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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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Pleasure Reading, Better Understanding: A Young EFL Learner’s Journey in Digital Extensive Reading Putri, Zalva Fajhira Shabrina; Damayanti, Ika Lestari
Journal of Foreign Language Teaching and Learning Vol. 10 No. 2 (2025): July
Publisher : Universitas Muhammadiyah Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18196/ftl.v10i2.25269

Abstract

Background: The struggle of a young English as a foreign language (EFL) learner in the midst of advanced technology to find pleasure and develop good comprehension in reading English materials necessitates the need to employ effective approaches in their reading experience. Objective: This study investigated the implementation of digital extensive reading (DER) with a young EFL learner in Indonesia, exploring which established principles of extensive reading (ER) by Day and Bamford (1998) could be utilized in a digital context to foster reading for pleasure and comprehension. Methods: This study employed a qualitative case study research design involving a seven-year-old young EFL learner in Indonesia. The data were obtained through multiple sources, including a learner diary, audio-recorded observations of ten DER sessions, and an interview with the learner’s father. The data were analyzed using thematic analysis, referencing Day and Bamford’s (1998) top ten principles of ER. Findings: The findings revealed that eight ER principles could be effectively implemented in the young EFL learner’s DER experience, showcasing the learner’s positive attitudes towards reading and enhanced reading comprehension. Conclusion: Considering the result, the study recommends future studies to dig deeper into the effectiveness of DER across diverse learners by taking into account factors such as different ages, language proficiencies, learning styles, and technology access.
Efl Teacher Learning In Online Community Of Practice Fatin Fauziyyah Tiras Putri; Ika Lestari Damayanti
EDUKASIA: Jurnal Pendidikan dan Pembelajaran Vol. 4 No. 2 (2023): Edukasia: Jurnal Pendidikan dan Pembelajaran
Publisher : LP. Ma'arif Janggan Magetan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62775/edukasia.v4i2.388

Abstract

Teachers’ professional development is essential for improving student learning outcomes and fostering overall educational quality. However, many teachers believe that TPD programs are ineffective. Teachers require ongoing programs, encouraging them to discuss ideas and give feedback, and do a collaboration. One of the programs is community of practice, which is a social learning process in which individuals with similar interest collaborate. Thus, this study aims to explore teachers’ learning in community of practice to develop their professional growth. This study adopted case study design involving a group of English teachers in Indonesia who joining an online TPD program. The data were gained through WhatsApp interaction between the teachers and the trainer, and among the teachers. The findings indicated that teachers learn in community of practice by getting proposed questions and given feedback by the trainers, getting teaching resources from the trainers and their fellow teachers, and presenting an issue related to their teaching. These aspects lead to interaction among them. Moreover, the presence of a group coordinator and administrator may help the teachers to foster teachers’ engagement towards the program.
Investigating Students’ Speaking Skills through Traditional Story-Based Digital Storytelling into Genre-Based Approach (GBA) Azzahra Henda Puspitasari , Putri; Lestari Damayanti, Ika; Nurlaelawati , Iyen
Jurnal Pedagogy Vol 12 No 2 (2024): Pedagogy: Journal of English Language Teaching
Publisher : Institut Agama Islam Negeri (IAIN) Metro, Lampung, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32332/joelt.v12i2.9784

Abstract

Digital storytelling has been widely used in the English learning process as a way to improve language skills, especially speaking skills, but the influence of digital storytelling on students' speaking skills in traditional stories that integrated into the Genre-Based Approach (GBA). This study aims to investigate the students’ speaking skills development by using traditional story-based digital storytelling into GBA. A qualitative case study was used in this research involving 22 students at a private junior high school using observations, interviews, and digital storytelling projects. Thematic analysis was chosen to analyze the data which was categorized to obtain themes in answering the development of speaking skills through the integration of traditional story-based digital storytelling into Genre-Based Approach. The findings indicate that students who engage in all stages of the Genre-Based Approach (GBA) through traditional story-based digital storytelling demonstrate improvements in English vocabulary, word pronunciation, accuracy, and speaking fluency during various GBA activities. Self-confidence also influences and supports them to tell traditional stories digitally in a spoken way. Apart from that, at Joint Construction of the Text (JCoT) stage, students helped by discussions and teamwork in creating digital storytelling which encouraged them to be able to create digital storytelling independently. Future implementation of digital storytelling at various levels of education is recommended to develop students' English language skills. 
Building knowledge about language for teaching IELTS writing tasks: A genre-based approach Damayanti, Ika Lestari; Hamied, Fuad Abdul; Kartika-Ningsih, Harni; Dharma, Nindya Soraya
Studies in English Language and Education Vol 10, No 2 (2023)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v10i2.26957

Abstract

As a widely used English proficiency test that includes a writing test component, IELTS raises pedagogical challenges that require high-stake literacy skills to meet the demands of the assessment criteria. Many studies on various teaching strategies for writing tasks in IELTS preparation courses have been conducted. However, more information about explicit instructions is needed to help test-taker candidates respond to the IELTS writing tasks effectively. This paper reports on a small-scale pilot project implementing a new generation of genre pedagogy, the Reading to Learn (R2L), for teaching IELTS writing to 14 government-sponsored student candidates at a public university language center in Indonesia. The project aimed first to identify the linguistic demands of IELTS writing, particularly Task 2. The identification of linguistic patterns was then used to design and implement the intervention. Second, it mapped the participants writing skills before and after the intervention. The data were drawn from IELTS teaching materials and the participants writing tasks before and after the intervention. Based on the genre analysis, the IELTS Writing Task 2 requires the test takers to respond to the tasks by taking one side or discussing two sides. Making such linguistic demands explicit to the participants in the writing class helped them respond to the tasks more successfully. As a result of their involvement in the intervention, the participants, including those with low English proficiency, demonstrated their ability to write more coherent texts. This study offered a genre-based teaching model for preparing EFL students intending to take English writing tests.
Socio-Cultural Content in English Textbook: A Teachers' Perspective Ery Ryan Nirwana; Ika Lestari Damayanti
LINGUISTICA Vol. 14 No. 1 (2025): LINGUISTICA JANUARY 2025
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/jalu.v15i1.64958

Abstract

Socio-cultural content in textbooks help EFL teachers to prepare students to be global and local English speakers. Therefore, the proportion of the socio-cultural aspect in English textbooks should be distributed appropriately, whether local or intercultural. This study aims to understand Indonesian English teachers’ perspective on the socio-cultural content in English textbooks. This study is a mixed- method case study, involving 15 experienced English teachers. The data is collected through a questionnaire, distributed through WhatsApp by adhering to convenient sampling techniques. Data were analyzed following descriptive statistics and thematic analysis. This study highlights the critical role of cultural education in English language teaching, underscoring its functions in enhancing linguistic proficiency and also fostering intercultural competence. Participants recognize the value of integrating both local and intercultural content, with a strong preference for locally relevant materials that resonate with students' cultural backgrounds. However, this study also stresses the importance of flexibility in utilizing textbook materials. The researcher acknowledges that the limited number of participants hinders the ability to generalize the findings to a wider context. Future studies should involve more participants from a wider context and also investigate students' perspectives or conduct classroom observations to deepen the study's overall impact.
Teachers’ difficulties and strategies in teaching reading online under text-based approach Meidianti, Rindana; Sukyadi, Didi; Lestari Damayanti, Ika
JOALL (Journal of Applied Linguistics and Literature) Vol. 9 No. 1: February 2024
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/joall.v9i1.27773

Abstract

Ministry of Education highlights the role of teachers in improving students' literacy, and the Text-Based Approach has shown its capability in improving students’ literacy skills. It can be seen that the Text-Based Approach is implemented in the latest curriculum Kurikulum Merdeka. In relation to the post-pandemic era, online learning is familiarly applied in educational settings. However, it is not easy to implement a Text-Based Approach in an online learning setting. Thus, this research seeks to investigate the difficulties in implementing a Text-Based Approach for teaching reading in the online setting and explore teachers’ strategies in dealing with the difficulties. This research used a qualitative method through open-ended questionnaires as an initial screening and online interview with five High School English Teachers in West Java, Bandung. The findings show that the issues faced by the teachers are miscommunication in learning due to unstable connectivity, limited teaching duration, and technical errors.
Exploring Metacognitive Strategies to Support Young Learners in Developing Their Learner Autonomy Suharto, Pipit Prihartanti; Damayanti, Ika Lestari; Lengkanawati, Nenden Sri
International Journal of Language Education Vol. 9, No. 2, 2025
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijole.v1i2.74998

Abstract

This study investigates the role of metacognitive strategy instruction in fostering learner autonomy among young EFL learners. Employing participatory action research, it involved a primary school English teacher and 18 fourth-grade students in an instructional intervention structured around the 'Plan Do Review' reflective framework. Data were collected primarily through classroom observations. Findings indicate that explicit instruction incorporating goal-setting, multimodal scaffolding, and structured reflection enhanced learners’ metacognitive awareness and promoted greater learner autonomy. These positive outcomes were largely attributed to the systematic, scaffolded approach of the intervention, which enabled students to develop metacognitive skills gradually while receiving ongoing support and feedback. Practical implications include recommendations for integrating structured reflection in EFL classrooms and emphasizing differentiated, adaptive teacher training to accommodate learners' varied cognitive readiness and familiarity with reflection.
Pedagogic Register: An Analysis of Online Classroom Interaction During Covid-19 Pandemic Dewi, Winda Herdisa; Damayanti, Ika Lestari
IALLTEACH (Issues In Applied Linguistics & Language Teaching) Vol. 3 No. 2 (2021): Issues in Applied Linguistics and Language Teaching
Publisher : English Language Education, Universitas Internasional Batam

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37253/iallteach.v3i2.5363

Abstract

The current pandemic has changed all aspects of life, including education. Some of the changes are the time and place of teaching due to the pandemic forcing the teaching and learning process to shift to online platforms (Zhao, 2021). As a result of these changes, the interaction between teachers and students in a classroom is also affected. By employing descriptive qualitative design, this research focused on analyzing classroom interaction in an online classroom during COVID-19 pandemic. The data were collected through observation. To analyze the data, David Rose’s pedagogic register analysis (2014, 2018) was employed. The findings showed that online classroom interaction revealed the relation between teacher efficacy and students’ positive attitudes. Then, it also showed that 21st-century skills impacted teacher’s adaption of teaching materials. Last, online classroom interaction also showed the consistency of teacher roles both in offline and online classes.
USING TASK-BASED LEARNING TO TEACH ARGUMENTATIVE WRITING AND FOSTER CRITICAL THINKING IN HIGHER EDUCATION Pohan, Erwin; Emilia, Emi; Lestari Damayanti, Ika
English Review: Journal of English Education Vol. 13 No. 2 (2025)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v13i2.11839

Abstract

This paper explores the theoretical foundations of task-based learning (TBL) and its effectiveness in enhancing argumentative writing and critical thinking skills among university students. TBL emphasizes engaging learners through meaningful tasks that mirror real-life communication, fostering linguistic competence and critical thinking—essential skills for constructing coherent and persuasive arguments. The study addresses key concepts in argumentation, such as claims, evidence, and reasoning, and underscores their significance in developing well-supported, logical arguments. Furthermore, it focuses on the exploration of (1) definition and core principles of task-based learning and its application in writing, (2) benefits of task-based learning for language and writing skills development, (3) the role of critical thinking in argumentative writing, (4) key concepts in argumentation (claims, evidence, reasoning), (5) explanation of clarity, precision, relevance, and logic (as standards of thought) in the context of argumentative writing, and (6) the relationship between critical thinking and standards of thought. This integrated framework highlights the interconnections between TBL, critical thinking, and argumentative writing and provides actionable insights for English lecturers on implementing TBL strategies in their curricula to better support students’ academic development.
The use of exit tickets and learning journals in promoting reflection in young EFL learners Suharto, Pipit Prihartanti; Damayanti, Ika Lestari; Lengkanawati, Nenden Sri
EduLite: Journal of English Education, Literature and Culture Vol 10, No 2 (2025): August 2025
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/e.10.2.515-534

Abstract

Exit tickets and learning journals are classroom tools that prompt end-of-lesson reflection. Exit tickets are brief, low-stakes prompts completed at lesson close to recall key ideas and self-evaluate; learning journals provide short written space across lessons for reflection and simple goal setting. This study examines how these tools facilitate self-reflection and relate to early signs of metacognitive self-regulation and learner autonomy among young Indonesian EFL learners. A qualitative-dominant, embedded mixed-methods design within a participatory action research (PAR) framework was implemented in a primary EFL classroom. Data comprised student written reflections (exit tickets, learning journals), classroom field notes, and participation/completion records; simple descriptive counts supported the qualitative analysis. The tools were treated as metacognitive prompts for planning, monitoring, and evaluating. Findings show that exit tickets promoted immediate, end-of-lesson reflection and were easier for students to complete, whereas learning journals supported self-assessment and short goal setting across lessons. Reflection depth was often uneven, influenced by task complexity, linguistic load, and unfamiliarity with terms or platforms; field notes recorded confusion when instructions were unclear, and engagement dipped during an asynchronous session. Repeated use fostered procedural self-regulation, evidenced by faster, more independent completion. Implications include using short, clear, visual prompts with brief modeling, simplifying journal templates, and aligning prompts tightly with lesson content to deepen reflection and strengthen early autonomy in Indonesian EFL classrooms.
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