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All Journal Jurnal Ilmu Pendidikan Jurnal Pendidikan Humaniora EXPOSURE JOURNAL JEES (Journal of English Educators Society) Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan ELT Forum: Journal of English Language Teaching Journal of English Language, Literature, and Teaching (J-ELLiT) JURNAL PENDIDIKAN TAMBUSAI Jurnal Karinov Elsya : Journal of English Language Studies JIIP (Jurnal Ilmiah Ilmu Pendidikan) Jurnal Graha Pengabdian Journal of Language, Literature, and Arts (JoLLA) Studies in English Language and Education REGISTER JOURNAL
Sintha Tresnadewi
Universitas Negeri Malang
Arts Humanities Civil Engineering, Building, Construction & Architecture Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Library & Information Science Mathematics Social Sciences Other

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“Thinking about My Thinking” The Complex Interplay Between Metacognitive Strategies and Language Skills Maharani, Gita Nathania; Tresnadewi, Sintha; Karmina, Sari
Jurnal Pendidikan Humaniora Vol 11, No 03: SEPTEMBER 2023
Publisher : Pascasarjana UM

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

Abstract

This systematic literature review employs the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) methodology to comprehensively analyze and synthesize the existing body of research on the complex interplay between metacognitive strategies and English language skills. This review aims to provide a comprehensive overview of the current state of knowledge, identify research gaps, and highlight trends within the field. The synthesized findings highlight the key themes and trends within the complex interplay between metacognitive strategies and English language skills literature. These include the application of metacognitive strategies in the classroom as well as during the learning process, how well they help students learn English skills, and how they affect students' academic achievement and interests. The discussion section critically examines the implications of the identified themes and trends. It highlights the advancements made in understanding the complex interplay between metacognitive strategies and English language skills, areas where further research is needed, and potential practical applications of the research findings.
THE IMPACT OF GOOGLE CLASSROOM AND EXTENSION ON STUDENT’S MOTIVATION AND ENGAGEMENT IN EFL CLASSROOM (THE CASE STUDY OF SMA ISLAM ATHIRAH BONE) Mohd Tahir, Asman Bin; -, Suharyadi; Tresnadewi, Sintha
EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol 13, No 2 (2024): Exposure
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/exposure.v13i2.15307

Abstract

In today's technology-driven world, students are increasingly surrounded by digital tools, with easy access to vast amounts of information (Egbert, 2009). From a pedagogical perspective, integrating technology into education is essential for successful learning outcomes (Sebring and Chicago School Consortium, 2013). Despite this, less than half of students utilize technology for academic purposes, though 92% have access to it at home. The evolving information age has made previously expensive technologies accessible to many (Edwards, 2009), necessitating that educators adapt to this technological integration. This study examines the impact of Google Classroom and its extensions on student motivation and engagement in English as a Foreign Language (EFL) classrooms at SMA Islam Athirah Bone. The research highlights the importance of incorporating real-world technology into EFL classes to enhance student interest and motivation (Usher Center on Education, 2012). Technology supports diverse learning styles, fosters community, and provides hands-on experiences, especially beneficial for students with learning disabilities (Heafner, 2004; Liu, 2016). As English is a global language, its learning is critical for accessing research and higher education (Morris Maxey, 2014). Traditional methods have evolved, with technology playing a pivotal role in English language instruction (Graddol, 2012).This qualitative study uses video recordings, interviews, and observation checklists to explore the impact of technology on student engagement and motivation in EFL classrooms. Data collection involved classroom observations and semi-structured interviews with teachers and students. The findings indicate that both teachers and students at SMA Islam Athirah Bone perceive the use of Google Classroom and its extensions as beneficial for active learning and engagement. This study contributes to a deeper understanding of how technological tools can enhance EFL learning experiences and suggests practical applications for better classroom interactions.
EFL teachers perceived productive skills for effective teacher professional development program Rozimela, Yenni; Fatimah, Sitti; Adnan, Aryuliva; Tresnadewi, Sintha
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.v11i3.37277

Abstract

Indonesian EFL teachers English competency has been in the spotlight due to their unsatisfactory achievement. This reality has been observed during their practices in the classroom. This article aims at reporting the results of Indonesian EFL teachers perception of their productive English skills, speaking and writing. A mixed method was employed by focusing on introspective method. Quantitative data were obtained through a closed-ended questionnaire filled in by 206 secondary school teachers and analysed using SPSS software. Ten randomly selected teachers were interviewed to confirm the quantitative data. The findings show that EFL teachers speaking and writing skills are at a moderate level (68.62-71.70) and (67.83-71.18), respectively. Interview results indicate a low intensity of spoken English use in the classroom, which is less than 50%. This occurred for two main reasons: the students low ability to understand teachers talk/explanation and the teachers declining speaking ability. Meanwhile, only 2 of 10 teachers taught writing by following the steps of the writing process. However, at the interview session, the teachers rated themselves for speaking from 6-9 and for writing from 5-9. All teachers agreed that training to improve their English proficiency was highly important; this could be realised through the MGMP program. The results of these data will be used to develop a prototype of the Competency Test for Indonesian English Teachers (CTIET) to develop EFL teachers sustainable English proficiency.
THE IMPACT OF GOOGLE CLASSROOM AND EXTENSION ON STUDENT’S MOTIVATION AND ENGAGEMENT IN EFL CLASSROOM (THE CASE STUDY OF SMA ISLAM ATHIRAH BONE) Mohd Tahir, Asman Bin; -, Suharyadi; Tresnadewi, Sintha
EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol. 13 No. 2 (2024): Exposure
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/exposure.v13i2.15307

Abstract

In today's technology-driven world, students are increasingly surrounded by digital tools, with easy access to vast amounts of information (Egbert, 2009). From a pedagogical perspective, integrating technology into education is essential for successful learning outcomes (Sebring and Chicago School Consortium, 2013). Despite this, less than half of students utilize technology for academic purposes, though 92% have access to it at home. The evolving information age has made previously expensive technologies accessible to many (Edwards, 2009), necessitating that educators adapt to this technological integration. This study examines the impact of Google Classroom and its extensions on student motivation and engagement in English as a Foreign Language (EFL) classrooms at SMA Islam Athirah Bone. The research highlights the importance of incorporating real-world technology into EFL classes to enhance student interest and motivation (Usher & Center on Education, 2012). Technology supports diverse learning styles, fosters community, and provides hands-on experiences, especially beneficial for students with learning disabilities (Heafner, 2004; Liu, 2016). As English is a global language, its learning is critical for accessing research and higher education (Morris & Maxey, 2014). Traditional methods have evolved, with technology playing a pivotal role in English language instruction (Graddol, 2012).This qualitative study uses video recordings, interviews, and observation checklists to explore the impact of technology on student engagement and motivation in EFL classrooms. Data collection involved classroom observations and semi-structured interviews with teachers and students. The findings indicate that both teachers and students at SMA Islam Athirah Bone perceive the use of Google Classroom and its extensions as beneficial for active learning and engagement. This study contributes to a deeper understanding of how technological tools can enhance EFL learning experiences and suggests practical applications for better classroom interactions.
Technology use in secondary level of English language teaching: A Literature Review Luthfiyyah, Roghibatul; Hafifah, Gusti Nur; Ivone, Francisca Maria; Tresnadewi, Sintha
JEES (Journal of English Educators Society) Vol 6 No 1 (2021): April
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v6i1.1020

Abstract

Technology has been widely used in the education field, especially for teaching language. Many teachers and students believe in the advantages of technology to enhance language learning. There have been many studies investigating the use of technology in secondary language classrooms. Some studies approve that technology can be applied to increase students' language competence. This paper comprehensively analysed the use of technology for English language teaching in the secondary level based on empirical studies. It reviews 57 articles from reputable journals and publishers. The existing literature shows that studying and reviewing the use of technology in ELT leads to a deeper understanding of its potential benefits. Many technology tools have been utilized to support the teaching of English skills. Kinds of learning activities that require technological tools and applications, such as presentation, discussion, assessment are also discussed. Additionally, problems and solutions encountered in the implementation of technology in secondary ELT levels are scrutinized in this study. HIGHLIGTS: Scholars need to set the content and pedagogy first before the technology to obtain meaningful and contextual experiments and discussion in academic circumstances. The finding unveils a fact that technology use in the ELT context contributes more to students' learning strategies, such as learning motivation, engagement, collaborative work, rather than the improvement of students' learning outcomes. This finding can be a rationale to rectify the common logical fallacy encountered among studies that claimed that technology can improve particular language skill.
EFL POSTGRADUATE STUDENTS’ ADOPTION AND PERCEPTIONS OF CHATBOT-ASSISTED ACADEMIC WRITING: - Rahmayanti, Septi; Ivone, Francisca Maria; Tresnadewi, Sintha; Nomnian, Singhanat
JEES (Journal of English Educators Society) Vol 10 No 1 (2025): April
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v10i1.1894

Abstract

Recently, chatbots have undoubtedly become valuable tools for foreign language learning, particularly in the context of academic writing. They influence the writing process, writing output, and language acquisition; however, their use also raises significant ethical and pedagogical concerns. This qualitative study employs the Technology Acceptance Model (TAM) framework to investigate the adoption andperceptions of chatbot-assisted academic writing among English as a Foreign Language (EFL) learners. Data were collected from 25 EFL learners enrolled in an English Language Education (ELE) postgraduate program through surveys and interviews. The study examines the use of chatbots across all phases of academic writing and explores the characteristics that contribute to their efficacy. The data was analyzed following the three stages of qualitative analysis by Miles et al. (2014), i.e., data condensation, data display, and drawing and verifying conclusions. Specifically, the study examines EFL learners' adoption and perceptions of chatbot - assisted writing based on perceived ease of use, perceived usefulness, attitudes toward usage, intention to use, actual use, and external variables. By investigating the experiences and attitudes of postgraduate EFL learners, the study aims to provide insights into the extent to which chatbots facilitate or potentially hinder the development of academic writing skills. The findings indicate that postgraduate students generally hold positive perceptions of chatbots, considering them useful tools for enhancing writing quality and efficiency. Future research could explore the long-term effects of chatbot- assisted writing and the complexities of studentengagement and interaction with chatbot technology in various academic writing contexts.HIGHLIGHTS: Positive Adoption of Chatbots in Academic Writing: Postgraduate EFL students generally perceive chatbots as useful, accessible, and efficient tools that help them improve the quality, organization, and speed of their academic writing, especially during planning, drafting, revising, and editing stages. Challenges and Ethical Concerns Remain: Despite the benefits, students show caution regarding overreliance on chatbots, particularly for formatting, citing, and referencing, due to concerns about accuracy, reliability, and maintaining academic integrity. Technology Acceptance Model (TAM) Validation: The study confirms that perceived ease of use, perceived usefulness, positive attitudes, and intention to use are strong factors driving chatbot adoption, supporting the applicability of the TAM framework in EFL academic writing contexts.
English Language Attrition Levels and Language Maintenance Efforts among Indonesian Non-English Department Students Uswatun Khasanah, Yunita; Widiati, Utami; Tresnadewi, Sintha; Nunuk Wulyani, Anik
Register Journal Vol. 17 No. 1 (2024): REGISTER JOURNAL
Publisher : UIN Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/register.v17i1.73-99

Abstract

In the EFL context, the primary linguistic environment for learners is a formal classroom in which they receive input, feedback, and opportunities to practice with teachers and other learners. However, as learners graduate from schools, they might no longer have access to such an environment and thus be deprived of the main intake to support acquisition and retention, which makes them susceptible to language attrition. This study aims to explore the levels of attrition experienced by 165 multilingual non-English department students 30 months after graduating from their secondary schools, the possible factors associated with attrition, and the predictive power of some language maintenance efforts (LMEs) on English attrition. The participants took standardized English tests, that is, Test 1 and Test 2 administered within a 24-month interval and responded to a questionnaire about LMEs. A paired t-test was used to establish a link between attrition level and the identified factors. A multiple linear regression analysis was conducted to determine the predictive power of LMEs for attrition. The results show that learners with different proficiency levels experience different levels of attrition. Factors like attitude and motivation showed different degrees of correlation with attrition. A negative correlation was found in the three dimensions of LMEs: entertainment, literacy activity, and academic activity. Contrary to popular literature on first- and second-language attrition, the dimension of social interaction has a very low predictive power for foreign-language attrition.
Co-Authors Anik Nunuk Wulyani Ariyanto, Meilisa Sindy Astika Aryuliva Adnan Asy’ari, Nafiatun Ainia Azizatum Mu’afah Bagio Tjahjadi Bambang Yudi Cahyono Edi Suharyadi El Khoiri, Niamika Fadilla Halim Fauzia, Yona Francisca Maria Ivone Gusti Nur Hafifah Harits Masduqi Karimah, Imroatul Kusumamawarni, Deaseptia Nirmala Luthfi Retriansyah Machtowil, Putro Bagus Wahida Maharani, Gita Nathania Meilisa Sindy Astika Ariyanto Mirjam Anugerahwati Mohd Tahir, Asman Bin Muhammad Ali Usman Nomnian, Singhanat Nova Ariani Nunuk Wulyani, Anik NUR CHOLISAH Nur Mukminatien Nurkamilah Nurkamilah Putri, Fauzana Qonita Naylilhusna Rahmayanti, Septi Roghibatul Luthfiyyah, Roghibatul Said, Dian Riani Sari Karmina Sitti Fatimah Sofia Imania Suharyadi Suharyadi Susilo, Dinantari Syahria, Nukmatus Tahir, Asman Bin Mohd Uswatun Khasanah, Yunita Utami Widiati Wijayanti, Erythrina Crista Yaniafari, Rahmati Putri Yenni Rozimela Yusnita Febrianti