Nenden Sri Lengkanawati
Biographic Data
| ID | 7238218 |
|---|---|
| NAME | Nenden Sri Lengkanawati |
| GIVEN NAMES | Nenden Sri |
| FAMILY NAME | Lengkanawati |
| SIGNATURE | LENGKANAWATI N S |
| AFFILIATIONS | Indonesia University of Education |
| ORCID | 0000-0002-9903-6198 |
| VERIFIED | Yes |
| TOTAL WORKS | 8 |
| TOTAL CITATIONS | 0 |
| AUTHOR COUNT | 8 |
| EDITOR COUNT | 0 |
| FIRST PUBLICATION YEAR | 2015 |
| LATEST PUBLICATION YEAR | 2022 |
| H-INDEX | 0 |
Enhancing student participation in learning to write a recount text
Reading to Learn (R2L) Pedagogy evolved from the development of genre pedagogy, which has gained more attraction in language teaching and learning. In an effort to continuously yield empirical advantages in supporting students’ learning in reading and writing, genre pedagogy has been much researched in the field of teaching involving experienced teachers. Nonetheless, investigating R2L pedagogy enacted by EFL preservice teachers having no experie…
English language education in Indonesia
This article reviews the significant and diverse range of research on English language education in Indonesia in the eight-year period 2011–2019. It brings together a body of research consisting of 108 sources, ranging from journal articles, book chapters, conference proceedings and doctorate dissertations, to inform the international research and practice community. The contributions cover primary education, secondary education and tertiary educ…
Dialogic supervision
This paper serves as a preliminary study of the dialogic supervision as a breakthrough to improve the performance of pre-service English teachers in a Program Latihan Profesi/Professional Training Program (PLP). In detail, this research is aimed at: (1) investigating the pattern of ongoing PLP supervising, (2) identifying if there is an indication of dialogical supervision and (3) identifying the difficulties the pre-service teachers faced during…
Exploring EFL learner autonomy in the 2013 Curriculum implementation
In the Indonesian educational system, learner autonomy has been demanded to be promoted in the teaching and learning process of recent curriculum implementation. Unfortunately, it cannot be denied that learner autonomy still poses a challenge to be implemented in Indonesia since the teacher-centered learning is still dominant. Therefore, it is essential to explore both teacher’s and students’ perception of learner autonomy in one study. By employ…
Learner Autonomy in the Indonesian Efl Settings
Learner autonomy in Indonesian educational institutions has not commonly been listed as a teaching-learning objective, and most teachers seem to be hardly acquainted with learner autonomy (LA). Therefore, it is very essential to conduct a study of LA as perceived and experienced by school teachers and to find out the importance of LA training for professional development. A questionnaire was used to collect the data about English teachers’ percep…
Levels of Reflection in Efl Pre-Service Teachers’ Teaching Journal
This article delineates a case study investigating the development of levels of reflection encapsulated in reflective teaching practice of four Indonesian EFL pre-service teachers during their field teaching. Data were garnered mainly through their reflective teaching journals and were analysed using thematic analysis technique to identify the emerging themes in level of reflection and to extract their narratives of experience. The findings indic…
Project-Based Learning in Promoting Learner Autonomy in an Efl Classroom
In the Indonesian context, learning activities tend to be teacher-centered that a teacher still plays a dominant role in the learning process. Project-based learning is one of the approaches which is assumed to promote Learner autonomy. Since its implementation has not been effective, this study is aimed at investigating the current issue of how Project-based learning promotes Learner autonomy in an EFL Classroom. It employs descriptive qualitati…
In House Training (Iht) Model to Improve the Abilities of English Teachers in Developing Teaching Materials
The Ministerial Regulation Number 16 of the year 2007 on academic qualification standards and teacher competencies requires teachers to demonstrate four competencies: personality, social, pedagogical, and professional. However, there are two competencies (pedagogical and professional) which become the stumbling obstacles for teachers of English in their professional involvement. Therefore, this study was designed to aim at: (1) creating a concept…
No prominent works on this page.
In House Training (Iht) Model to Improve the Abilities of English Teachers in Developing Teaching Materials
The Ministerial Regulation Number 16 of the year 2007 on academic qualification standards and teacher competencies requires teachers to demonstrate four competencies: personality, social, pedagogical, and professional. However, there are two competencies (pedagogical and professional) which become the stumbling obstacles for teachers of English in their professional involvement. Therefore, this study was designed to aim at: (1) creating a concept…
Learner Autonomy in the Indonesian Efl Settings
Learner autonomy in Indonesian educational institutions has not commonly been listed as a teaching-learning objective, and most teachers seem to be hardly acquainted with learner autonomy (LA). Therefore, it is very essential to conduct a study of LA as perceived and experienced by school teachers and to find out the importance of LA training for professional development. A questionnaire was used to collect the data about English teachers’ percep…
Levels of Reflection in Efl Pre-Service Teachers’ Teaching Journal
This article delineates a case study investigating the development of levels of reflection encapsulated in reflective teaching practice of four Indonesian EFL pre-service teachers during their field teaching. Data were garnered mainly through their reflective teaching journals and were analysed using thematic analysis technique to identify the emerging themes in level of reflection and to extract their narratives of experience. The findings indic…
Project-Based Learning in Promoting Learner Autonomy in an Efl Classroom
In the Indonesian context, learning activities tend to be teacher-centered that a teacher still plays a dominant role in the learning process. Project-based learning is one of the approaches which is assumed to promote Learner autonomy. Since its implementation has not been effective, this study is aimed at investigating the current issue of how Project-based learning promotes Learner autonomy in an EFL Classroom. It employs descriptive qualitati…
Dialogic supervision
This paper serves as a preliminary study of the dialogic supervision as a breakthrough to improve the performance of pre-service English teachers in a Program Latihan Profesi/Professional Training Program (PLP). In detail, this research is aimed at: (1) investigating the pattern of ongoing PLP supervising, (2) identifying if there is an indication of dialogical supervision and (3) identifying the difficulties the pre-service teachers faced during…
Exploring EFL learner autonomy in the 2013 Curriculum implementation
In the Indonesian educational system, learner autonomy has been demanded to be promoted in the teaching and learning process of recent curriculum implementation. Unfortunately, it cannot be denied that learner autonomy still poses a challenge to be implemented in Indonesia since the teacher-centered learning is still dominant. Therefore, it is essential to explore both teacher’s and students’ perception of learner autonomy in one study. By employ…
English language education in Indonesia
This article reviews the significant and diverse range of research on English language education in Indonesia in the eight-year period 2011–2019. It brings together a body of research consisting of 108 sources, ranging from journal articles, book chapters, conference proceedings and doctorate dissertations, to inform the international research and practice community. The contributions cover primary education, secondary education and tertiary educ…
Enhancing student participation in learning to write a recount text
Reading to Learn (R2L) Pedagogy evolved from the development of genre pedagogy, which has gained more attraction in language teaching and learning. In an effort to continuously yield empirical advantages in supporting students’ learning in reading and writing, genre pedagogy has been much researched in the field of teaching involving experienced teachers. Nonetheless, investigating R2L pedagogy enacted by EFL preservice teachers having no experie…
Mathematics education (8 works) · Pedagogy (8 works) · Psychology (8 works) · Computer Science (5 works) · Indonesian (4 works) · Linguistics (4 works) · Political science (4 works) · Autonomy (3 works) · Education and Critical Thinking Development (3 works) · English Language Learning and Teaching (3 works)