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All Journal Jurnal Pendidikan Humaniora Indonesian Journal of Applied Linguistics (IJAL) International Journal of Education Journal of English and Education TEFLIN Journal: A publication on the teaching and learning of English PREMISE: Journal of English Education and Applied Linguistics English Review: Journal of English Education Journal on English as a Foreign Language (JEFL) EDULITE: Journal of English Education, Literature and Culture Al Ishlah Jurnal Pendidikan LLT Journal: A Journal on Language and Language Teaching IJoLE: International Journal of Language Education UICELL Conference Proceeding Voices of English Language Education Society TLEMC (Teaching and Learning English in Multicultural Contexts) Journal of English Teaching and Learning Issues SALEE: Study of Applied Linguistics and English Education Journal of Nusantara Education UNNES International Conference on ELTLT Journal of Community Empowerment E-Amal: Jurnal Pengabdian Kepada Masyarakat REGISTER JOURNAL
Nenden Sri Lengkanawati
Universitas Pendidikan Indonesia
Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Health Professions Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

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Journal : LLT Journal: A Journal on Language and Language Teaching

 1 
REFLECTIVE TEACHING AMONG INDONESIAN NOVICE EFL TEACHERS: HINDRANCES TO THE PRACTICE Ningsih, Yohana Dian Rahayu; Lengkanawati, Nenden Sri
LLT Journal: A Journal on Language and Language Teaching Vol 26, No 2 (2023): October 2023
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/llt.v26i2.6951

Abstract

Research and studies on teachers’ reflective practice have increased over the decades. However, the factors contributing to the low levels and application of reflective practice among Indonesian novice EFL teachers have been very little explored. This study aims to explore the hindrances faced by novice EFL teachers to their practice of reflective teaching. This qualitative study used a survey method and an online questionnaire adopted and developed from the IETRTQ or Inhibitors to EFL Teachers’ Reflective Teaching Questionnaire as the research instrument. The questionnaire was then administered to 30 Indonesian novice EFL teachers as the samples of this study. After collecting the data, simple descriptive statistics such as mean and frequency analysis were employed to provide a more qualitative analysis regarding the result. The findings of this study show that the lack of novice EFL teachers’ reflective practices is due to some hindrances to their practice. The hindrances include a lack of knowledge factors, emotional and affective factors, and institutional factors. Further, it is expected that novice teachers, EFL study programs, EFL policy makers and trainers, teaching institutions, and future researchers can work cooperatively to contribute to the implementation of reflective practice of teaching.
METACOGNITIVE STRATEGIES IN MEDIATING EFL ADULT LEARNERS’ SELF-REGULATED LANGUAGE LEARNING: A SYSTEMATIC REVIEW Siregar, Renol Aprico; Lengkanawati, Nenden Sri; Damayanti, Ika Lestari
LLT Journal: A Journal on Language and Language Teaching Vol 27, No 1 (2024): April 2024
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/llt.v27i1.5502

Abstract

Although many studies focus on enhancing resource assistance and the advancement of adult learners' knowledge and abilities, there is a paucity of studies on the theoretical views that define strategies for assisting adults in learning independently. To fill this gap, this study draws on previous research to elaborate on why metacognitive strategies are suitable for adults’ self-regulated learning (SRL), and how metacognitive strategies promote SRL. As this study employed a systematic review, a rigorous search scheme was implemented across multiple databases, resulting in the selection of relevant studies based on predetermined inclusion and exclusion criteria. The selected articles were assessed for quality, and data extraction was performed to identify key characteristics of the studies. The synthesis of the existing literature underscores the suitability of metacognitive strategies in EFL adult learners' self-regulated learning. The findings reveal that incorporating metacognitive strategies helps cultivate SRL in EFL adult learners, owing to their cognitive maturity, pre-existing knowledge, and life experiences. In addition, the metacognitive strategy helps EFL adult learners enhance their awareness of cognitive processes, regulate learning behaviours, and optimize language learning outcomes. Regarding the role, metacognitive strategy is one of the key components of SRL. Some practical recommendations are made to support teachers in facilitating adults’ self-regulated language learning.
Co-Authors Agustin, Fitri Ahmad Bukhori Muslim Astrina Nur Sundari Bachrudin Musthafa Destiyana, Destiyana Dian Ekawati Didi Sukyadi Emi Emilia Fazri Nur Yusuf Fikri Asih Wigati Finita Dewi Fuad Abdul Hamied Geby Devtiana Maryono Ginan Muhammad Hany Apriliani Iasya, Lydia Kusdyanti Ika Lestari Damayanti Intan Septia Latifa, Intan Septia Iyen Nurlaelawati Melvina Melvina, Melvina Nicke Yunita Moecharam Ningsih, Yohana Dian Rahayu Pratiwi, Andiany Retno Prihartanti Suharto, Pipit Purnawarman, Pupung Purwaningrum, Adriani Yulia R. Della Kartika Sari, R. Della Kartika Ramadhiyah, Sa'adah Rd. Della Nuridah Kartika sari A. Rojab Siti Rodiyah Rojab Siti Rodliyah Romios, Laser Siregar, Renol Aprico Siti Azhariah Sitti Nurfaidah, Sitti Soraya, Kiky Sri Setyarini Sudarsono Muhammad Ihrom Suherdi, Didi Sukma, Fivty Travika Wawan Gunawan Wawan Gunawan Wenda Marlin Kakerissa Winny Berliana Yanty Wirza Yuyun Yuliani