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All Journal 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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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.
Co-Authors Abdul Gafur Marzuki AGUNG WICAKSONO Annisa Agung Rahmadhani Diani Nurhajati Dwi Hayuningtias Dwi Hayuningtias Erika Marta Sari Erizar Erizar Firda Anisa Sukmayani Firda Anisa Sukmayani Fitri Arini Huriyah Huriyah Ila Amalia Inge Aprilia Saputri Jauharoh Nafisah Mutsla Arfila Lilis Diah Wulandari Nike Aprilia Nike Aprilia Nur Kholimah D.N Rika Riwayatiningsih Risa Triassanti Riwayatiningsih, Rika Sri Setyarini Sulistiyani Sulistiyani Vemmy Maidita Nur Aisiyiah Widiarini Widiarini Winda Khoirun Nisak Yunik Susanti