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p-Index From 2020 - 2025
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All Journal English Language Teaching Educational Journal Teaching English as a Foreign Language Journal
Hatmanto, Endro Dwi
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Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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UNDERSTANDING EFL TEACHERS’ BELIEFS ABOUT LESSON STUDY AND THEIR KNOWLEDGE DEVELOPMENT VIEWED FROM SOCIAL CULTURAL THEORY OF VYGOTSKY Purwanti, Eko; Hatmanto, Endro Dwi
English Language Teaching Educational Journal Vol 2, No 2 (2019)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/eltej.v2i2.1241

Abstract

Lesson study has been implemented in Indonesian classrooms since more than a decade ago, and it is seen as a means to improve teacher knowledge. This study aims to investigate secondary English teachers? opinions about lesson study in relation to their knowledge development viewed from the lens of Social Cultural Theory of Vygotsky. Using a descriptive qualitative design, the study involved twelve secondary English teachers from two different cities as the participants. In collecting the data from the participants, group interviews were used. The findings showed that most of the participants developed their teaching capacity, particularly in terms of English language knowledge, teaching pedagogy, and teaching innovation. This implies that lesson study is worth to be conducted in different contexts of teaching and learning process. 
Unveiling the digital classroom: Exploring students' perspectives on engaging online discussions in English language education at a private university in Yogyakarta Hatmanto, Endro Dwi; Pratolo, Bambang Widi; Baskoro, Cahyo; Sudarsi, Sri
Teaching English as a Foreign Language Journal Vol. 2 No. 1 (2023)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/tefl.v2i1.429

Abstract

The integration of technology in education has transformed the teaching and learning of the English language. Online discussions had gained significant attention due to their potential to enhance students' linguistic proficiency, critical thinking skills, and overall engagement. However, there was a lack of research on students' perspectives on engaging in online discussions specifically within the context of English Language Education departments at private universities in Yogyakarta. This study aimed to address this gap by exploring students' experiences, perceptions, and challenges when participating in online discussions at a private university in Yogyakarta. The research investigated the benefits, drawbacks, and challenges encountered by students in online group discussions. A qualitative research methodology was employed, and data was collected through interviews with five English education students. The findings revealed that engaging in online discussions offered benefits such as increased interest, flexibility, improved preparation and performance, and enhanced writing skills. However, limitations included the loss of an authentic discussion experience, inadequate acquisition of detailed information, and frustration due to a lack of responses and comments. Challenges faced by students included low internet connection. The study contributed to the existing literature by shedding light on students' perspectives and informing pedagogical practices in the specific context of English Language Education in Yogyakarta's private universities.
Navigating English learning in the digital era: Millennial students’ strategies at a private university in Yogyakarta Hatmanto, Endro Dwi; Pratolo, Bambang Widi; Nafi’ah, Aisyah Umi; Alsulami, Naif Daifullah; Gendroyono , Gendroyono
Teaching English as a Foreign Language Journal Vol. 4 No. 1 (2025)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/tefl.v4i1.1409

Abstract

This study investigates the learning strategies of millennial students and the role of digital technologies in English language learning at a private university in Yogyakarta. Using a qualitative descriptive design, five participants were selected using purposive sampling, interviewed, and data were analyzed thematically. The findings reveal six dominant strategies: bite-sized learning, autonomous learning, collaborative learning, game-based learning, mobile learning, and multimodal learning. Digital tools—such as ChatGPT, Google Scholar, YouTube, Duolingo, and Zoom—were found to support flexible, engaging, and self-paced learning environments. These practices align with constructivist and adaptive learning theories, highlighting learner autonomy, feedback, and diverse media use. While digital platforms promote active and personalized learning, the study also notes challenges related to information literacy, self-regulation, and access equity. This research offers insights into how technology enhances ELT practices and provides practical implications for educators aiming to develop inclusive and future-ready English learning environments.
Co-Authors Alsulami, Naif Daifullah Bambang Widi Pratolo Baskoro, Cahyo Gendroyono , Gendroyono Nafi’ah, Aisyah Umi Sri Sudarsi