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All Journal Nirmana Ilmu Pendidikan Jurnal Visi Ilmu Pendidikan TEFLIN Journal: A publication on the teaching and learning of English Indonesian JELT English Review: Journal of English Education ENGLISH EDUCATION: JOURNAL OF ENGLISH TEACHING AND RESEARCH English Language Teaching Educational Journal JOLLT Journal of Languages and Language Teaching Anglophile Journal Studies in English Language and Education
Siusana Kweldju
Universitas Negeri Malang
Arts Humanities Education Languange, Linguistic, Communication & Media Other

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A Personal Narrative on Learning English and the Influence of Sociocultural Theories Suhono, Suhono; Siusana Kweldju; Dyah Fitri Mulati; Dian Puspa Negara; Andy Mappewali; Sahyoni
Anglophile Journal Vol. 4 No. 2 (2024): Anglophile Journal
Publisher : CV. Creative Tugu Pena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51278/anglophile.v4i2.538

Abstract

This autoethnographic study explores my personal journey of learning English, framed through the lens of sociocultural theory. By reflecting on key stages of my life, from early childhood exposure and formal schooling to informal learning through media and peer interaction, the research describes how language development is not a linear or purely academic process, but one shaped by social relationships, cultural environments, and evolving identity. Drawing on Vygotsky’s sociocultural theory and related scholarship, the narrative traces how various mediators, including family, teachers, technology, and community have influenced my motivation, confidence, and sense of belonging in English-speaking contexts. The findings reveal that language learning is deeply intertwined with identity negotiation and cultural integration, culminating in a sense of ownership over the English language. This study contributes to the field by emphasizing the emotional, reflective, and personal dimensions of language acquisition, which are often overlooked in traditional second language research. It suggests that incorporating learners’ lived experiences, informal learning practices, and identity development into language education can foster more inclusive and meaningful pedagogies. The research also opens pathways for further studies using narrative and qualitative approaches to better understand the complex, socioculturally embedded nature of language learning.
The Correlation Between Students' Introverted and Extroverted Personality Types and Their Speech Error Probability Febrianti, Della; Kweldju, Siusana; Zen, Evynurul Laily
Journal of Languages and Language Teaching Vol. 13 No. 3 (2025): July
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i3.14533

Abstract

Speaking is often considered as complex compared to the other three language skills. When engaged in speaking, individuals must produce speech in a limited timeframe, resulting in a brief gap between understanding words and verbalizing them. Consequently, speech errors remain common. Several factors may attribute to the speech errors occurrence, including the affective factor of personality. The present study aims to explore the correlation between students' personalities, specifically introverts and extroverts, and their speech error probability. A descriptive quantitative design and correlational method were employed, involving 26 undergraduate students of the English Education Department at Universitas Islam Darul ‘Ulum Lamongan, enrolled in a Speaking for Academic Purposes course. The Eysenck Personality Inventory (EPI) was utilized as the primary instrument, along with oral test of speech errors following the theory proposed by Clark and Clark (1977). Pearson Product-Moment Correlation analysis revealed a significance (2-tailed) value of 0.836 (>0.05), indicating no statistically significant correlation between personality type and speech error frequency. The correlation coefficient of -0.043 further suggested a weak negative relationship. These findings contribute to psycholinguistic research in EFL contexts by suggesting that personality traits, while influential in broader communicative behavior, may not directly impact students' linguistic processing accuracy in oral tasks. This insight supports the idea that effective spoken communication in EFL learning can be achieved regardless of individual personality types. Future studies are encouraged to expand the sample size and include more diverse student populations to validate and extend these findings.
Teaching English using Delegator Teaching Style for Aviation Cadets: An Autoethnography Raga Pratama; Siusana Kweldju
English Education:Journal of English Teaching and Research Vol 11 No 1 (2026): English Education
Publisher : Universitas Nusantara PGRI Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29407/jetar.v11i1.27151

Abstract

This autoethnography explores my five-year journey of employing a delegator teaching style to instruct English for Specific Purposes (ESP) to aviation cadets in an Indonesian aviation academy. It delves into the practical application of this student-centered approach within a highly specialized and often hierarchical training environment. Through personal narratives, reflections, and an analysis of classroom dynamics, this study examines the successes, challenges, and evolution of my pedagogical practice. Furthermore, it critically investigates the connection between the delegator teaching style and the facilitation of deeper learning, characterized by critical thinking, problem-solving, collaboration, and self-directed learning, essential for the future careers of aviation professionals. The Indonesian socio-cultural context, the unique demands of aviation English, and the inherent characteristics of the cadets are interwoven throughout the narrative to provide a rich, contextualized understanding of this pedagogical experience. This work aims to offer insights for educators in similar specialized vocational settings, particularly within the Indonesian or Southeast Asian context.
Evolving self-regulation and self-efficacy in academic writing: Sojourning narratives of EFL doctoral students Peggy Magdalena Jonathans; Bambang Yudi Cahyono; Siusana Kweldju; Devinta Puspita Ratri; Indri Astutik; Tengku Intan Suzila Tengku Syarif
Studies in English Language and Education Vol 12, No 1 (2025)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v12i1.41180

Abstract

Although there is a plethora of literature studies on self-regulation, self-efficacy, and academic writing, the detailed investigation of these three aspects in EFL doctoral students is scant. This study examined doctoral students self-regulation and self-efficacy in academic writing as potentially profound outcomes of their sojourning. Data were collected from narrative frames, narrative interviews, and Focus Group Discussions to explain all related dimensions of the successive EFL academic writings of eight doctoral students studying abroad. The thematic analysis of the data revealed that the participants gradually developed a perception of self-regulation and self-efficacy in academic writing processes during their sojourning. Five self-regulation writing strategies were identified as contributing to the success of advanced academic writing: cognitive, metacognitive, social-behavioral, motivational regulation, and socio-cognitive strategies. These strategies were essential for doctoral students preparation programs to maximize writing productivity. The students academic writing self-efficacy developed through writing strategies, peer interactions, academic atmosphere, academic English exposure, research skills, study engagement, and social life as doctoral students. The contributing factors influencing the students writing achievement included their writing behaviors, writing efficacy, academic writing use, and sojourning experiences. These experiences covered writing traditions in the scholarly community, graduate school programs, the English-speaking context, discourse, the supervisordoctoral student relationship, international academic communication, and other writing accomplishments. The findings imply a reciprocal relationship between their perceived writing self-efficacy and their progressive self-regulation in writing.
Google Gemini-assisted writing and lexical appropriateness in EFL Paragraph Writing: Evidence of stability across tasks Pandu Prasodjo; Siusana Kweldju; Nur Mukminatien; Francisca Maria Ivone; Hilarius Raditya Priambada Purba
English Language Teaching Educational Journal Vol. 9 No. 1 (2026)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/eltej.v9i1.15214

Abstract

This study examined the influence of Google Gemini, a generative artificial-intelligence (AI) tool, on the lexical appropriateness of Indonesian EFL students’ paragraph writing. Drawing on theories of lexical richness and appropriateness, the study employed an exploratory quasi-experimental design involving three writing conditions: a baseline task, an AI-assisted revision task, and a delayed post-test without AI support. Fourteen second-year English Language Teaching students (A2–B1 CEFR) participated in the study. Lexical appropriateness was measured using Type-Token Ratio (TTR) and Measure of Textual Lexical Diversity (MTLD), and the data were analyzed using repeated-measures ANOVA to examine differences across tasks. The results revealed no statistically significant differences in lexical diversity across the three conditions, suggesting that short-term interaction with Google Gemini did not lead to measurable improvement in lexical appropriateness. Qualitative observations further indicated that limited vocabulary depth and low metalinguistic awareness constrained students’ ability to evaluate and apply AI-generated lexical suggestions. These findings suggest that lexical appropriateness is reflective, and instruction-dependent process, and that AI tools such as Google Gemini function more as a potential scaffolding partner rather than autonomous enhancers of lexical development.
Co-Authors Agil Abdur Rohim Andy Mappewali Bambang Yudi Cahyono Devinta Puspita Ratri Dian Puspa Negara Dyah Fitri Mulati Evynurul Laily Zen Febrianti, Della Francisca Maria Ivone Indri Astutik Nur Mukminatien Peggy Magdalena Jonathans Prasodjo, Pandu Purba, Hilarius Raditya Priambada Raga Pratama Rahmi, Dery Singkawati Sahyoni, Sahyoni Suhono Suhono, Suhono Tengku Intan Suzila Tengku Syarif Tjandra, Christina Sandi