Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
P-Index
This Author published in this journals
All Journal English Education and Literature Journal (E-jou) Jurnal Penelitian Kebijakan Pendidikan
Eric Sulindra
Universitas Katolik Widya Mandala Surabaya, Indonesia
Arts Humanities Education Languange, Linguistic, Communication & Media Other

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
A Constructivist-Ecological Model in Utilizing Collaborative Platforms to Improve Academic Writing Skills: A Conceptual Framework Eric Sulindra; Anastasia Nelladia Cendra; Indriana Lestari
English Education and Literature Journal (E-Jou) Vol 6 No 01 (2026): English Education and Literature Journal
Publisher : Universitas Ma'arif Nahdlatul Ulama Kebumen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53863/e-jou.v6i01.1887

Abstract

In language learning, digital platforms have offered unique opportunities to the learners to expand their skills and competencies beyond their standard level. In academic writing, collaborative platforms, or digital collaborative platforms, have been widely used by writers to achieve their writing goals. However, these platforms have been used in random manners and ways, according to different degrees of the writers’ familiarity to the platforms. There is no structured pattern of how these platforms are effectively used and able to support the writers optimally. Therefore, the paper is conceptualizing a proposed model of how the digital collaborative platforms may function as affordances in supporting the academic writers achieving their goals. The affordances technically function as a bridge between the constructivism approach and the ecological perspective. affordances refer to opportunities for action that the environment provides, which learners perceive and utilize. The learners’ ability to use the affordances determine how they construct the meanings and ideas, especially in their writing. The affordances are available within the environment, creating an ecology for the writers, under the ecological perspective lens. A five-stages model is presented in the paper to explore how a writer is supported by the collaborative platforms in each stage to reach their goals. The stages are initial writing task; interaction with affordances; knowledge construction; feedback and reflection; and finally, development of writing proficiency. The elaboration is done within an ecological perspective and the principles of constructivism. Future research would benefit optimally if focusing more on the empirical aspects of the model and how the effectiveness of digital tools in creating affordances in the five-stage-model intervention
Reframing English Language Education Policy Through Translanguaging: A Conceptual Framework for Multilingual Indonesia Eric Sulindra; Anita Lie
Jurnal Penelitian Kebijakan Pendidikan Vol 19 No 1 (2026)
Publisher : Pusat Standar dan Kebijakan Pendidikan, BSKAP, Kemendikbudristek

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24832/jpkp.v19i1.1348

Abstract

This study aims to highlight the importance of an adaptable English language teaching and learning curriculum as a strategic approach to strengthening English language education policy in Indonesia. Specifically, it seeks to improve students’ English proficiency while preserving local languages and cultural values. This conceptual study employs a descriptive qualitative narrative review to synthesize evidence on translanguaging and English language education policy in Indonesia. The findings indicate that a translanguaging-based English language curriculum should be contextsensitive by accommodating linguistic diversity while maintaining national learning standards. Its implementation requires adaptability in instruction, assessment, and policy to respond effectively to the linguistic dynamics of diverse educational contexts. The study's novelty lies in reconceptualizing translanguaging from a classroom pedagogical approach into a conceptual foundation for English language education policy that reflects Indonesia's multilingual reality. The study concludes that integrating translanguaging into the national curriculum, teacher professional development, and multilingual instructional materials is essential for strengthening the policy in Indonesia. It recommends establishing supportive policy mechanisms, developing an adaptable curriculum, strengthening teacher professional development, and providing flexible learning resources aligned with local contexts.
Co-Authors Anastasia Nelladia Cendra Anita Lie Indriana Lestari