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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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Challenges of Online Teaching in Rural Area: What Have They Learned for Teacher Development? Pratiwi, Andiany Retno; Lengkanawati, Nenden Sri
TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 7, No 2 (2023): TLEMC (Teaching and Learning English in Multicultural Contexts)
Publisher : Siliwangi University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/tlemc.v7i2.5993

Abstract

This study explored the perceived challenges of online learning encountered by teachers in rural areas. The students and teachers in rural areas often need more facilities and expertise to implement online education. This research's primary purpose is to examine the teacher's challenges and the impact of online learning on teachers' development in rural areas. Qualitative descriptive research is used as a research design to explore phenomena. Data were collected through interviews and participant observation and then analyzed using the data analysis thematic analysis (Creswell Poth, 2018). The findings show that the teachers used technology to ensure the continuity of online learning. However, inadequate infrastructures, internet connections, and poor digital skills become the central problems in online learning. Thus, all stakeholders, such as teachers, students, parents, and the government, must adopt technology and improve their digital skills. Moreover, for the development of teachers, workshops, webinars, and so on are needed to facilitate, increase and enable teachers to make competent use of online learning as the teachers develop learning strategies in online education during Covid-19 and beyond. Keywords: Teacher professional development, online learning, teacher development
Promoting Vocational School Students' Critical Thinking in Speaking by Using Instagram: Teachers’ Voices Winny Berliana; Sri Setyarini; Nenden Sri Lengkanawati; Bachrudin Musthafa; Rojab Siti Rodliyah
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 2 (2025): JUNE 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i2.6693

Abstract

The integration of digital tools in education has underscored the need for innovative strategies to develop critical skills, particularly in English as a Foreign Language (EFL) contexts. Among vocational school students, the ability to think critically and speak effectively in English is essential for employability and global communication. This qualitative study explored the use of Instagram to enhance critical thinking in speaking among vocational school students in Indonesia. Five EFL teachers, all experienced in using Instagram in the classroom, participated in the research. Data were collected through semi-structured interviews, classroom observations, and analysis of students' Instagram-based speaking activities. Thematic analysis was employed to identify key patterns and insights. Findings indicate that Instagram supports critical thinking development by encouraging students to analyze content, evaluate different viewpoints, and articulate arguments through speaking tasks. Students also demonstrated improved fluency and confidence. However, challenges such as digital distractions and varying levels of digital literacy emerged. Teachers highlighted the need for structured guidance and scaffolding to mitigate these issues. Instagram holds significant potential as a pedagogical tool for enhancing critical thinking in speaking within EFL vocational settings. Effective implementation requires intentional instructional design, including reflective questioning, peer feedback, and guided support. Future research should examine the long-term effects of social media-based learning on learners’ cognitive and linguistic progress.
“It’s Helpful but Unreliable”: Exploring EFL Postgraduate Students’ Beliefs in Using ChatGPT in Academic Writing Siregar, Renol Aprico; Lengkanawati, Nenden Sri; Damayanti, Ika Lestari
Journal of English Teaching and Learning Issues Vol 8, No 2 (2025): December
Publisher : Institut Agama Islam Negeri Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/jetli.v8i2.30871

Abstract

Chat Generative Pre-Trained Transformer (ChatGPT) has emerged as a valuable tool for enhancing writing and other creative activities. However, there has been limited exploration of postgraduate students' perspectives on utilizing ChatGPT within the realm of academic writing. To address this gap, this study conducted semi-structured interviews with two postgraduate students from different universities to gather their narratives and experiences regarding the integration of ChatGPT into their academic writing processes. The thematic analysis reveals that the students hold a favorable view of ChatGPT's utility in aiding their academic writing, particularly in generating ideas, creating outlines, and receiving prompt feedback on their work. Nevertheless, the findings raise concerns about the validity and reliability of the information generated, particularly regarding usage limitations. The study highlights the need for more professional development programs to enhance the digital literacy of postgraduate students by utilizing artificial intelligence. Additionally, the study's contributions are detailed, along with several recommendations for future research.
EXPLORING PERSONALIZED LEARNING FEATURES IN AN EFL CLASSROOM: A CASE IN INDONESIAN HIGHER EDUCATION Ignasia Yuyun; Nenden Sri Lengkanawati; Ika Lestari Damayanti; Fazri Nur Yusuf
English Review: Journal of English Education Vol. 13 No. 3 (2025)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/fk5rz139

Abstract

Leveraging a learner-centered approach in higher education is a prerequisite to complying with the current Indonesian curriculum policy, which promotes student mobility and seamless learning. Thus, implementing personalized learning in the classroom supports learning flexibility by accommodating students' needs, preferences, and interests and promotes student agency. Considering the limited implementation of personalized learning in EFL classrooms, this study aims to investigate how personalized learning features support EFL student learning, particularly in online synchronous and asynchronous EFL classrooms, which has the potential to inspire future research. Through a writing playlist facilitated by a learning management system, this study employed class observations and focus group discussions involving ten senior students in the English Department. It reveals that personalized learning features, including goal setting, learning tracking, learning phases/instructions, learning support/collaboration, assessment (self-peer-teacher), self-reflection, and voice and choice (flexibility), facilitate EFL students in making, participating in, contributing to, and managing their learning. In light of these findings, this study suggests incorporating more digital technologies to leverage and monitor the success of implementing personalized learning in Indonesian English as a Foreign Language (EFL) classrooms. In addition, involving more participants and other English skill classes could enhance the overall depth and breadth of the research findings.
EXPLORING HIGH-ACHIEVING EFL PRE-SERVICE TEACHERS’ UNDERSTANDING OF PEDAGOGICAL CONTENT KNOWLEDGE (PCK) THROUGH REFLECTIVE PRACTICE IN A MICROTEACHING COURSE Tina Priyantin; Nenden Sri Lengkanawati; Ika Lestari Damayanti; Fazri Nur Yusuf
Indonesian EFL Journal Vol. 12 No. 1 (2026)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v12i1.15

Abstract

This study aims to examine how five high-achieving EFL pre-service teachers reflect on their understanding and integration of Pedagogical Content Knowledge (PCK) during a microteaching course. Employing a qualitative method with a case study design, reflective writings before and after teaching that were posted on their digital portfolios (Blogs) were used to gather data. Thematic analysis was used to analyze data by employing deductive and inductive methods. The findings reveal that the participants demonstrated a strong understanding of language processing and production and language teaching strategies. However, while they exhibited a moderate understanding of learners’ needs, their comprehension of cognitive language learning strategies and intercultural communication remained limited. The study highlights the importance of guided reflection in helping pre-service teachers bridge theory and practice. It suggests that teacher education programs should provide explicit instruction in assessment, cognitive strategies, and intercultural competence, along with ongoing mentoring to promote deeper reflection. The study contributes valuable insights into the role of reflection in enhancing the pedagogical expertise of future EFL teachers.
Digital Literacy and Academic Writing in the Age of AI:: Evidence from Undergraduate Students Salsabila, Syarifah; Lengkanawati, Nenden Sri
International Journal of Language Teaching and Education Vol. 10 No. 1 (2026): International Journal of Language Teaching and Education
Publisher : Universitas Jambi, Magister Program of English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/ijolte.v10i1.56841

Abstract

In today’s AI-mediated educational landscape, digital literacy is a crucial skill for language learners and educators. This study investigates the relationship between digital literacy competence and academic writing performance among EFL undergraduate students. Employing a sequential explanatory mixed-method design, the study involved 68 sixth and eighth-semester students who had completed ICT and academic writing courses. Data were collected through a Digital Literacy Scale (DLS) questionnaire, an online academic writing test monitored using AI-based auto-proctoring tools, and follow-up interviews. Results showed that while most participants demonstrated high digital literacy, there was no statistically significant correlation between composite digital literacy scores and academic writing performance. However, dimension-level analysis revealed that three of nine dimensions, Critical Thinking, Character, and Citizenship, yielded weak but significant positive correlations with writing performance (rs = .247, .246, and .269 respectively, p < .05), suggesting that academically proximate competencies, rather than digital literacy as a whole, warrant targeted attention. Interviews revealed students perceived digital tools as useful for access and formatting, but not as direct enhancers of writing quality. These findings highlight a disconnect between general digital fluency and academic writing competence, suggesting technology integration should move beyond access and convenience toward fostering the evaluative and ethical digital competencies most relevant to academic writing. This study contributes to discussions on optimizing digital and AI tools in EFL writing instruction, proposing a more dimension-sensitive approach to digital literacy integration in EFL curricula.
Indonesian EFL university students’ ChatGPT acceptance: a cross-sectional study Aji Budi Rinekso; Rojab Siti Rodliyah; Pupung Purnawarman; Nenden Sri Lengkanawati
Journal of Education and Learning (EduLearn) Vol 20, No 3: August 2026
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11591/edulearn.v20i3.24855

Abstract

Informed by the technology acceptance model (TAM), this cross-sectional study investigated to what extent ChatGPT is perceived by English as a foreign language (EFL) university students. A total of 149 Indonesian EFL university students took part in filling out a questionnaire representing the five variables of TAM including perceived ease of use (PEU), perceived usefulness (PU), attitude toward using (ATU), behavioral intention to use (BIU), and actual use (AU). The data were analyzed based on partial least square structural equation modelling (PLS-SEM) using SmartPLS v.4. The results showed that all of TAM variables contributed to explaining the participants’ use of ChatGPT, except the path ATU─BIU (p=0.229), which was not significant due to the overshadowing influence of perceived usefulness. This indicated that the participants were mainly motivated by the practical benefits of ChatGPT in enhancing language learning. Therefore, this study suggests that educators and curriculum designers might consider integrating ChatGPT’s utility into language learning tasks to foster students’ effective yet critical engagement with the tool. Pedagogically, this study provides empirical evidence on the potential of ChatGPT to be adopted in future university-level language education, while acknowledging the need for further research on its limitations.
Student’s Difficulties in Speaking English: A Qualitative Study at English Course Fabella Machfira; Nenden Sri Lengkanawati
Journal of Educational Studies Vol. 4 No. 2 (2026): July
Publisher : Lembaga Bale Literasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58218/jes.v4i2.3246

Abstract

Speaking is widely regarded as one of the most challenging language skills for English as a Foreign Language (EFL) students, as it requires the students to simultaneously maintain linguistic accuracy, fluency, and social interaction. This study investigates the students’ difficulties when speaking English in an English course, with a particular focus on the interaction between psychological factors and language factors. A qualitative research design was employed in this study. Data were gathered though semi-structured interviews. The findings indicate that students’ speaking difficulties arise from the interaction between psychological and language factors. Psychological factors, including anxiety, fear of making mistake, low self-confidence, and shyness. Meanwhile, on language factors, such as inadequate vocabulary, weak of grammatical competence, and pronunciation difficulties, thereby reducing student’s willingness and ability to communicate. The students had attempted various strategies to overcome their speaking difficulties; however, their efforts had not yet been effective.
INTEGRASI PEMBELAJARAN MENDALAM, PENDEKATAN BERBASIS TEKS DAN TEKNOLOGI DALAM PENGAJARAN BAHASA INGGRIS Finita Dewi; Fuad Abdul Hamied; Nenden Sri Lengkanawati; Emi Emilia; Sudarsono Muhammad Ihrom
Journal of Community Empowerment Vol 4, No 2 (2025): September
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/jce.v4i2.34238

Abstract

ABSTRAKPerubahan pendidikan di era digital menuntut dosen untuk tidak hanya menguasai teori, tetapi juga mampu mengintegrasikan strategi pembelajaran berbasis teks dan teknologi guna menciptakan pengalaman belajar yang bermakna. Sayangnya, masih banyak dosen yang memiliki keterbatasan dalam pemahaman konseptual maupun keterampilan praktis dalam penerapan Pembelajaran Mendalam pada Pendidikan Bahasa Inggris. Kegiatan pengabdian kepada masyarakat ini bertujuan untuk meningkatkan pemahaman dosen tentang konsep Pembelajaran Mendalam dalam Pendidikan Bahasa Inggris, mengembangkan keterampilan dosen dalam menerapkan pembelajaran berbasis teks (PBT) untuk mendukung Pembelajaran Mendalam dalam pembelajaran Bahasa Inggris, dan membantu dosen untuk dapat mengintegrasikan teknologi termasuk AI dalam penerapan Pembelajaran Mendalam. Metode pelaksanaan pengabdian kepada masyarakat dilakukan dengan empat tahapan yakni, pengalaman konkret, observasi reflektif, konseptualisasi abstrak dan eksperimentasi aktif. Pelatihan ini melibatkan 15 orang dosen Bahasa Inggris dari universitas di Yogyakarta, Indonesia. Hasil survei pra-pelatihan menunjukkan keterbatasan pemahaman peserta terhadap konsep Pembelajaran Mendalam, strategi pengajaran, dan instrumen asesmen. Namun, survei pasca-pelatihan memperlihatkan peningkatan signifikan dalam pemahaman filosofi Pembelajaran Mendalam, kemampuan merancang ide pembelajaran berbasis teks, serta integrasi teknologi dalam pembelajaran membaca mendalam (deep reading) dan menulis mendalam (deep writing). Peserta menilai pelatihan relevan, bermanfaat, dan merekomendasikan keberlanjutan dengan topik lebih luas seperti pengembangan instrumen dan text creation. Dengan demikian, program ini efektif dalam meningkatkan kapasitas dosen dalam mengeksplorasi Pembelajaran Mendalam berbasis PBT serta integrasi teknologi untuk mendukung pembelajaran Bahasa Inggris yang lebih bermakna.Kata kunci: Pembelajaran Mendalam; pembelajaran berbasis teks; teknologi ABSTRACTThe transformation of education in the digital era requires lecturers not only to master theoretical knowledge but also to integrate text-based strategies and technology to create more meaningful learning experiences. Yet, limited conceptual understanding and practical skills remain challenges in implementing deep learning within English education. This community service program aimed to enhance lecturers’ understanding of deep learning concepts, strengthen their skills in applying text-based learning (TBL), and support the integration of technology, including artificial intelligence (AI), in English teaching. The training was implemented through four stages: concrete experience, reflective observation, abstract conceptualization, and active experimentation. Fifteen English lecturers from universities in Yogyakarta, Indonesia, participated in the program. Pre-training surveys indicated participants’ lack of familiarity with deep learning philosophy, teaching strategies, and assessment instruments. In contrast, post-training surveys revealed significant improvement in their understanding, ability to design TBL based learning ideas, and integration of technology into deep reading and deep writing practices. Participants perceived the training as relevant and beneficial, recommending its continuation with broader topics such as assessment development and text creation. Overall, this program effectively improved lecturers’ capacity to explore TBL-based deep learning and utilize technology to foster more meaningful English language learning.Keywords: deep learning; GBA; technology
EFL teachers Geby Devtiana Maryono; Nenden Sri Lengkanawati
Journal on English as a Foreign Language Vol 12 No 1 (2022): Issued in March 2022
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v12i1.3130

Abstract

COVID-19 outbreak has shifted the learning and teaching process into distance learning. This situation has challenged the teachers, as the experts suggest, to include learning styles in teaching planning to help students.
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