Vol. 2 No. 5 (2026): Oktober
Articles

STUDENTS’ PERCEPTIONS AND EXPERIENCES OF INNOVATIVE LEARNING STRATEGIES IN INDONESIAN LANGUAGE COURSES: A NARRATIVE LITERATURE REVIEW

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  • Ida Ayu Made Wedasuwari,
  • Ida Bagus Nyoman Mantra
Ida Ayu Made Wedasuwari
Universits Mahasaraswati Denpasar
Ida Bagus Nyoman Mantra
Universitas Mahasaraswati Denpasar

Published 2026-10-30

Keywords

  • Student perceptions; learning experiences; innovative learning strategies.

Abstract

Indonesian language courses in higher education are expected to develop students’ academic communication skills. However, evidence regarding how students experience emerging learning strategies remains scattered and difficult to compare. This study employs a narrative literature review of ten empirical articles published between 2021 and 2025 that examine students’ perceptions of or experiences with online learning, YouTube, social media, ChatGPT, Project-Based Learning (PjBL), and Task-Based Language Teaching (TBLT) in Indonesian language courses, supplemented by three supporting articles on educational policy and learning outcomes. The findings were synthesized thematically without aggregating numerical results across studies. Most studies reported generally positive responses, particularly regarding ease of access, media attractiveness, and collaboration. Nevertheless, students’ responses were not uniform. Students in the online learning study by Chaesar and Setiyoningsih preferred face-to-face instruction; perceptions of ChatGPT were generally positive, although motivation received the lowest rating; and Praptanti et al.’s sentiment analysis found that negative posts were the most prevalent. Recurring challenges included internet connectivity, clarity of instructions, time management, and assignment workload. Nearly all studies relied on perception questionnaires administered at a single institution with relatively small samples, and none directly measured students’ language proficiency. Consequently, definitive conclusions regarding learning effectiveness cannot yet be drawn. This review proposes a three-level evidence framework encompassing acceptance, learning experience, and learning outcomes. It also indicates that ease of technology use was rated more highly than motivation in the three studies reporting both indicators, while some studies made claims of effectiveness that exceeded the scope of their available evidence. Future research should integrate students’ perceptions with measurable learning outcomes

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