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All Journal Indonesian Journal of Applied Linguistics (IJAL) Journal of Education and Learning (EduLearn) 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 International Journal of Language Teaching and Education 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 Journal of Educational Studies English Review: Journal of English Education Indonesian EFL 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 Library & Information Science Mathematics Physics Social Sciences Other

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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.
The application of Google Classroom on teaching writing in post Covid-pandemic era Destiyana, Destiyana; Lengkanawati, Nenden Sri
The Proceedings of English Language Teaching, Literature, and Translation (ELTLT) Vol. 12 (2023)
Publisher : The Proceedings of English Language Teaching, Literature, and Translation (ELTLT)

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Abstract

The existence of Google Classroom as an instructional medium is a new thing in the education sector, which is expected to make the learning and teaching process easier, especially in teaching writing. This study investigated the application of google classroom in Teaching Writing in one of Senior High School in Indonesia in post-pandemic era. The research objectives were intended to describe the implementation of google classroom in teaching writing for Senior High School students after Covid-19 pandemic, to identify the teacher and students’ roles in google classroom, to describe strengths and weaknesses of the implementation of google classroom. The design of the research was descriptive qualitative. The data were collected through observation, interview, and documentation. The research findings showed that the methods used by the teacher were planning, drafting, and editing. Moreover, the roles of teachers were as controller, observer, organizer, explainer and evaluator, while students’ roles are as processor, performer, and listener. The strengths of the implementation of google classroom in teaching writing for Senior High School students after Covid-19 pandemic era because of its practicality, feature, and simplicity. On the other hand, its weaknesses were low internet connection, difficulties in features of google classroom, and difficulties in evaluation. This study suggested that Google Classroom is a relatively new technology in Indonesia, and there is not much research into its applications in language teaching and learning. This research, therefore, lays a foundation for further investigations into this field. To start with, the implementation of Google Classroom is perfectly feasible. Secondly, technology just plays a supportive part, and teachers should be responsive to students’ activities. The most favourable feature of Google Classroom among students is the use of Google Docs for writing assignments, giving and receiving comments and feedbacks.
METACOGNITIVE STRATEGY INSTRUCTION IN EFL CLASSROOMS: A SYSTEMATIC REVIEW Suharto, Pipit Prihartanti; Damayanti, Ika lestari; Lengkanawati , Nenden Sri
UICELL No 7 (2023): UICELL Conference Proceedings 2023 (in progress)
Publisher : Universitas Muhammadiyah Prof. DR. HAMKA

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Abstract

Metacognitive strategies stimulate an individual's thoughts, resulting in enhanced learning performance. Utilizing such learning strategies encourages students to reflect on their cognitive processes before, during, and after learning. The present study seeks to review the literature on teaching metacognitive strategies explicitly in English as a foreign language (EFL) classrooms. Data collection and analysis followed Newman & Gough's (2020) systematic review procedure. This review begins with a summary of the results of 36 studies on the subject. Based on the summaries, the review draws general conclusions and suggests future research directions. The review identifies a need for more intervention-based research conducted in the primary English classroom that implements metacognitive strategies, focusing not only on a single language skill or language element but also on integrated skills during regular teaching hours. Keywords: learner training; metacognitive intervention, metacognitive strategies; strategy instruction; strategy training
Exploring Metacognitive Strategies to Support Young Learners in Developing Their Learner Autonomy Suharto, Pipit Prihartanti; Damayanti, Ika Lestari; Lengkanawati, Nenden Sri
International Journal of Language Education Vol. 9, No. 2, 2025
Publisher : Universitas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/ijole.v1i2.74998

Abstract

This study investigates the role of metacognitive strategy instruction in fostering learner autonomy among young EFL learners. Employing participatory action research, it involved a primary school English teacher and 18 fourth-grade students in an instructional intervention structured around the 'Plan Do Review' reflective framework. Data were collected primarily through classroom observations. Findings indicate that explicit instruction incorporating goal-setting, multimodal scaffolding, and structured reflection enhanced learners’ metacognitive awareness and promoted greater learner autonomy. These positive outcomes were largely attributed to the systematic, scaffolded approach of the intervention, which enabled students to develop metacognitive skills gradually while receiving ongoing support and feedback. Practical implications include recommendations for integrating structured reflection in EFL classrooms and emphasizing differentiated, adaptive teacher training to accommodate learners' varied cognitive readiness and familiarity with reflection.
The use of exit tickets and learning journals in promoting reflection in young EFL learners Suharto, Pipit Prihartanti; Damayanti, Ika Lestari; Lengkanawati, Nenden Sri
EduLite: Journal of English Education, Literature and Culture Vol 10, No 2 (2025): August 2025
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/e.10.2.515-534

Abstract

Exit tickets and learning journals are classroom tools that prompt end-of-lesson reflection. Exit tickets are brief, low-stakes prompts completed at lesson close to recall key ideas and self-evaluate; learning journals provide short written space across lessons for reflection and simple goal setting. This study examines how these tools facilitate self-reflection and relate to early signs of metacognitive self-regulation and learner autonomy among young Indonesian EFL learners. A qualitative-dominant, embedded mixed-methods design within a participatory action research (PAR) framework was implemented in a primary EFL classroom. Data comprised student written reflections (exit tickets, learning journals), classroom field notes, and participation/completion records; simple descriptive counts supported the qualitative analysis. The tools were treated as metacognitive prompts for planning, monitoring, and evaluating. Findings show that exit tickets promoted immediate, end-of-lesson reflection and were easier for students to complete, whereas learning journals supported self-assessment and short goal setting across lessons. Reflection depth was often uneven, influenced by task complexity, linguistic load, and unfamiliarity with terms or platforms; field notes recorded confusion when instructions were unclear, and engagement dipped during an asynchronous session. Repeated use fostered procedural self-regulation, evidenced by faster, more independent completion. Implications include using short, clear, visual prompts with brief modeling, simplifying journal templates, and aligning prompts tightly with lesson content to deepen reflection and strengthen early autonomy in Indonesian EFL classrooms.
Exploring Reflective Journal as a Pathway to Teacher Autonomy: A Qualitative Case Study of EFL Secondary Teachers in Indonesia Latifa, Intan Septia; Lengkanawati, Nenden Sri; Damayanti, Ika Lestari
VELES Voices of English Language Education Society Vol 9 No 2 (2025): August 2025
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v9i2.30889

Abstract

Reflective practice and teacher autonomy are conceptually linked but often examined separately. While previous studies have explored reflective practice to enhance individual self-awareness, critical thinking, and teaching competence, little is known about its broader implications for fostering teacher autonomy in institutional and policy contexts. This qualitative case study investigated how reflective teaching journals contribute to the development of professional autonomy among EFL secondary teachers. Specifically, it examined (1) the elements of reflection evident in teachers’ journal entries and (2) how teachers exercise self-initiated pedagogical decision-making in lesson preparation. Five EFL secondary teachers from a senior high school in Serang, Indonesia, were purposively selected. Data comprised 20 reflective journal entries, guided by structured reflection prompts, and semi-structured interviews. Five reflection elements, suggestions, problems, hypotheses, reasoning, and testing were identified using content analysis and thematic coding. Testing and reasoning were most frequently linked to problem-solving strategies for increasing student engagement. Autonomy was evident in teachers’ adaptations of syllabi, sequencing of topics, and supplementation or replacement of textbook materials to meet learners’ needs. The findings indicate that reflective elements do not necessarily occur in a fixed sequence and highlight how reflective journaling can serve as both a diagnostic and developmental tool for teacher autonomy. The study recommends greater institutional support for diverse reflective practices to strengthen teachers’ capacity for informed, context-responsive decision-making in EFL classrooms.
Exploring Junior High School Teachers’ Ability to Identify Learners’ Autonomy: A Case Study Sukma, Fivty Travika; Lengkanawati, Nenden Sri
Journal of Nusantara Education Vol. 5 No. 1 (2025): October 2025
Publisher : Faculty of Education Universitas Nahdlatul Ulama Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57176/jn.v5i1.162

Abstract

Peran guru dalam membimbing siswa menuju kemandirian belajar telah banyak diakui, namun pemahaman mengenai bagaimana guru mengkonseptualisasikan kemandirian belajar dalam konteks pendidikan masih menunjukkan kesenjangan . Penelitian kualitatif ini menggunakan pendekatan studi kasus untuk mengeksplorasi perspektif teoretis dan penerapan praktis kemandirian belajar dari sudut pandang seorang guru Bahasa Inggris sebagai Bahasa Asing (EFL). Data diperoleh melalui observasi kelas dan wawancara tatap muka dengan satu responden menggunakan pertanyaan terbuka guna menggali pemahaman yang lebih mendalam. Data dianalisis dengan metode analisis tematik melalui tahapan transkripsi, pengkodean, dan penarikan kesimpulan. Hasil penelitian menunjukkan empat bidang utama, yaitu: (1) pengetahuan dan konseptualisasi guru tentang kemandirian belajar, (2) kelayakan dan kesediaan guru dalam menerapkan kemandirian belajar, (3) strategi penerapan kemandirian belajar di kelas, dan (4) refleksi guru terhadap praktik tersebut. Temuan ini memberikan kontribusi penting bagi pengembangan literatur mengenai kemandirian belajar dengan menghadirkan gambaran mendalam tentang bagaimana guru EFL memahami serta mengimplementasikan konsep ini dalam praktik pengajaran. Penelitian ini diharapkan dapat menjadi rujukan dalam pengembangan profesional guru serta mendorong penelitian lanjutan untuk memperkuat kemandirian belajar sebagai salah satu tujuan utama pendidikan. _________________________________________________________________________________________ The role of teachers in fostering learner autonomy has been widely acknowledged, yet there remains a significant gap in understanding how teachers conceptualize this notion within the educational context. This qualitative study, employing a case study approach, seeks to explore both theoretical perspectives and practical applications of learner autonomy from the viewpoint of an English as a Foreign Language (EFL) teacher. The study involved classroom observation and face-to-face interviews with one participant as the respondent, using open-ended questions to gain deeper insights. Data were analyzed thematically through processes of transcription, coding, and interpretation to generate a comprehensive understanding of the teacher’s perspectives. Findings highlight four major areas: (1) the teacher’s knowledge and conceptualization of learner autonomy, (2) the feasibility and willingness to implement learner autonomy in practice, (3) classroom applications and strategies to support autonomous learning, and (4) reflective practices related to learner autonomy. The study contributes to the growing literature on learner autonomy by providing an in-depth exploration of how an EFL teacher interprets and enacts this concept in real classroom settings. It is expected that these findings will inform teacher professional development and encourage further exploration of learner autonomy as a pathway to enhancing independent and lifelong learning.
Examining Mobile-assisted Language Learning as an Autonomous Writing Tool for Indonesian Secondary EFL Students Purwaningrum, Adriani Yulia; Lengkanawati, Nenden Sri; Yusuf, Fazri Nur
Register Journal Vol. 17 No. 2 (2024): REGISTER JOURNAL
Publisher : UIN Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/register.v17i2.328-351

Abstract

The integration of technology into education has illuminated new dimensions of English Language Teaching (ELT) practices.  Although technology-assisted language learning has been introduced in the EFL context for some time, its application as an autonomous learning tool for teaching writing skills remains underdeveloped. This study aims to examine the impact of Mobile-Assisted Language Learning (MALL) when employed as an autonomous learning tool on EFL students’ writing skills. Utilizing a qualitative case study design, data were collected through observations, interviews, and document analysis. The findings were categorized into two main themes; the degree of autonomy achieved and the students’ learning behaviors. The results indicate that the advantages of MALL significantly contributed to enhancement of students’ autonomous writing skills, as evidenced by an increase in the average writing score from 57.25 to 67.7. This study concludes that both the benefits and limitations of MALL implementation must be considered, as they present significant impacts and potential challenges in achieving a high-quality ELT classroom. Finally, the insights from this study may provide valuable guidance for teachers seeking to incorporate MALL into their writing classroom.
STUDENTS’ PERCEPTIONS OF THE IMPLEMENTATION OF DIALOGIC TEACHING FOR IMPROVING SPEAKING SKILLS AT A UNIVERSITY IN WEST JAVA Romios, Laser; Musthafa, Bachrudin; Lengkanawati, Nenden Sri
English Review: Journal of English Education Vol. 12 No. 2 (2024)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v12i2.9531

Abstract

In the present day, English has become a crucial language that individuals must acquire proficiency in. It has been extensively taught as a second language in many locations throughout the globe for a considerable period of time. In the Indonesian context, the tertiary students seem to still lack of English skills despite prolonged duration of learning English. Therefore, an effective teaching strategy is needed to teach English to tertiary students for the best outcomes possible. An experimental study to investigate whether Dialogic Teaching strategy works well to improve English speaking skills was conducted at a university in West Java. In particular, this study reveals the students’ perceptions of the implementation of Dialogic Teaching in a speaking class through the use of focus group discussion involving six participants of low, medium and high speaking skills in English. A qualitative analysis was conducted and some findings were found, including: (1) students being more motivated when under pressure; (2) students earning confidence boost; (3) students acquiring creativities in presenting ideas; (4) students engaging in a dialogic discussion; (5) students wanting a balanced classroom activity; and (6) students aspiring to have outdoor learning activities.Keywords: Dialogic teaching; Perception; Speaking class; Speaking skills; Tertiary Education; 
NEEDS ANALYSIS: DEVELOPING AN ESP SPEAKING MOOC MODEL IN HIGER EDUCATION CONTEXT Soraya, Kiky; Lengkanawati, Nenden Sri; Purnawarman, Pupung
English Review: Journal of English Education Vol. 12 No. 2 (2024)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v12i2.9978

Abstract

This study aims to investigate the needs and learning requirements of English for Specific Purposes (ESP) students in the context of developing a Massive Open Online Course (MOOC) model for ESP speaking skills. The research employed a qualitative approach, utilizing Comprehensive Needs Analysis (CNA) techniques. Data was collected through document analysis, Forum Group Discussions (FGDs) with students, interviews with lecturers, and meetings with experts. Data analysis followed qualitative methodologies, including data reduction, display, and conclusion drawing. The study reveals significant insights into students' backgrounds, English proficiency levels, and experiences with MOOCs. Participants primarily perceive their English proficiency as intermediate. While MOOCs are viewed as valuable supplementary resources, students desire more diversity and interactivity in their online learning experiences. Furthermore, the research highlights students' desires for comprehensive speaking skills development, integrated learning experiences, supportive learning environments, and user-friendly technology platforms. This study fills a gap in the literature by investigating the specific needs and learning requirements of ESP students for developing an ESP Speaking MOOC model, particularly in Indonesian context. The findings suggest the importance of prioritizing speaking skills, integrating various language skills, fostering supportive learning environments, and leveraging user-friendly technology platforms in the development of ESP Speaking MOOC models. Addressing these needs is crucial for maximizing learning outcomes and student engagement in online language learning environments.
Co-Authors Agustin, Fitri Ahmad Bukhori Muslim Aji Budi Rinekso Astrina Nur Sundari Bachrudin Musthafa Destiyana, Destiyana Dian Ekawati Didi Sukyadi Emi Emilia Fabella Machfira Fazri Nur Yusuf Finita Dewi Fuad Abdul Hamied Geby Devtiana Maryono Ginan Muhammad Hany Apriliani Iasya, Lydia Kusdyanti Ignasia Yuyun 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 Rodliyah Romios, Laser Siregar, Renol Aprico Siti Azhariah Sitti Nurfaidah Soraya, Kiky Sri Setyarini Sudarsono Muhammad Ihrom Suherdi, Didi Sukma, Fivty Travika Syarifah Salsabila Tina Priyantin Wawan Gunawan Wawan Gunawan Wenda Marlin Kakerissa Wigati, Fikri Asih Winny Berliana Yanty Wirza Yuyun Yuliani