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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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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.
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 Rodiyah
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.
Co-Authors Agustin, Fitri Ahmad Bukhori Muslim Astrina Nur Sundari Bachrudin Musthafa Destiyana, Destiyana Dian Ekawati Didi Sukyadi Emi Emilia Fazri Nur Yusuf 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 Wigati, Fikri Asih Winny Berliana Yanty Wirza Yuyun Yuliani