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LIVED EXPERIENCE OF HIGH SCHOOL TEACHERS AMIDST COVID-19 PANDEMIC: A PHENOMENOLOGICAL STUDY Michelle Sarah Kainama; Anne Lou Hendriks
PROJECT (Professional Journal of English Education) Vol 4, No 3 (2021): VOLUME 4 NUMBER 3, MAY 2021
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/project.v4i3.p542-547

The purpose of this research was to discover the experiences of English teachers in Jayapura, Papua in terms of the execution of online learning during the COVID-19 pandemic. A qualitative method was used to find out the target needs related to teachers’ experiences. The data collection used was semi-structured interviews with five English teachers selected as the participants in this research. This research found English teachers experiences out regarding online classes that have been made in the outspread of COVID-19. The major results of this study showed there are several areas on teachers’ experiences in performing online classes; interaction that is both high-quality and timely, technical issues, and the participation of the students.

TIME MANAGEMENT IN LEARNING ENGLISH DURING ONLINE CLASSES Ayu Addara Putri Damanik; Anne Lou Hendriks
Praniti: Jurnal Pendidikan, Bahasa, dan Sastra Vol 2, No 2 (2022)
Publisher : Universitas Ngudi Waluyo

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1603.382 KB)

Learning online or online is the right choice, to minimize the spread of the corona virus 19. The Indonesian government through the Minister of Education and Culture announced that the learning process that had been carried out face-to-face in schools had shifted to learning done from home during the Covid 19 pandemic. But at that time students are expected to be able to organize themselves and become disciplined in online learning. This paper analyzed the importance of time management in learning English during online class. Research question included (1). Is managing time well important during online learning? (2). Does managing time well affect the success of students taking online class? (3). Do students need to keep practice their English even if online learning is implemented? This study is a qualitative research design, and the questionnaires were distributed online to students from different major via google form. There were 43 respondents in this study. According to the study’s findings, 90,7% Strongly Agree that having a good time management during online learning is important and 90,7% Strongly Agree that their time management skill need more improvement.Keywords: Covid 19; Learning English; Online class; Time management

Influencers of Students’ English Language Speaking Proficiency: A Structural Equation Modeling Study Hendriks, Anne Lou
Acuity: Journal of English Language Pedagogy, Literature and Culture Vol. 10 No. 3 (2025): Acuity: Journal of English Language Pedagogy, Literature and Culture
Publisher : LPPM Universitas Advent Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35974/acuity.v10i3.3964

The influence of the English language has increased the need for English language proficiency. Derived from the typical challenges to English language speaking proficiency (ELSP) of Indonesian students in West Indonesia, this study aimed to examine the relationships of the influencers of ELSP (motivation, language anxiety, environmental support, teachers’ communicative competence, assessment, and teaching strategies) to understand better the related problems in speaking English. It also sought the best predictive model of ELSP that may help English language learners in West Indonesia. After employing a postpositivist research paradigm, a correlational research design was used to obtain the perceptions of 251 simple randomly selected university students from West Indonesia. To gather data, 6 dependent variables were measured using 4 modified scales and 2 researcher-constructed scales. The students’ ELSP (dependent variable) was measured using their English Language 3 speaking scores. The final data analysis used Pearson’s r correlation and Structural Equation Modeling. Results revealed that none of the influencers had a significant correlation with ELSP. The data collected did not support the proposed conceptual framework and the theories used in this study. Such results find the need for alternative ways to enhance the ELSP of university students in West Indonesia. This study can be replicated with different samples to identify the causes of the mismatch of theories used in this study, since Indonesia has not officially accepted English as a second language.

Influencers of Students’ English Language Speaking Proficiency: A Structural Equation Modeling Study Hendriks, Anne Lou
Acuity: Journal of English Language Pedagogy, Literature and Culture Vol. 10 No. 3 (2025): Acuity: Journal of English Language Pedagogy, Literature and Culture
Publisher : LPPM Universitas Advent Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35974/acuity.v10i3.3964

The influence of the English language has increased the need for English language proficiency. Derived from the typical challenges to English language speaking proficiency (ELSP) of Indonesian students in West Indonesia, this study aimed to examine the relationships of the influencers of ELSP (motivation, language anxiety, environmental support, teachers’ communicative competence, assessment, and teaching strategies) to understand better the related problems in speaking English. It also sought the best predictive model of ELSP that may help English language learners in West Indonesia. After employing a postpositivist research paradigm, a correlational research design was used to obtain the perceptions of 251 simple randomly selected university students from West Indonesia. To gather data, 6 dependent variables were measured using 4 modified scales and 2 researcher-constructed scales. The students’ ELSP (dependent variable) was measured using their English Language 3 speaking scores. The final data analysis used Pearson’s r correlation and Structural Equation Modeling. Results revealed that none of the influencers had a significant correlation with ELSP. The data collected did not support the proposed conceptual framework and the theories used in this study. Such results find the need for alternative ways to enhance the ELSP of university students in West Indonesia. This study can be replicated with different samples to identify the causes of the mismatch of theories used in this study, since Indonesia has not officially accepted English as a second language.

Shaping Learning Through Narratives: Pre-service Teachers’ Experiencesin Simulated Curriculum Design and Material Development Anne Lou M. Hendriks
Acuity: Journal of English Language Pedagogy, Literature and Culture Vol. 11 No. 2 (2026): Acuity: Journal of English Language Pedagogy, Literature and Culture
Publisher : LPPM Universitas Advent Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35974/xhew1k10

This qualitative study investigates pre-service teachers’ experiences with simulated curriculum design and material development, focusing on how these activities contribute to their professional growth, problem-solving skills, creativity, and reflective practice. Five pre-service teachers who completed a Curriculum Design and Material Development course participated through written narrative responses. Data were analyzed using thematic narrative analysis to identify patterns and overarching themes, which revealed four key areas: developing professional identity through simulation, navigating challenges and problem-solving, creative and strategic curriculum and material design, and reflective learning and meaning-making. The findings suggest that simulation-based, practice-oriented experiences offer a safe environment for experimentation, foster critical reflection, and enhance pre-service teachers’ readiness to design effective curricula and instructional materials. Bottom of FormThese findings highlight the importance of integrating experiential and narrative approaches in teacher education to enhance professional development and pedagogical competence.

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