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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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EXPLORING HIGH-ACHIEVING EFL PRE-SERVICE TEACHERS’ UNDERSTANDING OF PEDAGOGICAL CONTENT KNOWLEDGE (PCK) THROUGH REFLECTIVE PRACTICE IN A MICROTEACHING COURSE Tina Priyantin; Nenden Sri Lengkanawati; Ika Lestari Damayanti; Fazri Nur Yusuf
Indonesian EFL Journal Vol. 12 No. 1 (2026)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v12i1.15

This study aims to examine how five high-achieving EFL pre-service teachers reflect on their understanding and integration of Pedagogical Content Knowledge (PCK) during a microteaching course. Employing a qualitative method with a case study design, reflective writings before and after teaching that were posted on their digital portfolios (Blogs) were used to gather data. Thematic analysis was used to analyze data by employing deductive and inductive methods. The findings reveal that the participants demonstrated a strong understanding of language processing and production and language teaching strategies. However, while they exhibited a moderate understanding of learners’ needs, their comprehension of cognitive language learning strategies and intercultural communication remained limited. The study highlights the importance of guided reflection in helping pre-service teachers bridge theory and practice. It suggests that teacher education programs should provide explicit instruction in assessment, cognitive strategies, and intercultural competence, along with ongoing mentoring to promote deeper reflection. The study contributes valuable insights into the role of reflection in enhancing the pedagogical expertise of future EFL teachers.

Navigating TPACK Challenges: EFL In-Service Professional Teachers and Teaching Material Design Sri Wahyuni; Dadang Sudana; Bachruddin Mustafa; Ika Lestari Damayanti
JADEs Journal of Academia in English Education Vol. 7 No. 1 (2026): JADEs Journal of Academia in English Education
Publisher : Tadris Pendidikan Bahasa Inggris IAIN Langsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32505/jades.v7i1.15065

This study investigates how EFL in-service teachers participating in Indonesia’s Teacher Professional Education Program (PPG) implement the Technological, Pedagogical, and Content Knowledge (TPACK) framework in lesson planning and classroom teaching. The research employed a qualitative case study design involving ten EFL in-service teachers from Universitas Bina Bangsa Getsempena, Aceh. Data were gathered through semi-structured interviews and a Likert-scale questionnaire and analyzed using the processes of data condensation, data display, and conclusion drawing. The findings identified significant divergence between teachers’ perceived competence and their classroom realities. Although nine participants reported high Technological Knowledge and all participants rated their Pedagogical Knowledge positively, survey responses simultaneously indicated substantial infrastructural constraints, including unreliable internet access and unstable electricity. Teachers also reported difficulties maintaining student engagement during technology-supported learning activities and completing planned instruction within the available classroom time. These challenges contributed to a measurable implementation gap, evidenced by the finding that five of seven technology-integrated lesson plans were only partially enacted or not enacted at all. The findings suggest that barriers to TPACK enactment are predominantly contextual rather than cognitive, highlighting the need for infrastructural investment and sustained professional support.

Exploring English for Academic Purposes Program: Needs analysis and impact evaluation Ika Lestari Damayanti; Pelin Derinalp; Firly Asyifa; Kurniawan Suryatama
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

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.

English content knowledge coverage and vertical alignment: Across levels document analysis of curriculum frameworks Sri Wahyuni; Dadang Sudana; Bachrudin Mustafa; Ika Lestari Damayanti
Journal of Research in Instructional Vol. 6 No. 1 (2026): Journal of Research in Instructional
Publisher : Universitas Papua

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30862/jri.v6i1.30

Coherent sequencing of content knowledge across the successive levels of teacher education shapes how prospective English teachers build subject-matter expertise, while vertical alignment across these levels remains underexamined in Indonesia. This study examines how content knowledge is sequenced and vertically integrated across three institutional levels of the Indonesian English teacher education continuum: senior high school, undergraduate teacher education, and the professional teacher education program. The study used qualitative document analysis within an interpretive paradigm. Nineteen officially mandated curriculum documents were analyzed with a Content Knowledge Coding Framework derived from Shulman’s account of teacher knowledge, comprising five domains and twenty subdomains. Coding proceeded through a level analysis and cross-level comparison, classifying each subdomain as aligned, partially aligned, or absent. The analysis shows horizontal consistency alongside vertical fragmentation. The findings show that the four language skills, grammar, vocabulary, and learning outcomes, are consistently represented across all educational levels. However, phonology, discourse, assessment literacy, pedagogical content knowledge, and technological knowledge are inconsistently represented or absent. The lack of formal articulation among the three curriculum frameworks contributes to only moderate vertical coherence, with a score of 68 of 120. These results suggest that persistent instructional weaknesses stem primarily from curriculum design, highlighting the need for cross-level curriculum reform.

The Representation of Environmental Issues in an EFL Module for Primary School: A Multimodal Analysis Muhammad Agung Ibrahim; Ika Lestari Damayanti
JEELS (Journal of English Education and Linguistics Studies) Vol. 11 No. 1 (2024): JEELS May 2024
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

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

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.

Mengeksplorasi prinsip-prinsip design thinking dalam kursus bercerita digital untuk peserta didik usia dini. Alifah Ayu Hoerunissa; Ika Lestari Damayanti; Susan Santika
Curricula: Journal of Curriculum Development Vol. 5 No. 3 (2026): Curricula: Journal of Curriculum Development
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/curricula.v5i3.762

This study explored how pre-service English teachers applied Design Thinking (DT) for Curriculum Design while developing digital stories in a Digital Storytelling for Young Learners course. Using a qualitative case study design, data from two pairs of pre-service teachers, including digital storytelling artifacts, learning objectives, reflection essays, observation sheets, and interviews, were analyzed through an iterative coding process guided by DT’s five stages. Findings show the stages did not unfold in a fixed order. Empathy toward learners continued to develop into the test stage, as both pairs only discovered that their materials mismatched older learners' engagement once piloted. The define stage functioned to translate national Learning Outcomes for Phase B into classroom-ready objectives rather than to define open-ended problems. Prototyping raised two considerations underaddressed in prior DT literature: ethical AI image use and intentional, diverse character representation. Feedback during testing followed different paths by source: lecturer and peer feedback reshaped the artifact itself, while young learners' feedback mainly reshaped in-the-moment delivery. These findings suggest DT does not guarantee deep creative iteration, but helps pre-service teachers translate a fixed curriculum through a reflective process, contributing to discussions on DT and teacher education in TEYL contexts.

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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