Articles
<![CDATA[Photovoice: Exploring the Role of Teacher’s Question for University Students’ Fluency in Speaking Class ]]>
<![CDATA[Nur Arifah Drajati]]>
<![CDATA[ JSSH (Jurnal Sains Sosial dan Humaniora) JSSH (Jurnal Sains Sosial dan Humaniora) Vol. 2 No. 1 Maret 2018 ]]>
Publisher : <![CDATA[Lembaga Publikasi Ilmiah dan Penerbitan (LPIP) ]]>
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DOI: 10.30595/jssh.v2i1.2160
<![CDATA[Abstract. Speaking skill is essential in language learning and teaching process because the goal of learning a foreign language is to be able to communicate using the target language. Fluency is one of the leading criteria that the students should accomplish in speaking skill. However, most of EFL students tend to be more nervous if they speak English, and this will impact their fluency. The objective of the research is to investigate how questioning gives an impact for students’ fluency in academic speaking class. The researchers used narrative inquiry to collect and process the data using Photovoice. The participants of this research were 12 university students. The finding shows that the use of questioning can develop students’ speaking fluency in academic speaking class. As the implication, teachers can give questions followed with feedback to enhance the students’ fluency. Keywords: fluency, speaking skill, questioning, photovoice.]]>
<![CDATA[Formulating EFL Writing Lecturers' Expectations: Lessons from Islamic Tertiary Education during the COVID-19 Pandemic ]]>
<![CDATA[Endah Kurtianti]]>;
<![CDATA[Endang Setyaningsih]]>;
<![CDATA[Nur Arifah Drajati]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 13, No 3 (2021): AL-ISHLAH: Jurnal Pendidikan ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v13i3.1176
<![CDATA[This research was designed to investigate which factors influenced the formation of lecturers’ expectations amid online learning during the COVID-19 outbreak in an Indonesian Islamic university. The recent study employed an exploratory case study by observing online EFL writing learning activities, interviewing the three lecturers, and collecting documents. The data was then analyzed qualitatively using an interactive model. Lecturers' expectations in this study were viewed from the key focus of expectation: feedback provided by lecturers. They established class-level expectations, not individual ones as primary and secondary levels. This study elucidates Islamic university lecturers' factors contributing to form expectations: lecturers’ past teaching experiences and teaching self-efficacy. Lecturers have not highly adjusted to any change that emerged in online learning. Accordingly, they have not shown firm belief in grouping students and assuring students’ originality in composing essays. At the same time, the students' demographic factors were motivation and gender. Female students showed higher motivation through participating more often during discussions. It yielded more learning feedback they received. Implications of this study were noted for self-reflection among lecturers to establish high expectations for students to enhance their learning.]]>
<![CDATA[Digital Storytelling as a Meaningful Learning Strategy in Online Learning ]]>
<![CDATA[Saptiwi Rohayati]]>;
<![CDATA[Nur Arifah Drajati]]>;
<![CDATA[Joko Nurkamto]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 13, No 3 (2021): AL-ISHLAH: Jurnal Pendidikan ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v13i3.537
<![CDATA[The purpose of this study was to ascertain students' perceptions of the use of digital storytelling as a meaningful learning strategy in an online environment at a senior high school in Indonesia. The case study method was used in this study, which included twenty-eleventh-grade students as participants. The data analyzed in this study come from a student questionnaire, a semi-structured interview, and five-week classroom observation. This qualitative study indicated that students viewed digital storytelling as an instructional method capable of involving them in an active, authentic, and purposeful learning environment. Additionally, digital storytelling enhances students' exposure to a variety of skills and collaborative work portfolios. The study's practical implications for teachers implementing digital storytelling are to allow additional time for content acquisition and comprehensive learning reflection.]]>
<![CDATA[Project-based Learning (PBL) in EFL learning: Lesson from Indonesia ]]>
<![CDATA[Ngadiso Ngadiso]]>;
<![CDATA[Teguh Sarosa]]>;
<![CDATA[Muhammad Asrori]]>;
<![CDATA[Nur Arifah Drajati]]>;
<![CDATA[Anis Handayani]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 13, No 2 (2021): AL-ISHLAH: JURNAL PENDIDIKAN ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v13i2.558
<![CDATA[Project-based learning (PBL) has gained popularity in education recently. This teaching method provides opportunities for students to learn independently by doing group works in the form of a project. It is seen as a suitable method to teach EFL to replace the traditional ways of teaching. Thus, this case study explores the students' and teachers' experience implementing PBL in the EFL class. Three EFL classes from three different high schools in Indonesia were observed to explore this issue. Six students and three teachers were interviewed to confirm the observation’s result and determine their perception of learning using PBL. The findings show that the class situation improved positively after implementing PBL. Furthermore, PBL was well perceived by both students and teachers. The teaching and learning process went smoothly and well-controlled. The students and teachers show positive perceptions toward PBL in EFL classes. However, some negative points of PBL were also pointed out. Thus, educational sectors may use this study's results to improve the educational quality, specifically for EFL classes. ]]>
<![CDATA[IDLE Challenges: Playing Digital Games? ]]>
<![CDATA[Muhammad Najmussaqib Diya Alhaq]]>;
<![CDATA[Nur Arifah Drajati]]>;
<![CDATA[Agus Wijayanto]]>
<![CDATA[ AL-ISHLAH: Jurnal Pendidikan Vol 13, No 1 (2021): AL-ISHLAH: JURNAL PENDIDIKAN ]]>
Publisher : <![CDATA[STAI Hubbulwathan Duri ]]>
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DOI: 10.35445/alishlah.v13i1.440
<![CDATA[The purpose of this research is to examine the challenges faced by the learner and the activities they undertake concerning informal digital learning of English (IDLE) implementation in the English as foreign language (EFL) context. The impact of the COVID-19 on the education sector feels very challenging. Especially in EFL learning at the high/secondary school level, it is crucial since the skills are needed to support such level students' more complex need. It leads many experts to find the formal model's best alternative: playing digital games as IDLE. However, the current indications showed various challenges in the efforts of implementing IDLE within an academic context. As part of a more extensive sequential qualitative mixed-method study, seven high school students from various Indonesia parts were interviewed. From the findings, it is discovered that there were still some challenges regarding the implementation of IDLE in an academic context: physical and behavioural assumptions, dealing with the growth of physical and behavioural effect misconception and logical fallacy within the community; communal judgment, the a priori assumption of 'gaming stereotype' which massively wide-spread; and, technical challenges, regarding the implemental availability of the contemporary learning model. It is also recommended that finding solutions to these challenges requires many parties' involvement. It is due to some of the challenges were fundamentals. It is expected that many parties' involvement will make the resulting efforts to be a holistic solution.]]>
<![CDATA[A Vocational English Teacher’s Professional Identity in Industry 4.0 ]]>
<![CDATA[Insyavia Rahayu Setyowati]]>;
<![CDATA[Nur Arifah Drajati]]>
<![CDATA[ English Education: Jurnal Tadris Bahasa Inggris Vol 14, No 1 (2021): English Education: Jurnal Tadris Bahasa Inggris ]]>
Publisher : <![CDATA[Universitas Islam Negeri Raden Intan Lampung ]]>
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DOI: 10.24042/ee-jtbi.v14i1.6974
<![CDATA[The growth of technology in Industry 4.0 also gives an impact on education. Language teachers are not only consumers of commercial educational materials, but also must improve creativity in managing classrooms. They should find innovative instructional approaches, methods, and strategies. Therefore, the language teacher identity (LTI) becomes very important. The teachers should discover the contexts in which their designed practices are rooted and expelled to criticize their own personal and professional lives. The current article is a narrative inquiry that an English teacher of vocational high school in Indonesia began to experience over a period of two years during which she could see herself trying to find the best English learning for students that are ready to work in industry 4.0. Shimmering on self experiences and documenting the activities narratively made the teacher face with a number of teaching tradition that she wants to bridge education to world current development. With the development of technology, She began to see herself transforming from traditional learning into new learning that well matched for millennial students. These experiences become very challenging for teachers who are interested in self-inquiry research. ]]>
<![CDATA[Promoting Photovoice for Teachers’ Self-Reflection on Multimodal Literacy ]]>
<![CDATA[Nur Arifah Drajati]]>;
<![CDATA[Ngadiso Ngadiso]]>;
<![CDATA[Hasan Zainnuri]]>
<![CDATA[ English Education: Jurnal Tadris Bahasa Inggris Vol 12, No 2 (2019): English Education: Jurnal Tadris Bahasa Inggris ]]>
Publisher : <![CDATA[Universitas Islam Negeri Raden Intan Lampung ]]>
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DOI: 10.24042/ee-jtbi.v12i2.5415
<![CDATA[Self-reflection is a concept of learning from experience that dominates teacher educator around the world. It is true that self-reflective is not a natural process since it needs critical thought, self-direction, and problem-solving with personal knowledge and self-awareness. The major premise of the study is that although teachers are repeatedly encouraged to reflect on their teaching and learning, they are unable to do so successfully. Photovoice is a valuable tool to engage teachers in reflecting their own lives outside the school, voice their perspectives and share with other teachers, students, and policymakers. Thus, the purpose of this study is to report on action research that investigated photovoice in emerging teachers’ self-reflective on multimodal literacy. To examine this issue, a qualitative study with an action research design was conducted with five junior high school teachers as participants. The data collected through photovoice and analyzed by using SHoWeD Analysis. SHoWeD analysis is the acronym for a series of questions: (1) what do you see here; (2) what is happening; (3) how does this relate to our lives; (4) why are things this way; (5) how could this image educate people. In general, the study indicates that the use of photovoice for self-reflective on multimodal literacy gives positive impacts on the context of teacher professional development.]]>
<![CDATA[EFL Students’ Attitudes Towards Autonomous Learning Through Busuu: A Mobile Application ]]>
<![CDATA[Rizqiyyah Rizqiyyah]]>;
<![CDATA[Nur Arifah Drajati]]>
<![CDATA[ English Education: Jurnal Tadris Bahasa Inggris Vol 13, No 2 (2020): English Education: Jurnal Tadris Bahasa Inggris ]]>
Publisher : <![CDATA[Universitas Islam Negeri Raden Intan Lampung ]]>
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DOI: 10.24042/ee-jtbi.v13i2.7027
<![CDATA[Studies on the appliances of mobile phones have indicated a positive effect on language improvement. This case study attempts to explicate students' perceptions of autonomous learning through Busuu (a language mobile application). The subjects of this study were 17 females and three males of an English language center at a university in Indonesia. The result showed that the use of the Busuu app supported learners’ autonomy. (1) Students controlled over learning management freely managing their time to study and got motivated more to learn English after accessing the app. The findings indicated that the lower the level of competence in English, the longer students spent their time to access the app. (2) Students controlled over cognitive processing by showing their interest in vocabulary practices. Next, students controlled over learning content by selecting which material to study first so that they were able to meet their expectations of accessing the app. At last, (3) students controlled over learning strategies by reflecting on how well they have learned from the automated feedback feature provided in the app. To sum up, students have a positive attitude towards the app in that it helps them enhance their English proficiency skills, especially in vocabulary enrichment.]]>
<![CDATA[A Portrait of Higher Education Students’ Experiences of doing Informal Digital Learning of English (IDLE) Speaking Practices in Indonesia ]]>
<![CDATA[Rani Rahmawati]]>;
<![CDATA[Nur Arifah Drajati]]>;
<![CDATA[Abdul Asib]]>
<![CDATA[ English Education: Jurnal Tadris Bahasa Inggris Vol 12, No 2 (2019): English Education: Jurnal Tadris Bahasa Inggris ]]>
Publisher : <![CDATA[Universitas Islam Negeri Raden Intan Lampung ]]>
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DOI: 10.24042/ee-jtbi.v12i2.5428
<![CDATA[This paper aimed to explore the experiences of higher education students on Informal Digital Learning of English (IDLE) speaking practices and their personal insight of IDLE influences on their speaking skill. Through this study it is revealed that language learning style on the case of IDLE speaking practice was successfully explained on the practice. This research used interview and participants’ observation. For analyzing the data, the researcher used narrative inquiry model including data collection, data transcription and reporting the narrative study. The participants were two undergraduate female students. Both of them have an experience to go abroad and have a lot of online foreigner friends by IDLE. The result explained that participants have different purposes of practiced IDLE speaking and the way they practiced IDLE speaking. These practices also influenced their speaking aspects such as vocabulary, grammar, fluency, comprehension, and pronunciation. This new learning strategy in an informal context helps them as university students to love their process of learning a language.]]>
<![CDATA[Hard-of-Hearing (HH) Students’ Perceptions of Multimodal EFL Learning ]]>
<![CDATA[Nur Arifah Drajati]]>;
<![CDATA[Bunga Ikasari]]>;
<![CDATA[Rizka Junhita]]>
<![CDATA[ Langkawi: Journal of The Association for Arabic and English Vol 7, No 1 (2021) ]]>
Publisher : <![CDATA[Institut Agama Islam Negeri (IAIN) Kendari ]]>
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DOI: 10.31332/lkw.v7i1.2449
<![CDATA[Learners with hearing loss tend to learn visually. It attracted a teacher of hard-of-hearing (HH) students in a special needs school to implement multimodality that integrated all verbal and visual semiotic modes and used ICT in her English classroom. The study aims to explore the students’ perceptions of multimodal English learning. The interview of the two females and one male participant individually. In addition to the data gained from the interview, students' diaries were also analyzed based on themes that emerged from the codes and categories. The data were triangulated by checking the interviews with the diaries and confirming with the teacher and the students' parents. The findings of the study revealed both positive and negative perceptions emerged. The students perceived ICT-based multimodal learning positively to help them learn new vocabularies and understand a story quickly, increase their motivation to learn, improve their engagement, and make them able to learn autonomously. Meanwhile, they perceived the EFL learning negatively so that it took much time to learn all of the materials. Also, the students felt unconfident in performing activities. Therefore, it is recommended for HH teachers to provide more significant assistance, time, and patience to successfully support students in learning English.]]>
