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All Journal Jurnal Pendidikan Humaniora Jurnal Celtic PREMISE: Journal of English Education and Applied Linguistics Journal on English as a Foreign Language (JEFL) Vidya Karya BASIS (BAHASA DAN SASTRA INGGRIS) Journal of English Teaching, Applied Linguistics and Literatures (JETALL) PengabdianMu: Jurnal Ilmiah Pengabdian kepada Masyarakat EDUKATIF : JURNAL ILMU PENDIDIKAN Jurnal Abdi Insani Bubungan Tinggi: Jurnal Pengabdian Masyarakat Ilomata International Journal of Social Science New Language Dimensions
Cayandrawati Sutiono, Cayandrawati
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Religion Agriculture, Biological Sciences & Forestry Arts Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Economics, Econometrics & Finance Education Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Public Health Social Sciences Other

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PELATIHAN SELF-REGULATED LEARNING BAGI MAHASISWA BAHASA INGGRIS CALON PESERTA PROGRAM ASISTENSI MENGAJAR Triana, Novita; Sutiono, Cayandrawati; Arapah, Elvina
Jurnal Abdi Insani Vol 11 No 3 (2024): Jurnal Abdi Insani
Publisher : Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/abdiinsani.v11i3.1702

Abstract

Program Asistensi Mengajar memberi mahasiswa kesempatan untuk menerapkan pengetahuan dan keterampilan mereka dalam konteks dunia nyata. Meskipun memiliki banyak manfaat, program ini memberikan tantangan unik bagi mahasiswa Prodi Pendidikan Bahasa Inggris Universitas Lambung Mangkurat. Konsekuensinya, mahasiswa harus mengoptimalkan kemampuannya dalam mengatur diri dalam proses pembelajaran. Menyikapi hal tersebut, Tim PDWA Prodi Pendidikan Bahasa Inggris mengadakan pelatihan Self-Regulated Learning (SRL) yang bertujuan untuk memberikan pengetahuan tentang konsep SRL dan penerapannya dalam proses pembelajaran mahasiswa. Berdasarkan analisis data, dapat disimpulkan bahwa mahasiswa memiliki kemampuan SRL pada tingkat menengah karena mereka dikategorikan sebagai pembelajar berpengalaman. Namun potensi tersebut belum sepenuhnya optimal karena masih banyak mahasiswa yang belum mengenal konsep SRL. Meskipun pelatihan yang dilakukan meningkatkan pemahaman mereka tentang konsep dan strategi SRL, mengubahnya menjadi kebiasaan memerlukan bimbingan yang tepat dan berkepanjangan. Selain itu, beragam kegiatan, termasuk konseling akademik, pembentukan komunitas SRL, dan pengembangan aplikasi SRL, disarankan sebagai komponen penting dari proses bimbingan ini. Program Asistensi Mengajar memberi mahasiswa kesempatan untuk menerapkan pengetahuan dan keterampilan mereka dalam konteks dunia nyata. Meskipun memiliki banyak manfaat, program ini memberikan tantangan unik bagi mahasiswa Prodi Pendidikan Bahasa Inggris Universitas Lambung Mangkurat. Konsekuensinya, mahasiswa harus mengoptimalkan kemampuannya dalam mengatur diri dalam proses pembelajaran. Menyikapi hal tersebut, Tim PDWA Prodi Pendidikan Bahasa Inggris mengadakan pelatihan Self-Regulated Learning (SRL) yang bertujuan untuk memberikan pengetahuan tentang konsep SRL dan penerapannya dalam proses pembelajaran mahasiswa. Berdasarkan analisis data, dapat disimpulkan bahwa mahasiswa memiliki kemampuan SRL pada tingkat menengah karena mereka dikategorikan sebagai pembelajar berpengalaman. Namun potensi tersebut belum sepenuhnya optimal karena masih banyak mahasiswa yang belum mengenal konsep SRL. Meskipun pelatihan yang dilakukan meningkatkan pemahaman mereka tentang konsep dan strategi SRL, mengubahnya menjadi kebiasaan memerlukan bimbingan yang tepat dan berkepanjangan. Selain itu, beragam kegiatan, termasuk konseling akademik, pembentukan komunitas SRL, dan pengembangan aplikasi SRL, disarankan sebagai komponen penting dari proses bimbingan ini. 
Pelatihan Pembelajaran Berbasis Self-Regulated Learning bagi Guru Bahasa Inggris SMPN Kota Banjarmasin: Training on Self-Regulated Learning-Based Instruction for Junior High School English Teachers in Banjarmasin Sutiono, Cayandrawati; Triana, Novita; Arapah, Elvina; Kamal, Sirajuddin; Muth'im, Abdul; Jumariati, Jumariati
PengabdianMu: Jurnal Ilmiah Pengabdian kepada Masyarakat Vol. 10 No. 12 (2025): PengabdianMu: Jurnal Ilmiah Pengabdian kepada Masyarakat
Publisher : Institute for Research and Community Services Universitas Muhammadiyah Palangkaraya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33084/pengabdianmu.v10i12.10679

Abstract

English language learning as a foreign language in Indonesia is often hindered by students' low motivation to learn independently. The concept of self-regulated learning (SRL), which emphasizes students' ability to manage their own learning, can be a potential solution to overcome this problem. However, teachers' understanding of the SRL concept is still minimal. This community service activity in the form of training aims to improve the knowledge and skills of English teachers in Banjarmasin city related to SRL. The community service activity was conducted by the PDWA Team of the English Education Study Program, FKIP, Lambung Mangkurat University. It was conducted over two days, covering the exposition of SRL concepts and strategies, as well as the design of SRL-based learning plans. The participants were 35 teachers from 35 SMPN in Banjarmasin who are members of MGMP Bahasa Inggris. The results showed a high level of interest and awareness among participants in developing SRL-based English language learning to increase students' motivation and active participation in the learning process. Thus, it can improve students' English proficiency. Several follow-up suggestions are proposed, including forming an SRL practitioner community, developing SRL-based learning materials, providing follow-up training, and collaborating with relevant parties.
Integrating critical thinking in junior high school EFL classrooms: Teachers' perspectives and instructional practices Jumariati, Jumariati; Yamin, Moh.; Sutiono, Cayandrawati
Journal on English as a Foreign Language Vol 16 No 1 (2026): Issued in March 2026
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v16i1.10439

Abstract

EFL teachers’ knowledge, perceptions, and practices regarding integrating critical thinking (CT) in English language teaching are essential. However, research on this area shows conflicting results, particularly in Asian contexts. This study investigated EFL teachers’ perceptions and practices on integrating CT in their classrooms. Three EFL teachers of junior high schools in Banjarmasin, South Kalimantan, Indonesia, participated in the study. They were selected purposely based on teaching experience, professional teachers’ certification status, and participation in CT workshops. A qualitative phenomenological design was adopted through the use of semi-structured interviews and documentation on teachers’ lesson plans. A thematic analysis was used in the data analysis. Results showed that the teachers had a good understanding of CT and perceived its integration in EFL lessons positively. They incorporated CT through analyzing texts, evaluating characters, separating facts from opinions, drawing conclusions, making presentations, discussions, and writing paragraphs, which aligned with their lesson plans. The study also revealed that students’ English proficiency affected their ability to express ideas and explain reasons during CT activities. This study highlights the need for further research incorporating students’ views and utilizing classroom observations to verify the suitability between teachers’ perceptions and their teaching practices. 
Students, How Cognitively Engaged Are You in English Flipped Classrooms?: A Qualitative Study of EFL Learners Budiarto, Najla AD; Arapah, Elvina; Hidayat, Fahmi; Sutiono, Cayandrawati
New Language Dimensions Vol. 6 No. 2 (2025): New Language Dimensions Vol. 6 No. 2, December 2025
Publisher : English Department, Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/nld.v6n2.p226-239

Abstract

The rapid development of digital technology has encouraged the adoption of innovative instructional models in higher education, including the English Flipped Classroom (EFC). Although widely recognized for promoting autonomy and active learning, empirical evidence on its impact on cognitive engagement among university-level English as a Foreign Language (EFL) learners remains limited and inconsistent. Situated in an undergraduate EFL program at a public university in Banjarmasin City, this qualitative descriptive study explored how first-semester EFL students cognitively engage in an EFC environment using Pohl’s (2020) framework of motivation and cognitive–metacognitive strategy use. Five high-achieving students were purposively selected, and data were collected through semi-structured interviews examining pre-class, in-class, and post-class learning phases. The findings reveal three interrelated patterns of cognitive engagement: sustained motivational engagement through positive task valuation and mastery-oriented goals; strategic learning regulation via independent resource use, peer collaboration, and instructor consultation; and behavioral persistence reflected in consistent time and effort investment across learning phases. While the EFC fostered meaningful cognitive engagement among novice EFL learners, the depth and consistency of engagement varied depending on students’ strategic awareness. These findings suggest that flipped EFL instruction should be supported by explicit scaffolding, such as strategy modeling and guided reflection, to sustain cognitive engagement and optimize learning outcomes.
Co-Authors Ali Saukah Arapah, Elvina Budiarto, Najla AD Eka Puteri Elyani Fahmi Hidayat Jumariati Jumariati Khairin Utomo, Muhammad Moh. Yamin Monica D.D. Oka Muth'im, Abdul Nasrullah Nasrullah Novita Triana Novita Triana Raditya, Thea Rahmadina, Yulinda Sirajuddin Kamal Suharmanto Ulfini, Niswi