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Paulus Kuswandono

Sanata Dharma University

Author-ID : 2384669

Arts Humanities Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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Empowering Young Learners: A Study of Intrinsic and Extrinsic Motivation to Learn English in Junior High School Titin Nurhayati; Paulus Kuswandono; Ouda Teda Ena
Jurnal Studi Guru dan Pembelajaran Vol. 7 No. 3 (2024): September - Desember 2024
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/jsgp.7.3.2024.4765

The main issue in this research is how to determine the dominant type of motivation perceived by junior high school students in learning English, and how the factors of self-satisfaction and obligation shape students' intrinsic and extrinsic motivation in the process of learning English. The research aims to know the dominant motivation type perceived by junior high schools in learning English and how self-satisfaction and obligation shape the students’ intrinsic and extrinsic motivation to learn English. This research employed a mixed method that combines the quantitative and qualitative data. The researchers used a closed-ended questionnaire and semi-structured interview to gather the data. The data from the questionnaire were analyzed by calculating the mean of each statement. The Likert scale was applied to assess the level and type of student's motivation to learn English. At the same time, the interview data were analyzed. The participants of this research were 60 students of SMP N 1 Selopampang Temanggung. The findings showed the students’ extrinsic motivation to learn English is at a high level, while the students’ intrinsic motivation is at a moderate level. Moreover, intrinsic motivation is influenced by self-satisfaction and excitement. However, extrinsic motivation is a combination of control regulation style and self-satisfaction. Hence obligation is the factor that can drive the individual to self-satisfaction. The finding of this research would impact the teacher in teaching media, material, and strategies selected to increase the student's learning motivation and reduce the students' learning loss.

Fostering Self-Regulated Learning (SRL): Higher education students’ insights on formative online reflective journals Ivana Arlene Wellington; Paulus Kuswandono
JOALL (Journal of Applied Linguistics and Literature) Vol. 11 No. 1 (2026): February, 2026
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/joall.v11i1.42441

Journaling serves as a documented account of the thoughts and emotions experienced in daily life. This term has also been analyzed in the educational context, especially in language learning. In addition, online reflective journals have been the subject of multiple studies, but these studies have all involved teachers rather than students. Thus, the effect of formative online reflective journals on SRL among college students is investigated in this research. The data was evaluated using central tendency measurement after fifty-two students were asked to provide quantitative data on their perspectives on using reflective journals. Subsequently, five students were interviewed using a semi-structured interview to gather additional qualitative data. Additionally, document analysis was used in this investigation. The results show that students' SRL abilities may be significantly improved by using online reflective journals, which contribute to students' motivation, self-awareness, and metacognition. During this research process, educator administration, an appropriate method and the empowering of student learning environment are elements that affects reflective journals being active properly. The results of this study are anticipated to offer important insights on the use and efficacy formative online reflective journals, as one intervention tool for SRL among higher education students in a well-established university setting. More precisely, the outcomes guide us on responding to this research question: What are the key components of formative online reflective journals that support the development of self-regulated learning (SRL) among higher education students?

Designing Problem-Based Learning Through Narrative Stories for Microteaching Class Using Addie Model Anita Galuh Sri Hapsari; Paulus Kuswandono
JEELS (Journal of English Education and Linguistics Studies) Vol. 7 No. 2 (2020): JEELS November 2020
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v7i2.2133

This research aimed to design a reflection book as a set of problem-based learning (PBL) for a supplementary material in Microteaching class. The book was developed not only to assist pre-service English teachers (PSETs) undergoing Microteaching class to understand real problems in school context, but also to help them enhance their problem-solving skill through critical reflection and discussion. This book was designed by implementing ADDIE model, consisting of five phases, namely Analysis, Design, Development, Implementation, and Evaluation. This product was formatively evaluated within the Analysis, Design, Development and Implementation phases and was field tested in Microteaching class comprising of 19 PSETs from the English Language Education Study Program in Tuladha University (pseudonym). In the last stage, summative evaluation was conducted by two subject matter experts whose background was both English education lecturers and book authors. Product validation included narrative story aspect and reflective activities. The validation result showed that the book was appropriate and practical for enhancing PSETsâ€™ problem-solving skill.

Writing Anxiety and Academic Procrastination On Undergraduate Thesis Writing: The Role Of Self-Regulation Agnes Riska Pravita; Paulus Kuswandono
JEELS (Journal of English Education and Linguistics Studies) Vol. 9 No. 1 (2022): JEELS May 2022
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v9i1.4010

Writing anxiety and academic procrastination are said to be interconnected and have a substantial impact on students’ thesis completion. Self-regulation, on the other hand, is what allows students to make progress while writing their thesis. The goal of this research is to find out how writing anxiety and academic procrastination influence students' thesis writing and how they self-regulate themselves to write their thesis. A quantitative study utilizing descriptive statistics was used to conduct this research. Twelve students in a thesis class expressed their consent to participate in the research. The data was gathered by keeping track of the students' thesis writing progress based on word count development on their research drafts, assigning them to write a standardized weekly journal, and delivering two adapted questionnaires from the self-regulation learning strategy survey. The results suggest that the students had a high level of anxiety, with a score of 65.25, with avoidance behaviour being the highest. They also procrastinate on academic revision and review. Goal planning and requesting help, on the other hand, involve their self-regulation the most, whereas task methods and time management engage in the least. Future researchers are urged to do a further in-depth study on this issue since it is worth researching. Lecturers are also urged to introduce students to different reading and writing techniques.

The Role of Jigsaw Technique in Promoting Social Awareness and Relationship Skills Among Master’s Students Within the SEL Framework Aprilia Dyah Kriswinahyu; Regina Putri Nernere; Paulus Kuswandono
SALEE: Study of Applied Linguistics and English Education Vol. 6 No. 2 (2025)
Publisher : STAIN Sultan Abdurrahman Kepulauan Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35961/salee.v6i2.2004

Social awareness and relationship skills, integral components of the social-emotional learning (SEL) framework, serve as fundamental objectives in holistic education. However, Indonesia’s SEL concept remains relatively new, particularly in higher education settings. This study examined how learning techniques such as jigsaw enabled the cultivation of social awareness and relationship skills depicted in the SEL framework. Employing a descriptive qualitative research method, this study explored students’ interactions in the jigsaw technique among 19 first-semester Master’s students in the English Education Master Program at Sanata Dharma University. The data were collected through questionnaires, interviews, and observations, which offered a comprehensive understanding of students’ interactions through the jigsaw technique. The findings revealed the potential of jigsaw as a collaborative technique to promote social awareness and relationship skills among higher-education students by exposing students to diverse perspectives and building relationship skills through active communication and collaboration. However, several challenges, such as cultural and emotional barriers and a sense of dominance, inferiority, and trust, emerged in the group interactions that need to be addressed. This study is expected to contribute valuable insights at the higher level of education in Indonesia by applying various learning techniques, one of which is the jigsaw technique, as an effort to implement SEL and improve SEL competencies. The findings provide practical implications for educators and policymakers trying to promote a balance of emotional and social growth alongside students’ academic learning, especially concerning collaborative skills needed in today’s world.

The Impact of Using ChatGPT: Students’ Perspectives in an Indonesian Private University Yuli Ari Sandy; Paulus Kuswandono
Jurnal Pendidikan Bahasa Inggris Undiksha Vol. 14 No. 1 (2026): May
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v14i1.109585

This This study examined the impact of using ChatGPT on five postgraduate English education students at a private university in Yogyakarta, both the benefits and challenges. A qualitative approach was used in this research with open-ended questionnaires and semi-structured interviews to gather the data. The researcher applied NVivo and triangulation to analyze the data. This method allows the researcher to understand the perspectives of Indonesian higher education students when using ChatGPT. There are three specific challenges identified: 1) difficulty in creating appropriate prompts, 2) doubts about its validity and reliability, and 3) concerns about privacy and ethical issues. The benefits of using ChatGPT in their academic assignments are: 1) increasing creativity and critical thinking skills, and 2) enhancing collaborative learning. To mitigate these issues, this study highlights the significance of digital literacy in using ChatGPT ethically and effectively. These findings suggest that Indonesian higher education institutions should provide adequate training and establish balanced ethical guidelines. Addressing these challenges can create a more supportive learning environment and improve student outcomes and future career opportunities.

Co-Authors Afreilyanti, Elizabet Agnes Riska Pravita Agnes Riska Pravita Agnes Riska Pravita Agnes Riska Pravita Agustine Andriana Ayu Mahardika Alberik Ryan Tendy Wijaya Anchieta Ave Avillanova Anita Galuh Sri Hapsari Anita Galuh Sri Hapsari Annisa Satriani Dewi Aprilia Arnis Ginting Aprilia Dyah Kriswinahyu Arima Renny Dayu P Arima Renny Dayu Putri Atmoko, Septian Hanung Dwi Averina, Fidelis Elleny Bram, Barli Brigita Woro Diyatni Kusumaningtyas Christian Bernard Nichols Djami Concilianus Laos Mbato Dewanty, Monika Dewi, Annisa Satriani Dira, Benito Fidelis Elleny Averina Ginting, Aprilia Arnis Hapsari, Anita Galuh Sri Indira Lusianingtyas Siswanto Indraswari, Veronica Noviatri Indraswari, Veronica Noviatri Indriyana, Bernadeta Siska Ivana Arlene Wellington Iwony Dwi Kristiana Janu, Gregoriana Nobilio Pasia Jeane Theresia Limeranto Keny, Anatasia Klara Tyas Sulistyawati Klara Tyas Sulistyawati Krisdianata, Yoannes Yuka Krismalita Sekar Diasti Kriswinahyu, Aprilia Dyah Kusumaningtyas, Brigita Woro Diyatni Lisa Elvi Wijaya Lumintang, Sheline Feranda Monica, Santa Nadeak, Ave Lucia Ndayisenga, Jean d'Amour Nernere, Regina Putri Noviani, Stella Ouda Teda Ena Patrick Adtya Pratama Sinom Putri, Natalia Destiana R. Indrajid Lukman Santoso Rachelina Larasati Regina Putri Nernere Resila, Yesika Windi Sanjaya, Paschalis Kurniawan Santa Monica Septian Hanung Dwi Atmoko Sinom, Patrick Adtya Pratama Siswanto, Indira Lusianingtyas Sulistyawati, Klara Tyas Titin Nurhayati Utami, Artine Ayu Wahyuni, Hanna Irma Wati, Rona Erlina Weran, Yohana Ina Widiarsih, Ivana Carla Monica Widiarto Adhi Setiawan Yohana Triana Ina Weran Yuli Ari Sandy Yuli Ari Sandy

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