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Ika Lestari Damayanti

Universitas Pendidikan Indonesia

Author-ID : 249128

Arts Humanities Education Engineering Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Library & Information Science Mathematics Physics Social Sciences Other

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Online Peer Feedback on English Writing: The Economics Students’ Voices Sufiyandi, Sufiyandi; Emilia , Emi; Damayanti , Ika Lestari; Maisarah , Ira
Journal of English Education and Teaching Vol. 9 No. 3 (2025): Journal of English Education and Teaching
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jeet.9.3.418-436

Online peer feedback on writing has been studied by many scholars to examine the applications, the effectiveness, the weaknesses, and the students' perceptions in the context of learning English for general purposes, but little attention has been paid to its use in the area of English for specific purposes. The present study aims to reveal the Economics students’ experiences with the use of online peer feedback in writing. This study was designed as a mixed-method inquiry that involved 140 Economics students at a university in Bengkulu Province, Indonesia, who took English courses. The data was gathered using a questionnaire and a semi-structured interview, which were analyzed based on each type, quantitatively and qualitatively, to reach the objective of the study. The results show that economics students viewed the use of online peer feedback in writing activities very positively. The results of this research contribute theoretically and practically to encouraging the use of online peer feedback in improving student effectiveness and skills.

Efl Teacher Learning In Online Community Of Practice Putri, Fatin Fauziyyah Tiras; Damayanti, Ika Lestari
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

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.

Textbook Adaptation Techniques in a Technology-Integrated Environment by an Indonesian EFL Teacher Mustofa, Muhammad Ibnu; Damayanti, Ika Lestari
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 9, No 1 (2024): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/ijeltal.v9i1.1623

Research on the roles of textbooks in EFL teaching contexts has been widely reported. However, studies on textbook adaptation strategies in a technology-integrated classroom have not received much attention. To fill the gap, the current research sought to explore the types of textbook adaptation strategies employed by an Indonesian EFL teacher in a technology-integrated teaching environment. The challenges encountered and the coping strategies used by the teacher were also investigated. Through a qualitative case study design, an English teacher of an Islamic junior high school in Medan was purposively recruited as the participant. An interview and document analysis were employed to collect the data. The interview data were analyzed using a thematic analysis while the documents were through skimming, reading, and interpretation. The findings revealed that the teacher employed several adaptive strategies, such as omission, addition, and modification on the assignments, the language skills, student activities, and approaches (conventional to the technology-based classroom) through the use of websites, a projector, and digital tools. It was also found that adapting the textbook was challenged by the varied students' levels of proficiency and learning styles, as well as the students' expectations of the teacher. As the coping strategies, the teacher optimized her skills of technology literacy to design creative and engaging learning materials and included tasks that met the levels of students from low and high-achieving groups. The findings of this study imply the crucial roles of all education stakeholders in providing support for teachers to use textbooks effectively

DUET THIS: STORYTELLING THROUGH SOCIAL MEDIA VIDEO FOR TEACHING ENGLISH Damayanti, Ika Lestari; Nurlaelawati, Iyen; Amalia, Lulu Laela; Dharma, Nindya Soraya; Ratnaningsih, Sri
English Review: Journal of English Education Vol. 11 No. 3 (2023)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v11i3.7706

This case study aimed to investigate the use of the social media video application, TikTok, to support ten EFL teachers in Indonesia to develop videos for storytelling with their students. During the emergency remote teaching, these teachers found difficulty in designing learning materials easy to share on various online platforms. In this study, a two-week training program consisting of face-to-face and online sessions was conducted to facilitate the teachers to explore TikTok affordances and tell stories in the form of TikTok’s Duet. The data were collected from TikTok videos produced during the program and the teachers’ pre- and post-training reflective notes. The findings show the teachers’ shifted view of TikTok as non-educational entertainment to an educational platform that could facilitate interactive and interesting storytelling with students. The teachers were aware that while the short duration of the TikTok video was beneficial for easy sharing and engagement with students, it affected the length of the unfolding stages of the story. In creating a TikTok video for storytelling, the teachers found modifying original stories into a one-minute interactive video challenging. More support is thus required to provide teachers with pedagogical, technological, and language content knowledge that allows them to develop teaching resources relevant to their student’s language learning needs and social and economic backgrounds.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/ijeltal.v9i1.1623

Identifying the proficiency level of primary English language teachers’ productive skills from Kurikulum Merdeka and CEFR Pujianto, Dimas; Damayanti, Ika Lestari; Hamied, Fuad Abdul; Sari, Della Nuridah Kartika
Bahasa dan Seni: Jurnal Bahasa, Sastra, Seni, dan Pengajarannya Vol. 51, No. 2
Publisher : citeus

Show Abstract | Download Original | Original Source | Check in Google Scholar

This study aims to identify the language proficiency level of primary English language teachers’ (PELTs) productive skills (speaking and writing) analyzed using the Common European Framework of References (CEFR) and Kurikulum Merdeka. As a foreign language in Indonesia, English language proficiency among PELTs is crucial to determine the success of the learning process in a classroom. Furthermore, PELTs should also possess adequate language proficiency to communicate effectively with students in any situation. However, several local context studies show the low language proficiency level possessed by PELTs. The low proficiency level was mostly gained through general English tests, for example TOEFL, which focuses on teachers’ receptive skills (listening and reading) and structure. A qualitative approach and case study research design were employed in this study. It was identified that the majority of teachers’ productive skills proficiency level is categorized into the B1/B2 level of CEFR. Additionally, the mixed level of proficiency among PELTs is still apparent which can create issues regarding primary-students’ language development and the standard of proficiency level that PELTs should be. Therefore, by involving subject teachers' communities and the government, a standard of language proficiency for PELTs should be developed.

Exploring Teachers’ Perceptions of Integrating Multimodal Literacy into English Classrooms in Indonesian Primary Education Dwi Jayanti, Erna; Damayanti, Ika Lestari
Jurnal Pendidikan Anak Vol 5 No 2 (2023): Child Education Journal: August
Publisher : Universitas Nahdlatul Ulama Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33086/cej.v5i2.5240

Multimodal literacy is seen as an integral part of 21st century learning since children are growing withvarious modes of communication in their daily life. Despite its significance emphasized in the nationalcurriculum, the study about multimodal literacy in English classrooms in Indonesia is still limited. Thisstudy aimed to expose the incorporation of multimodal literacy into English classrooms from the perspectiveof elementary and middle schools’ English teachers across Indonesia. This research was conducted throughan online questionnaire distributed through WhatsApp. There were sixty-one English teachers fromdifferent regions in Indonesia who volunteered to participate. A descriptive qualitative approach was usedto analyze the data to understand teachers’ perspectives and challenges of integrating multimodal literacy inEnglish classrooms. The study revealed that the majority of participants had the awareness of multimodalliteracy in the digital era. Moreover, they held positive attitudes towards the integration of multimodalliteracy in English classrooms even though there were limitations, such as the lack of school facilities,teachers’ understanding in effective strategies and teachers’ skills in using technologies. The teachersalso realized that multimodal literacy has been highlighted in the national curriculum, yet they havenot fully understood the concept of multimodal literacy. This study contributes to the understanding ofmultimodal literacy in English classrooms, that despite the positive attitudes and opportunities to integratemultimodal literacy in English classrooms, there is still a wide area for improvement. Thus, teachers’professional development should promote effective strategies to include multimodal literacy in Englishlanguage classrooms in response to the curriculum reform.

“It’s Helpful but Unreliable”: Exploring EFL Postgraduate Students’ Beliefs in Using ChatGPT in Academic Writing Siregar, Renol Aprico; Lengkanawati, Nenden Sri; Damayanti, Ika Lestari
Journal of English Teaching and Learning Issues Vol 8, No 2 (2025): December
Publisher : Institut Agama Islam Negeri Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/jetli.v8i2.30871

Chat Generative Pre-Trained Transformer (ChatGPT) has emerged as a valuable tool for enhancing writing and other creative activities. However, there has been limited exploration of postgraduate students' perspectives on utilizing ChatGPT within the realm of academic writing. To address this gap, this study conducted semi-structured interviews with two postgraduate students from different universities to gather their narratives and experiences regarding the integration of ChatGPT into their academic writing processes. The thematic analysis reveals that the students hold a favorable view of ChatGPT's utility in aiding their academic writing, particularly in generating ideas, creating outlines, and receiving prompt feedback on their work. Nevertheless, the findings raise concerns about the validity and reliability of the information generated, particularly regarding usage limitations. The study highlights the need for more professional development programs to enhance the digital literacy of postgraduate students by utilizing artificial intelligence. Additionally, the study's contributions are detailed, along with several recommendations for future research.

INTEGRATING BLENDED LEARNING INTO A GENRE-BASED APPROACH TO TEACHING ACADEMIC WRITING Sufiyandi, Sufiyandi; Emilia, Emi; Damayanti, Ika Lestari; Mukminin, Amirul
Jurnal Ilmiah Ilmu Terapan Universitas Jambi Vol. 10 No. 1 (2026): Volume 10, Nomor 1, February 2026
Publisher : LPPM Universitas Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/jiituj.v10i1.53470

The Genre-Based Approach (GBA) has been widely reported as an effective framework for teaching writing; however, its implementation through the teaching cycle in blended learning environments remains underexplored. This study aims to investigate how the genre-based teaching cycle is implemented in teaching writing through blended learning and how it contributes to students’ academic writing development. A qualitative case study was conducted involving 30 students enrolled in a genre writing course at the English Language Department of a university in Indonesia. Data were collected through classroom observations, students’ reflective journals, and analyses of students’ written texts by comparing the diagnostic text to those written at the independent construction stage. The study revealed that teaching academic writing through GBA in a blended learning setting led to observable improvements in the teaching-learning process through GBA stages and in students’ academic writing in terms of genre, register, discourse, grammar, and graphic features. These findings show the value of integrating face-to-face and online learning within the genre-based teaching cycle to support academic writing development. The study also provides empirical insights into how GBA can be integrated into blended learning and offers useful guidance for academic writing instruction in higher education through technology-mediated pedagogy, with broader applicability as an instructional model for science-related study programs that require structured and discipline-specific academic texts.

EXPLORING PERSONALIZED LEARNING FEATURES IN AN EFL CLASSROOM: A CASE IN INDONESIAN HIGHER EDUCATION Ignasia Yuyun; Nenden Sri Lengkanawati; Ika Lestari Damayanti; Fazri Nur Yusuf
English Review: Journal of English Education Vol. 13 No. 3 (2025)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/fk5rz139

Leveraging a learner-centered approach in higher education is a prerequisite to complying with the current Indonesian curriculum policy, which promotes student mobility and seamless learning. Thus, implementing personalized learning in the classroom supports learning flexibility by accommodating students' needs, preferences, and interests and promotes student agency. Considering the limited implementation of personalized learning in EFL classrooms, this study aims to investigate how personalized learning features support EFL student learning, particularly in online synchronous and asynchronous EFL classrooms, which has the potential to inspire future research. Through a writing playlist facilitated by a learning management system, this study employed class observations and focus group discussions involving ten senior students in the English Department. It reveals that personalized learning features, including goal setting, learning tracking, learning phases/instructions, learning support/collaboration, assessment (self-peer-teacher), self-reflection, and voice and choice (flexibility), facilitate EFL students in making, participating in, contributing to, and managing their learning. In light of these findings, this study suggests incorporating more digital technologies to leverage and monitor the success of implementing personalized learning in Indonesian English as a Foreign Language (EFL) classrooms. In addition, involving more participants and other English skill classes could enhance the overall depth and breadth of the research findings.

Co-Authors Agus Syahiddin Ahmad Bukhori Muslim Alifah Ayu Hoerunissa Amirul Mukminin Asyifa, Firly Azharra Aninda Putri Al Farid Azzahra Henda Puspitasari , Putri Bachruddin Mustafa Bachrudin Mustafa Della N. Kartika Sari DELLA NURIDA KARTIKA SARI Denarti, Rizki Dewi, Winda Herdisa Dharma, Nindya Soraya Dian Ekawati Didi Sukyadi Dimas Pujianto Dwi Jayanti, Erna Emi Emilia Emilia , Emi Ery Ryan Nirwana Fadhil Ramadhani Fatin Fauziyyah Tiras Putri Fazri Nur Yusuf Firly Asyifa Fuad Abdul Hamied Hanifah, Merina Hitimala, Hardianto Ibrahim, Muhammad Agung Iffianti Azka Atsani Ignasia Yuyun Ihsan Hikmawan Intan Septia Latifa, Intan Septia Ira Maisarah Iyen Nurlaelawati Kartika-Ningsih, Harni KURNIAWAN SURYATAMA Kurniawan Suryatama Lubis, Arif Husein Lulu Laela Amalia MAHMUD LAYAN HUTASUHUT Meidianti, Rindana Moeharam, Nicke Yunita Muhammad Agung Ibrahim Mustofa, Muhammad Ibnu MUTIARANI RAMDAYANTI Nenden Sri Lengkanawati Nindya Soraya Dharma Pelin Derinalp 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 Sari, Della Nuridah Kartika Siregar, Renol Aprico Sri Ratna Ningsih, Sri Ratna Sri Setyarini Sri Wahyuni Sudana, Dadang Sufiyandi, Sufiyandi Sukarya Soetedja, Zakarias Susan Santika Syahrul Jihad Tina Priyantin TIRA ROSTIA WARNDINI Winda Herdisa Dewi Yusnita Febrianti

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