Article Per Year (5 Year)
p-Index From 2021 - 2026
1.347
P-Index
This Author published in this journals
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 Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan ENGLISH EDUCATION: JOURNAL OF ENGLISH TEACHING AND RESEARCH English Language Teaching Educational Journal JOLLT Journal of Languages and Language Teaching Anglophile Journal Bulletin of Pedagogical Research Studies in English Language and Education
Siusana Kweldju
Universitas Negeri Malang
Arts Humanities Education Languange, Linguistic, Communication & Media Other

Published : 17 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 17 Documents
Search

 1   2 
POSTHUMANIST APPLIED LINGUISTICS: A TRANSPARENT ASSIGNMENT FOR WRITING RESEARCH PROPOSAL ABSTRACTS Kweldju, Siusana; Tjandra, Christina Sandi
English Review: Journal of English Education Vol. 13 No. 1 (2025)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v13i1.11421

Abstract

Students had limited knowledge of posthumanism in applied linguistics. The assignment aimed to deepen their understanding while advancing academic and research skills. In the context of posthumanist thought, AI and chatbots are making digital technology increasingly essential in foreign language use and instruction. In posthumanist thought, machines are integral enhancements that merge with human cognition, expanding linguistic processing, multilingual interaction, and knowledge production. Pennycook’s concept of Posthumanist Applied Linguistics builds on this notion, challenging us to rethink cognition, language learning, and the interdependence of humans with nonhuman and technological entities. This study aims to discover whether doctoral students are prepared to conduct research within this emerging framework of applied linguistics. As part of the IKU 7 initiative, nineteen doctoral students enrolled in an advanced applied linguistics course were tasked with exploring this new perspective. They were guided through a transparent assignment design to develop research proposal abstracts. The design, rooted in inclusive pedagogy, ensures all students can learn by providing suitable conditions tailored to their unique needs. Quantitative analysis of the submitted abstracts revealed that students struggled to identify suitable research topics within this novel framework, due to a lack of practical knowledge in research methodology and limited understanding of posthumanist principles. Consequently, many students produced unclear titles and abstracts, with 11 out of 19 (over half) omitting the methodology section
Lexico-Grammatical Analysis of Learners' Independent and Integrated Essays in EMI Context Rahmi, Dery Singkawati; Kweldju, Siusana; Ivone, Francisca Maria
Jurnal Visi Ilmu Pendidikan Vol 17, No 2 (2025): Mei 2025
Publisher : Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jvip.v17i2.81597

Abstract

A growing number of L2 novice writers in the EMI context lead the present study to examine the learner"™s lexico-grammatical features employment and a comprehensive description of the distinction of the L2 novice writing phenomena of interest in employing these features across independent and integrated tasks in the EMI context. The 24 samples of two task types from 12 learners were analysed. The present study used a quantitative approach and case study research design  to gain insights into  the detailed investigation and description. The phrasal features are frequently employed and repeated in integrated tasks to emphasize important features to support their ideas. Surprisingly, prepositional and finite adverbial phrases are frequently employed in independent tasks. Whereas, the noun + to clauses were revealed to be found only in integrated tasks to support their claim. Then, the other intermediate features are found as the least features produced across the two task types.    
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 Evolving Screen: An Autoethnographic Journey of English Proficiency and Technological Shifts Ardhi Eka Fadilah; Siusana Kweldju; Suhono, Suhono; Raisha Nur Anggraini; Yeasy Agustina Sari
Bulletin of Pedagogical Research Vol. 5 No. 2 (2025): Bulletin of Pedagogical Research
Publisher : CV. Creative Tugu Pena

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51278/bpr.v5i2.1895

Abstract

This autoethnographic study explores the author's long-term journey in learning English through the lens of Deeper Learning, emphasizing the transformative role of evolving digital technologies. From early reliance on analog tools such as cassette tapes and printed dictionaries to the adoption of artificial intelligence, chatbots, and mobile applications, the narrative traces how each technological era has reshaped language learning practices. Through thematic analysis of personal experiences, three key insights emerge: the expansion of immersive learning via digital access, enhanced learner autonomy through personalized technologies, and the development of hybrid human-AI interactions in language acquisition. The study reveals that technology serves not merely as a supplementary aid but as an active mediator that cultivates critical thinking, collaboration, and communicative competence. The key contribution of this study lies in providing a reflective, experience-based perspective that bridges personal narrative with theoretical understanding, offering valuable insights for educators, curriculum designers, and language learners on how to meaningfully integrate technology into language education. These insights call for a reimagining of English language classrooms integrating formal instruction with learner-driven, technology-enabled ecosystems.
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.
Google Gemini-assisted writing and lexical appropriateness in EFL Paragraph Writing: Evidence of stability across tasks Prasodjo, Pandu; Kweldju, Siusana; Mukminatien, Nur; Ivone, Francisca Maria; Purba, Hilarius Raditya Priambada
English Language Teaching Educational Journal Vol. 9 No. 1 (2026)
Publisher : Universitas Ahmad Dahlan

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

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.
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.
Co-Authors Agil Abdur Rohim Andy Mappewali Ardhi Eka Fadilah Bambang Yudi Cahyono Devinta Puspita Ratri Dian Puspa Negara Dyah Fitri Mulati Evynurul Laily Zen Febrianti, Della Francisca Maria Ivone Indri Astutik Jonathans, Peggy Magdalena Nur Mukminatien Prasodjo, Pandu Purba, Hilarius Raditya Priambada Raga Pratama Rahmi, Dery Singkawati Raisha Nur Anggraini Sahyoni Suhono Suhono, Suhono Syarif, Tengku Intan Suzila Tengku Tjandra, Christina Sandi Yeasy Agustina Sari