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All Journal Linguistica Indonesian Journal of Applied Linguistics (IJAL) International Journal of Education ELTIN Journal: Journal of English Language Teaching in Indonesia PREMISE: Journal of English Education and Applied Linguistics English Review: Journal of English Education Jurnal Penelitian Pendidikan EDULITE: Journal of English Education, Literature and Culture Journal of English Language Studies Journal of Foreign Language Teaching and Learning AL ISHLAH Jurnal Pendidikan LLT Journal: A Journal on Language and Language Teaching IJoLE: International Journal of Language Education EDUCARE JURNAL PENDIDIKAN GLASSER UICELL Conference Proceeding Indonesian Journal of English Language Teaching and Applied Linguistics JOURNAL OF APPLIED LINGUISTICS AND LITERATURE Voices of English Language Education Society Seloka: Jurnal Pendidikan Bahasa dan Sastra Indonesia Journal of English Education and Teaching (JEET) IALLTEACH (Issues In Applied Linguistics & Language Teaching) Pedagogy : Journal of English Language Teaching Edusentris: Jurnal Ilmu Pendidikan dan Pengajaran Bahasa dan Seni: Jurnal Bahasa, Sastra, Seni, dan Pengajarannya Edukasia: Jurnal Pendidikan dan Pembelajaran JEELS (Journal of English Education and Linguistics Studies) Studies in English Language and Education Indonesian Journal of English Language Teaching and Applied Linguistics
Ika Lestari Damayanti
Universitas Pendidikan Indonesia
Arts Humanities Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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MENTORING THROUGH LESSON STUDY: A COLLABORATIVE WAY TO SUPPORT EFL TEACHERS’ PROFESSIONAL DEVELOPMENT IN MADRASAHS (ISLAMIC SCHOOLS) Ekawati, Dian; Damayanti, Ika Lestari; Lengkanawati, Nenden Sri
International Journal of Education Vol 15, No 2 (2022): August 2022
Publisher : Kantor Jurnal dan Publikasi Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ije.v15i2.32853

Abstract

Recently, attending seminars or professional development programs for teachers is not sufficient to cope with today's teaching challenges. In addition, tight schedules and preparing teaching administration often refrain teachers to work and discuss together with their colleagues. Pointing out such problems, this study tries to investigate how mentoring program for EFL teachers in Indonesia was conducted collaboratively at schools through a lesson study approach and what teachers’ competencies were improved during the program. Eight EFL teachers from three Islamic junior high schools (called madrasahs) and a university lecturer serving as a mentor were involved in the program. Data gathered from observations, questionnaires, and interviews were analyzed qualitatively through (1) iterative reading of the data, (2) reducing the data, (3) categorizing the data, (4) combining all data, and (5) concluding the data.  The findings indicate that the lesson study cycle involved in this program covered two stages of PLAN, one stage of DO, and SEE. The participant teachers required more time during the planning due to several factors such as adjustment working with the revised Curriculum recently released by the government at the time of data collection, and challenges in aligning learning objectives, classroom activities, and evaluation. Upon their involvement in the program, the teachers reported that they gained benefits and strong improvements in four aspects of teachers' competencies, namely professional, pedagogical, social, and personal competencies from the collaboration with peer teachers and a university lecturer. For instance, they found their knowledge extending in terms of teaching techniques and methods, planning and implementing effective lessons, and their motivation to teach better and share resources with others increasing as well. In short, mentoring through lesson study is valuable to improve the teachers’ competencies.
INDONESIAN ENGLISH NOVICE TEACHERS’ IDENTITY CONSTRUCTIONS AND THEIR TEACHING PRACTICES Hanifah, Merina; Damayanti, Ika Lestari; Muslim, Ahmad Bukhori
International Journal of Education Vol 15, No 1 (2022): February 2022
Publisher : Kantor Jurnal dan Publikasi Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ije.v15i1.46155

Abstract

Contributed by many factors, teachers’ identity, particularly among novice teachers, is essential since it affects their teaching practice and professional career. This study explored different influences that contributed to the construction of novice Indonesian teachers of English who apparently faced challenges in constructing their identity. This narrative inquiry study involved two novice English teachers of Primary and Senior High Schools in East and West Bandung with one and a half years of teaching experience. Data from in-depth interviews and journal writing were analyzed by Creswell’s (2014) thematic analysis. The study figured out that negotiating with school context and understanding oneself were the factors that influenced novice teachers’ identity construction. Negotiating with the school context shows that the novice teachers interacted with the school context and made some adjustments to their teacher identity. Understanding oneself refers to the meaning-making process of themselves as a person and a teacher. This study also found that novice teachers had some negotiations about their idealism and the school’s current practices. One of the participants became more eager to reflect her idealism in her practice, while the other tried to let go of her idealism and adjust with her students. This study suggested that novice teachers should do continuous reflections on their teaching practices and themselves as teachers to help them develop as professionals.
METACOGNITIVE STRATEGIES IN MEDIATING EFL ADULT LEARNERS’ SELF-REGULATED LANGUAGE LEARNING: A SYSTEMATIC REVIEW Siregar, Renol Aprico; Lengkanawati, Nenden Sri; Damayanti, Ika Lestari
LLT Journal: A Journal on Language and Language Teaching Vol 27, No 1 (2024): April 2024
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/llt.v27i1.5502

Abstract

Although many studies focus on enhancing resource assistance and the advancement of adult learners' knowledge and abilities, there is a paucity of studies on the theoretical views that define strategies for assisting adults in learning independently. To fill this gap, this study draws on previous research to elaborate on why metacognitive strategies are suitable for adults’ self-regulated learning (SRL), and how metacognitive strategies promote SRL. As this study employed a systematic review, a rigorous search scheme was implemented across multiple databases, resulting in the selection of relevant studies based on predetermined inclusion and exclusion criteria. The selected articles were assessed for quality, and data extraction was performed to identify key characteristics of the studies. The synthesis of the existing literature underscores the suitability of metacognitive strategies in EFL adult learners' self-regulated learning. The findings reveal that incorporating metacognitive strategies helps cultivate SRL in EFL adult learners, owing to their cognitive maturity, pre-existing knowledge, and life experiences. In addition, the metacognitive strategy helps EFL adult learners enhance their awareness of cognitive processes, regulate learning behaviours, and optimize language learning outcomes. Regarding the role, metacognitive strategy is one of the key components of SRL. Some practical recommendations are made to support teachers in facilitating adults’ self-regulated language learning.
Unlocking the Potential: Exploring Factors and Overcoming Challenges in Gamifying English Literacy Kurniawan Suryatama; Ika Lestari Damayanti
Journal of English Education and Teaching Vol. 7 No. 4 (2023): Journal of English Education and Teaching
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jeet.7.4.862-880

Abstract

Gamification in the education system emerges for the first time in the late 2000s, and since its emergence, gamification has gained recognition as an innovative approach in education, creating dynamic and engaging learning environments. However, with its current emergence, studies relating to gamification in education are still limited. As such, the current study is conducted to answer two research questions. First, what factors to be considered when applying gamification into the teaching process, and second, what are the challenges when applying gamification into the teaching process. This research used interview to collect the data from two English teachers who have been implementing gamification in their teaching for several time, and thus the present study falls into qualitative research. The findings emphasize the importance of considering game mechanics, engagement and motivation levels, alignment with learning outcomes, learner needs and preferences, and contextual factors to effectively implement gamification. Additionally, the study highlights challenges such as designing effective game mechanics, potential distraction from learning goals, balancing gamification with traditional teaching methods, and ensuring sufficient resources and support for implementation. These findings underscore the necessity for teachers to comprehend gamification and evaluate its compatibility with students' learning needs in order to achieve better educational outcomes.
INDONESIAN HIGH SCHOOLERS’ PERCEPTIONS OF RUANGGURU IN ENGLISH ONLINE LEARNING Ramadhani, Fadhil; Damayanti, Ika Lestari
JURNAL PENDIDIKAN GLASSER Vol. 7 No. 2 (2023)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Muhammadiyah Luwuk

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Abstract

English language instruction in Indonesia has been impacted by the shift to online learning. One of the popular online learning platforms in the country is Ruangguru. Students can access its English learning resources anytime and anyplace. The purpose of this study is to investigate how Indonesian high school students view Ruangguru as an online resource for studying English. Data from the students who utilize Ruangguru was gathered via a questionnaire and facilitatied interviews. A mixed-methods approach was used to analyze the data, combining qualitative analysis with descriptive statistics. The findings show that Ruangguru is well-liked by online English learners, particularly because its videos provide straightforward instructions that can inspire the students to become independent learners. However, some students continue to have issues with the limitations imposed by online learning and digital gap. Regardless, the majority of students consider Ruangguru to be a valuable English learning source in the age of online education
METACOGNITIVE STRATEGY INSTRUCTION IN EFL CLASSROOMS: A SYSTEMATIC REVIEW Suharto, Pipit Prihartanti; Damayanti, Ika lestari; Lengkanawati , Nenden Sri
UICELL No 7 (2023): UICELL Conference Proceedings 2023 (in progress)
Publisher : Universitas Muhammadiyah Prof. DR. HAMKA

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Abstract

Metacognitive strategies stimulate an individual's thoughts, resulting in enhanced learning performance. Utilizing such learning strategies encourages students to reflect on their cognitive processes before, during, and after learning. The present study seeks to review the literature on teaching metacognitive strategies explicitly in English as a foreign language (EFL) classrooms. Data collection and analysis followed Newman & Gough's (2020) systematic review procedure. This review begins with a summary of the results of 36 studies on the subject. Based on the summaries, the review draws general conclusions and suggests future research directions. The review identifies a need for more intervention-based research conducted in the primary English classroom that implements metacognitive strategies, focusing not only on a single language skill or language element but also on integrated skills during regular teaching hours. Keywords: learner training; metacognitive intervention, metacognitive strategies; strategy instruction; strategy training
The Representation of Environmental Issues in an EFL Module for Primary School: A Multimodal Analysis Ibrahim, Muhammad Agung; Damayanti, Ika Lestari
JEELS (Journal of English Education and Linguistics Studies) Vol. 11 No. 1 (2024): JEELS May 2024
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat IAIN Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v11i1.734

Abstract

By using a qualitative textual analysis with a multimodal approach, this study explores how environmental issues are depicted in the relations of verbal and visual texts of an EFL module for primary school. The data were obtained from an EFL module for the fifth grade made by the EYL Course Design course students at one university in Bandung. In analysing the data, this study utilized three frameworks: Halliday and Mathiessen’s (2014) Transitivity system, Kress and van Leeuwen’s (2006) Visual Grammar, and Royce’s (1998) Intersemiotic Complementarity. The findings show that, by using a story, the module represents three points of drought-related environmental issues: the causes, the effects, and the solutions. The causes are mostly depicted visually by Transactional Action processes in which the Actors use water as the Goal or the Means in excess. The effects are mostly depicted verbally by Mental, Existential, and Relational processes that indicate human need for water. Meanwhile, the solutions are mostly depicted verbally by Material processes in which water (Goal) becomes an element to be saved by the Actors. In terms of complementarity, most of the elements of verbal and visual texts are completed by each other. Hence, encouraging students’ comprehension of the module, especially related to environmental issues, could be expanded by identifying both texts as a single whole.  
A textual analysis of examiners’ feedback on the literature review in Indonesian doctoral candidates’ dissertation reports Lubis, Arif Husein; Damayanti, Ika Lestari; Sukarya Soetedja, Zakarias; Hutasuhut, Mahmud Layan
Seloka: Jurnal Pendidikan Bahasa dan Sastra Indonesia Vol 12 No 2 (2023): August 2023
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/seloka.v12i2.74328

Abstract

Doctoral candidates’ ability to elaborate ideas and advance disciplinary scholarships is crucial in constructing well-grounded and comprehensive dissertation reports. To support the candidates, supervisors’ and examiners’ constructive feedback plays a pivotal role, as they are the gatekeepers of the quality of the dissertation reports. This paper reports on the investigation of two categories of feedback – content-focused and form-focused feedback examiners provided for several doctoral candidates’ literature review section in their dissertation reports at an Indonesian university. Nine review results from the fields of language and arts were collected and qualitatively analysed. A synthesized rubrics was used to analyse the excerpts of both feedback categories. The analysis results revealed that the examiners’ content-focused feedback emphasized the analytical aspect and relevance of a literature review. This was justified by the examiners’ suggestions to present an in-depth and wide discussion of the research variables and to highlight the contribution of the research to the advancement of knowledge in the field of study. In addition, their form-focused feedback highlighted the clarity of expressions and the mechanics in formulating the sentences. This paper ends with a proposal of developing the rubrics to capture the quality of the doctoral candidates’ literature review section more comprehensively.
Exploring English for Academic Purposes Program: Needs analysis and impact evaluation Damayanti, Ika Lestari; Derinalp, Pelin; Asyifa, Firly; Suryatama, Kurniawan
Studies in English Language and Education Vol 11, No 3 (2024)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v11i3.38329

Abstract

A collaborative project involving two universities was initiated to support lecturers in Indonesia in designing English for Academic Purposes (EAP) instruction adjusted to local needs and the latest advancements in EAP. Using a mixed-methods approach and developmental research design, the study included a needs analysis, implementation of an EAP professional learning program, and a program evaluation survey. Needs analysis was conducted through a survey with 88 lecturers and 618 students from 41 universities in Indonesia. The results of the need analysis were then used to inform the design and delivery of an online professional development program for EAP lecturers. Based on the needs analysis results, the EAP lecturers who participated in the survey conveyed that they required improvements in digital skills, teaching techniques for diverse proficiency levels, and methods for improving students productive skills and critical thinking abilities. The participating students also expressed their need for interactive EAP activities, team-based learning, and the use of social media for collaboration and connectivity. Informed by the needs analysis results, a two-month program was designed and delivered in eight 90-minute video conferences, combined with asynchronous activities on a learning platform. As revealed in the post-program survey, the participating lecturers feedback on the program highlighted contributing factors to the changes in their technological and pedagogical content knowledge, particularly in the areas of using digital tools and differentiated instruction in EAP. This study highlights the need for continuous professional development to enhance EAP lecturers ability to effectively apply acquired skills in teaching and professional practice.
Genre-Based Approach in Writing Explanation Text: A Systematic Literature Review Hitimala, Hardianto; Damayanti, Ika Lestari; Yusuf, Fazri Nur
EduLite: Journal of English Education, Literature and Culture Vol 9, No 1 (2024): February 2024
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/e.9.1.32-49

Abstract

This paper presents an analysis of a systematic review based on published studies on the genre-based approach (GBA) in writing explanation texts. The studies reviewed were from 2019-2023 with a total of ten studies. The objective of this review is to show how GBA enhances students’ writing skills in explanation texts, as well as the research trends related to GBA in the context of explanation texts. This review used thematic analysis to categorize the main themes that emerge in the selected studies. The findings show that the genre-based approach to writing explanation texts is very effective and enables students to understand and produce coherent, cohesive, and well-organized written works, as well as to improve their awareness and creativity skills, as they learn to examine, evaluate, and produce explanation texts, especially with the support of media or other techniques such as images, and jigsaw. These findings confirm that the genre-based approach improves students’ skills in writing explanation texts. Regarding the publication trends by year, there has been a limited number of research on GBA in the genre of explanation texts in the last 5 years, with the peak of publication in 2023 and 2020 (3 articles each), and the lowest in 2019 and 2022 (1 article each). In addition, most of the publications on this topic in the last 5 years came from Asian countries, with Indonesia leading the list, followed by Thailand.
Co-Authors Agus Syahiddin Ahmad Bukhori Muslim Asyifa, Firly Azharra Aninda Putri Al Farid Azzahra Henda Puspitasari , Putri Della N. Kartika Sari DELLA NURIDA KARTIKA SARI Denarti, Rizki Derinalp, Pelin Dewi, Winda Herdisa Dharma, Nindya Soraya Dian Ekawati Didi Sukyadi Dimas Pujianto Emi Emilia Emilia , Emi Ery Ryan Nirwana Fadhil Ramadhani Fatin Fauziyyah Tiras Putri Fazri Nur Yusuf Fuad Abdul Hamied Hanifah, Merina Hitimala, Hardianto Ibrahim, Muhammad Agung Iffianti Azka Atsani Ihsan Hikmawan Intan Septia Latifa, Intan Septia Iyen Nurlaelawati Kartika-Ningsih, Harni Kurniawan Suryatama Lubis, Arif Husein Lulu Laela Amalia MAHMUD LAYAN HUTASUHUT Maisarah , Ira Meidianti, Rindana Moeharam, Nicke Yunita Mustofa, Muhammad Ibnu MUTIARANI RAMDAYANTI Nenden Sri Lengkanawati Nindya Soraya Dharma Pohan, Erwin Prihartanti Suharto, Pipit Putri, Fatin Fauziyyah Tiras Putri, Zalva Fajhira Shabrina Ramadhani, Fadhil Raniah Mardiant Rd. Della Nuridah Kartika sari A. Rijal Anshar, Miftahur Siregar, Renol Aprico Sri Ratna Ningsih, Sri Ratna Sri Setyarini Sufiyandi, Sufiyandi Sukarya Soetedja, Zakarias Suryatama, Kurniawan Syahrul Jihad TIRA ROSTIA WARNDINI Wawan Gunawan Winda Herdisa Dewi Yusnita Febrianti