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All Journal Jurnal Ilmiah Peuradeun Jurnal EDUTECH Undiksha JURNAL KOULUTUS Education and Linguistics Knowledge Journal (Edulink) Al-Lisan: Jurnal Bahasa Jurnal Pendidikan dan Sastra Inggris (JUPENSI) Amaliah: Jurnal Pengabdian Masyarakat West Science Social and Humanities Studies INDOPEDIA (Inovasi Pembelajaran dan Pendidikan) Journal of Humanities and Social Studies Jurnal Pendidikan dan Sastra Inggris
Dewi Kencanawati
Universitas Nusantara PGRI Kediri
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Civil Engineering, Building, Construction & Architecture Economics, Econometrics & Finance Education Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Public Health Social Sciences Other

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SNAKE AND LADDER GAME INTEGRATION IN EFL SPEAKING INSTRUCTION: A DESCRIPTIVE STUDY AT SMAN 1 PAPAR KEDIRI Jauharoh Nafisah Mutsla Arfila; Agung Wicaksono; Dewi Kencanawati
INDOPEDIA (Jurnal Inovasi Pembelajaran dan Pendidikan) Vol. 4 No. 2 (2026): JUNI 2026
Publisher : Media Inovasi Pendidikan dan Pembelajaran

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Abstract

The purpose of this study was to describe how the Snake and Ladder Game was included into speaking training for the eleventh-grade students at SMAN 1 Papar Kediri during the academic year 2025–2026 and to look at how involved the students were in the process. For this study, a qualitative descriptive design was used. Field notes, instructional documentation, and speaking evaluations utilising a grading rubric were used to gather data. The results showed that the Snake and Ladder Game was integrated using a planned process with phases for planning, carrying out, and evaluating. Speaking challenge cards based on Analytical Exposition books were added to the game board to encourage students to make a thesis statement, provide evidence, and address opposing ideas. Students' participation during the implementation demonstrated positive growth in social, emotional, and behavioural domains. Through small-group exercises, the turn-taking system fostered peer connection and scaffolding, encouraged oral participation from all students, and made the classroom more lively and communicative. Students' speaking orientation, however, continued to be primarily focused on the instructor rather than their classmates. This study offers a contextual knowledge of how a classic board game might be effectively included as a senior high school speaking teaching tool.
Investigating teachers’ pedagogical adaptations for effective technology integration in EFL classrooms Abdul Gafur Marzuki; Vemmy Maidita Nur Aisiyiah; Erizar erizar; Ila Amalia; Huriyah Huriyah; Risa Triassanti; Dewi Kencanawati
Al-Lisan: Jurnal Bahasa Vol 11 No 1 (2026): Al-Lisan: Jurnal Bahasa (e-Journal)
Publisher : LP2M IAIN Sultan Amai Gorontalo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30603/al.v11i1.6828

Abstract

Background: The rapid integration of digital technologies in secondary education has transformed English as a Foreign Language instruction, yet effective implementation remains uneven and highly contextual. While prior studies often focus on access or technological competence, less attention has been given to how teachers adapt pedagogically within real classroom conditions, particularly in regional Indonesian contexts. Aims: This study investigates how EFL teachers adapt their instructional practices in technology integrated classrooms, examining forms of implementation, contextual factors influencing adaptation, and teachers’ perceptions of instructional effectiveness. Methods: A qualitative multiple site case study was conducted at SMA Negeri 1 Palu and SMA Alkhairaat Palu in Central Sulawesi, Indonesia. Ten EFL teachers were selected through purposeful sampling. Data were collected through semi structured interviews and classroom observations between March and May 2025. The data were analyzed using thematic analysis following Braun and Clarke’s six phase framework, integrating inductive coding with theoretically informed interpretation. Results: The findings indicate that technology integration operates as a dynamic process of pedagogical negotiation rather than linear adoption. Teachers reorganized lesson structures, modified digital tasks in response to classroom contingencies, and recalibrated instructional decisions when facing infrastructural limitations. Professional experience influenced adaptive flexibility, with more experienced teachers demonstrating greater capacity for instructional redesign. Although digital tools enhanced student engagement, their effectiveness depended on deliberate scaffolding and pedagogical orchestration. Implications: This study advances a process-oriented understanding of pedagogical adaptation in technology-mediated EFL classrooms. The findings underscore the centrality of teacher agency and reflective judgment in sustaining meaningful digital learning environments. Professional development initiatives should therefore prioritize adaptive expertise and pedagogical reasoning rather than technical skill acquisition alone.
THE IMPLEMENTATION OF GUIDED QUESTIONS TECHNIQUE TO TEACH WRITING NARRATIVE TEXT Erika Marta Sari; Diani Nurhajati; Dewi Kencanawati
JURNAL KOULUTUS Vol. 9 No. 1 (2026): JURNAL KOULUTUS
Publisher : LPPM Universitas Kahuripan Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51158/x72haj75

Abstract

Based on a field observations, it was found out that many students found difficulties in organizing their ideas when writing narrative texts. This study aimed to examine the effectiveness of guided questions in teaching narrative writing to eleventh-grade students at SMAN 7 Kediri. A pre-experimental research design was employed involving one class of Grade 11 students. The findings indicated that guided questions significantly assisted students in generating and organizing ideas into well-structured narratives. The students achieved a mean score of 94 in organization, 78.6 in sentence structure, and 74 in mechanics, resulting in an overall writing achievement of approximately 82. In conclusion, guided questions serve as an effective alternative strategy to improve students’ narrative writing skills.
PERAN FITUR REPLAY, PLAYBACK SPEED CONTROL, DAN TRANSKRIP PADA PODCAST SPOTIFY DALAM MEMFASILITASI KETERAMPILAN MENYIMAK BAHASA INGGRIS Nilna Nabila; Yunik Susanti; Dewi Kencanawati
INDOPEDIA (Jurnal Inovasi Pembelajaran dan Pendidikan) Vol. 4 No. 3 (2026): SEPTEMBER 2026
Publisher : Media Inovasi Pendidikan dan Pembelajaran

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This study aimed to investigate students' perceptions of Spotify podcast features in facilitating listening skills. The research focused on three Spotify podcast features, namely Replay Feature, Playback Speed Control, and Transcript Feature, and their contributions to five listening aspects: pronunciation, grammar, vocabulary, meaning, and pragmatic context. This study employed a quantitative descriptive design using a questionnaire distributed through Google Forms. The participants were students who had experience using Spotify podcasts as a medium for learning English listening skills. The findings revealed that students generally had positive perceptions toward the use of Spotify podcast features. Among the three features, the Transcript Feature was perceived as the most facilitating feature, obtaining the highest percentage (83%), followed by the Replay Feature (81%) and Playback Speed Control (80%). In terms of listening aspects, meaning emerged as the aspect most facilitated by Spotify podcast features. Furthermore, the findings indicated that Spotify podcast features were effective in supporting students' listening comprehension through repeated exposure, adjustable listening speed, and written transcripts. However, students still experienced challenges, particularly in grammar and pragmatic context, which were identified as the most difficult aspects of listening comprehension. The study concludes that Spotify podcast features can serve as valuable technology-based learning tools for facilitating listening skills. Therefore, English teachers and learners are encouraged to integrate Spotify podcasts into listening activities to provide authentic language input and promote independent learning.
EXPLORING EFL STUDENTS’ LISTENING STRATEGIES THROUGH YOUTUBE MUSIC SONGS AT SMAN 1 KEDIRI Joel Prawito Agung Samudro; Dewi Kencanawati; Yunik Susanti
INDOPEDIA (Jurnal Inovasi Pembelajaran dan Pendidikan) Vol. 4 No. 3 (2026): SEPTEMBER 2026
Publisher : Media Inovasi Pendidikan dan Pembelajaran

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Abstract

EFL learning at the senior high school level continues to face various challenges, particularly in the acquisition of listening skills due to limited exposure to authentic input. In language acquisition, employing systematic listening strategies is essential as it enables learners to consciously process complex spoken input, overcome acoustic barriers, and regulate their own learning pace. To address this issue, the utilization of audio-based digital media, such as English songs on YouTube Music, has emerged as a popular and accessible autonomous learning resource among adolescents. The aims of this research are 1) to identify the types of strategies employed by students when using YouTube Music songs to develop their English listening skills; and 2) to describe how students implement those strategies when using YouTube Music songs for listening skills. This research used a qualitative approach with a case study design carried out at SMAN 1 Kediri. The subjects of this research were 10 senior high school students of Class XI-D in the academic year 2025/2026 who were active users of YouTube Music songs. Data were collected using open-ended questionnaires and guided interviews. Data analysis techniques included data reduction, data display, and conclusion drawing and verification. Data validity was checked using the data triangulation method. The findings reveal that YouTube Music songs develop listening skills through four strategies: repetition, subtitles/lyrics, note-taking, and comprehension techniques. Students implement these by combining actions like replaying for translation, text cross-referencing, adjusting device placement, and mimicking pronunciation. This media successfully fosters low-anxiety, autonomous, and self-regulated learning.
EXPLORING TEACHER STRATEGIES IN PREPARING STUDENTS FOR ENGLISH SPEECH COMPETITIONS Ahmada Rizal Ilyasa; Dewi Kencanawati; Rika Riwayatiningsih
INDOPEDIA (Jurnal Inovasi Pembelajaran dan Pendidikan) Vol. 4 No. 3 (2026): SEPTEMBER 2026
Publisher : Media Inovasi Pendidikan dan Pembelajaran

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This study investigated the strategies used by an English teacher in preparing an elementary school student for an English speech competition, as well as the challenges encountered during the coaching process at MIN 1 Kota Kediri. This study employed a qualitative research approach with a descriptive design. The participants were an external English speech coach (T1) as the primary participant and a student who had won an English speech competition (S1) as the triangulation participant. Data were collected through interviews, observations, and documentation, then analyzed using the interactive model of Miles, Huberman, and Saldaña. The trustworthiness of the data was established through source and technique triangulation. The findings show that the teacher implemented six systematic strategies: memorization, pronunciation and fluency training, body language and performance training, repetitive practice and simulation, feedback and evaluation, and confidence building. The preparation process also faced several challenges, including students' difficulty in memorizing speech texts, pronunciation problems, nervousness, differences in individual abilities, and limited preparation time, which the teacher addressed through continuous guidance, repeated practice, and constructive feedback. These findings indicate that systematic, stage-by-stage coaching that combines linguistic and psychological preparation contributes positively to young learners' readiness and performance in English speech competitions.
STUDENTS' SELF-DIRECTED VOCABULARY LEARNING THROUGH DUOLINGO: MOTIVATION, STRATEGIES, AND LEARNING CONSISTENCY Naufal Fahmi; Dewi Kencanawati; Yunik Susanti
INDOPEDIA (Jurnal Inovasi Pembelajaran dan Pendidikan) Vol. 4 No. 3 (2026): SEPTEMBER 2026
Publisher : Media Inovasi Pendidikan dan Pembelajaran

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Abstract

Self-directed vocabulary learning has become increasingly relevant in digital language learning environments, particularly as mobile applications provide learners with flexible opportunities to practice English beyond formal classroom settings. Duolingo offers a gamified learning environment that enables learners to engage in vocabulary practice through short lessons, immediate feedback, progress tracking, and motivational features. This study aims to explore students’ self-directed English vocabulary learning through Duolingo by examining the strategies they employ, the factors that motivate their learning, and the ways they maintain learning consistency. This research employed a qualitative approach with a case study design involving five junior high school students from MTsN 1 Kediri who actively used Duolingo for independent English vocabulary learning. Data were collected through open-ended questionnaire worksheets, non-participant observation, and documentation of students’ Duolingo learning activities. The data were analyzed using the interactive model of Miles, Huberman, and Saldaña, consisting of data condensation, data display, and conclusion drawing and verification. The findings reveal that students developed self-directed vocabulary learning routines by integrating Duolingo into their leisure time and employing various strategies, including translation, note-taking, contextual guessing, and pronunciation practice. Students’ learning motivation was supported by personal goals, gamified features, progress tracking, and peer competition. The findings also indicate that the daily streak feature played a particularly important role in maintaining students’ learning consistency, while social support and technical conditions influenced their learning experiences. Despite these motivating factors, students encountered obstacles including unstable internet connections, device limitations, application bugs, and the heart/energy system. Overall, Duolingo provided a flexible digital environment that supported students’ autonomous vocabulary learning by combining self-directed strategies, motivational mechanisms, and routine-based learning practices.
THE EFFECT OF CANVA-BASED DIGITAL STORY RETELLING ON STUDENTS’ NARRATIVE WRITING SKILLS Sokarios Setyowati; Rika Riwayatiningsih; Dewi Kencanawati
INDOPEDIA (Jurnal Inovasi Pembelajaran dan Pendidikan) Vol. 4 No. 3 (2026): SEPTEMBER 2026
Publisher : Media Inovasi Pendidikan dan Pembelajaran

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Abstract

Writing narrative texts requires EFL learners to generate and organize ideas while controlling vocabulary, grammar, and mechanics. This study investigated the effect of Canva-based Digital Story Retelling on the narrative writing skills of eleventh-grade students at SMAN 1 Kediri and explored students’ learning experiences during the intervention. The study employed an embedded mixed-methods approach, with a pre-experimental one-group pre-test–post-test design as the quantitative strand. Thirty-five eleventh-grade students were selected through purposive sampling. Data were collected through narrative writing tests, classroom observation, a student perception questionnaire, and semi-structured interviews with five students. Writing performance was assessed in content, organization, vocabulary, grammar, and mechanics. Quantitative data were analyzed using descriptive statistics, the Shapiro–Wilk normality test, and the Wilcoxon Signed Rank Test, while qualitative evidence was analyzed descriptively. The mean score increased from 84.17 in the pre-test to 88.00 in the post-test. The Wilcoxon test indicated a statistically significant difference between the two measurements (Z = -3.065, p = 0.002). Twenty-three students improved, nine students decreased, and three students obtained the same score. Qualitative findings indicated that students perceived the strategy as engaging and helpful for organizing ideas and understanding narrative structure, although some students still experienced difficulty developing the complication and modifying story plots. The findings indicate that Canva-based Digital Story Retelling can serve as a structured instructional strategy for supporting narrative writing in an Indonesian EFL classroom.
Climate-Responsive University EFL Pedagogy: The Interaction of Institutional Support and Lecturer Agency Azza Jauhar Ahmad Tajuddin; Rocky Harisman Putra; Farah Hussan Sahib; Dwi Ima Herminingsih; Dewi Kencanawati
Jurnal Ilmiah Peuradeun Vol. 14 No. 3 (2026): Jurnal Ilmiah Peuradeun
Publisher : SCAD Independent

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26811/peuradeun.v14i3.1834

Abstract

Climate change education is increasingly relevant to higher education, yet little is known about how university EFL lecturers sustain climate-responsive teaching under different institutional conditions. This study explored how lecturers in Malaysian and Indonesian higher education settings perceived the role of climate change education, the practices and strategies they described using or recommending, and how institutional support and lecturer agency influenced these practices. A qualitative comparative design was used using semi-structured interviews with seven EFL lecturers, comprising three participants in Malaysia and four in Indonesia. The interview data was analysed thematically. Participants viewed climate change as meaningful for connecting English learning with local environmental problems, authentic communication, critical engagement, and interdisciplinary knowledge. They reported or proposed discussions, multimedia, podcasts, documentaries, guest speakers, and project-based activities. However, the degree and consistency of integration varied with the interaction between institutional conditions and individual initiative. The study showed that lecturer agency could initiate and adapt climate-responsive teaching, while curricular recognition, credible resources, and institutional support influenced its continuity. Because the findings were based on self-reported interviews, they established neither classroom effectiveness nor national differences.
Co-Authors Abdul Gafur Marzuki Abdul Gafur Marzuki AGUNG WICAKSONO Ahmada Rizal Ilyasa Anita Anita Annisa Agung Rahmadhani Azza Jauhar Ahmad Tajuddin Diani Nurhajati Dwi Hayuningtias Dwi Hayuningtias Dwi Ima Herminingsih Erika Marta Sari Erizar Erizar Farah Hussan Sahib Firda Anisa Sukmayani Firda Anisa Sukmayani Fitri Arini Huriyah Huriyah Huriyah Ila Amalia Inge Aprilia Saputri Jauharoh Nafisah Mutsla Arfila Joel Prawito Agung Samudro Lilis Diah Wulandari Naufal Fahmi Nike Aprilia Nike Aprilia Nilna Nabila Nur Kholimah D.N Rika Riwayatiningsih Risa Triassanti Risa Triassanti Riwayatiningsih, Rika Rocky Harisman Putra Santiana Sokarios Setyowati Sri Setyarini Sulistiyani Sulistiyani Vemmy Maidita Nur Aisiyiah Widiarini Widiarini Winda Khoirun Nisak Yunik Susanti