented blended learning strategy in their teaching practicum programs. The research design used in this study is a qualitative study, and the data collection method is a semi-structured interview. The data were analyzed by using thematic analysis in accordance with the TPACK as the theoretical framework by Koehler and Mishra. The findings indicated that the online learning component of blended learning facilitated both pre-service teachers’ self-efficacy improvement and their flexibility in choosing the teaching platforms, teaching time and place depending on their needs. However, the pre-service teachers faced challenges such as technical problems, limited resources, and face-to-face teaching preference. Considering the complexity of blended teaching practice, the scope of this study is very limited. Therefore, future research may need to explore how pre-service teachers' technical, pedagogical, and subject expertise interact with their teaching experiences.
Reinterpreting Problem-Based Learning in EFL Speaking Classrooms: Indonesian University Teachers’ Pedagogical Perspectives: English Purmayanti, Devi; Kholidi, Muh. Azhar; Nasution, Riandry Fadilah
JOEY: Journal of English Ibrahimy Vol. 5 No. 1 (2026): JOEY:Journal of English Ibrahimy
Publisher : Fakultas Ilmu Sosial dan Humaniora, Universitas Ibrahimy

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35316/joey.2026.v5i1.20-36

Abstract

Problem-Based Learning (PBL) has gained prominence as a pedagogical approach for promoting learner autonomy, critical thinking, and communicative competence. However, little is known about how PBL is interpreted, adapted, and enacted by teachers in English as a Foreign Language (EFL) speaking classrooms, particularly in Indonesian higher education. This qualitative study examined Indonesian university EFL teachers’ perceptions and enactment of PBL in speaking instruction. Semi-structured interviews were conducted with five instructors from diverse institutional contexts and analyzed using thematic analysis. The findings show that teachers did not implement PBL as a fixed instructional model but reinterpreted it as a context-sensitive, fluency-oriented pedagogy shaped by learner readiness, classroom culture, and institutional constraints. While PBL was perceived to enhance student engagement, speaking confidence, and willingness to communicate, it was primarily adapted as discussion- and task-based activities rather than sustained inquiry cycles. These adaptations reveal how teacher cognition and local educational conditions mediate global pedagogical models. By foregrounding teachers situated enactment of PBL, this study extends existing PBL theory in EFL contexts and challenges assumptions that learner-centered pedagogies transfer seamlessly across settings. The study proposes a more context-responsive understanding of PBL for EFL speaking instruction and offers implications for teacher education, curriculum design, and institutional support in similarly constrained contexts.
Co-Authors Artika, Ni Putu Amelia Aziz, Edwin Nuvianto Al Aziz Kholidi, Muh. Azhar Nasution, Riandry Fadilah