The Conference on English Language Teaching (CELTI) that is organized by the English Education Department of the State Islamic University of Prof. K.H. Saifuddin Zuhri Purwokerto is meant to assemble academia and student-teachers to share their research ideas and findings in the sphere of technology utilization to enhance English language teaching in Indonesia and beyond. The research topics in this meeting ranges from English applied linguistics, curriculum design, instructional technology to best practices in English teaching. All topics are shaped in one framework namely technology integration.
Tadris Bahasa Inggris Fakultas Tarbiyah dan Ilmu Keguruan
The Role of Diagnostic Assessment and AI in Determining Students’ Learning Needs at MAN 2 Pamekasan
This study explores the role of diagnostic assessment and Artificial Intelligence tools in determining students’ learning needs at MAN 2 Pamekasan. Therefore, the study employs qualitative desciptive design through semi-structured interview with a teacher of English at the school. Result of the interview demonstrates that the assesment has an important role in deciding the teaching and learning design. It is because it could give the teacher a reference about the students’ initial competence of a material will be taught, whether the students master or need more additional guidance related to the material. Then, the teaching and learning design will be tailored with the students’ competence and learning style in order to meet the students’ need. Moreover, with the development of globalisation, the teacher is facilitated in designing the diagnostic test because of Artificial Intelligence tools. The teacher feel greatly helped with the tools because it could be more efficient and practice. Therefore, it is crucial to blend the diagnostic assessment design and the intelligent tools in determining the students’ need effectively.
Copyright (c) 2026 Ivan Nurhidayat, Moh. Chandra Hari Riyadi, Qintari Imas Sabila, Fithriyah Rahmawati https://creativecommons.org/licenses/by/4.0
The Paradox of Merdeka Curriculum in English Textbook at 7th Grade: Decolonizing Perspectives in English Teaching
In English language learning, teachers often use textbooks published by national publishers such as Bupena. Bupena (Buku Penilaian Autentik (Authentic Assessment Book)) was published by Erlangga Publishers in 2023 based on the independent curriculum. The relevance between textbooks and the colonial era will be discussed in this study. It will also examine the paradox of the term “Merdeka” (independence) in the national curriculum itself in English language learning. As a country that was once colonized by European nations, one of which was Britain, the colonial perspective is still ingrained in the daily lives of Indonesians, especially in how educators, policymakers, and textbook publishers view students as still being shackled by the perspective of the oppressor or colonizer. As discussed by Paulo Freire in his book, Pedagogy of the Oppressed, about how oppressors view the oppressed and how education should not give birth to new oppressors. In this study, the author uses a descriptive qualitative method with a content analysis approach, focusing on the Bupena 7th grade junior high school textbook for the Merdeka curriculum, published in 2023 by Erlangga Publishers.
Paradox: Textbook; Merdeka Curriculum; Decolonizing;
Copyright (c) 2026 Salsabila Azzahra Khoirunnisa, Akilatun Nisa https://creativecommons.org/licenses/by/4.0
Students’ Perceptions of EF SET as a Digital Performance-Based English Proficiency Assessment
This study explores students’ perceptions of the EF Standard English Test (EF SET) as a digital, performance-based English proficiency assessment within an international curriculum setting. As digital language assessment tools become more common, understanding how students view their effectiveness is crucial for evaluating their educational value. However, little research has specifically examined students’ perceptions of EF SET in school environments. This study used a quantitative descriptive approach involving 25 Grade 9 students who completed the EF SET. Data were gathered using a structured questionnaire that measured perceived usefulness, ease of use, fairness, and overall assessment experience. Students’ proficiency levels were considered in the context of interpreting their responses. Descriptive statistics were used to analyze the data and identify general trends in perceptions. Results show that students generally view EF SET positively, especially regarding accessibility, clear instructions, and immediate feedback. They reported that the test helped them better understand their English proficiency. Still, concerns about fairness and the test’s limited ability to assess productive language skills were raised, as the test mainly focused on reading and listening. These findings suggest EF SET is effective as a digital assessment tool, but its role as a performance-based measure is partial. It should be complemented with other assessment methods for a more complete evaluation of students’ language skills. Overall, this study highlights the importance of including students’ perspectives in implementing digital language assessments in international education settings.
Copyright (c) 2026 Welly Tan, Siti Nuraini, Wiyaka https://creativecommons.org/licenses/by/4.0
Students’ Perspectives on Integrating Collaborative Learning Supported by ChatGPT in Writing
The rapid development of artificial intelligence (AI) has transformed language learning practices, particularly in English writing instruction. Among various AI tools, ChatGPT has gained considerable attention due to its ability to provide immediate feedback, generate ideas, and support collaborative learning activities. This study explored students’ perspective on integrating collaborative learning supported by ChatGPT in writing classes. The research employed a qualitative design involving 53 eighth grade students. Twenty-seven students learned through conventional writing instruction. Data were collected through classroom observations, reflective journals, semi-structured interviews, and open-ended questionnaires. The findings revealed that students who used ChatGPT perceived significant benefits in idea generation, vocabulary development, grammatical accuracy, and collaborative engagement. The participants reported that ChatGPT encouraged active discussion and reduced anxiety during writing tasks. However, concern related to overreliance on AI-generated content and limited critical thinking were also identified. Students in the conventional group demonstrated positive attitude toward collaborative learning but experienced greater difficulty in organizing ideas and revising drafts. The study suggests that integrating ChatGPT into collaborative writing activities can enhance students’ learning experiences when accompanied by appropriate teacher guidance. The findings contribute to the growing discussion regarding the pedagogical use of AI in English language teaching.
Copyright (c) 2026 Yuning Pratiwi https://creativecommons.org/licenses/by/4.0
The Washback Effect of Scheduled-Presentation Assessment on Students’ Learning Amidst AI Era at UIN Madura
This study explores the washback effect of scheduled presentation-based assessment on students’ learning in amid of Artificial Intelligence era. It concentrates on how the presentation affects the students’ learning process, engagement, and confidence in the classroom. Therefore, in order to support this study, the researchers will employ a qualitative descriptive design because the supporting data were collected through open-ended questionnaires with thirthy students of English Department at UIN Madura. The result of this study showed that the assessment gives more positive washback on the students’ learning. It is supported by the result in which most of the students prefer scheduled presentation to impromptu presentation since they have much time in preparing their presentation material, practicing how they present the material, predicting some spontaneous questions from their audiences, and then preparing its answer. Furthermore, with the appearance of Artificial Intelligence, such as Chat GPT, Gemini, and other tools, the students’ preparation could be better handled. While, the negative washback is that some students are shortage of challenge because it decreases their spontaneous thinking so it could arise their boredom in the classroom. Although this assessment has a negative washback, it is hindered by the positive sides because most of the students receive more the positive sides. Thus, the scheduled-presentation assessment gives positive effect on the students’ learning in the classroom.
Artificial Intelligence-assisted Learning
Copyright (c) 2026 Ivan Nurhidayat https://creativecommons.org/licenses/by/4.0
The Hidden Bias Of Artificial Intelligence In Indonesian Elt Assessment: A Mixed-Methods Study Of Grammarly And Turnitin Scores On Student Writing
The growing use of AI tools in ELT assessment, like Grammarly and Turnitin, poses risks of algorithmic bias against non-native varieties of English. Although there is extensive research to show bias against Indian, Nigerian and Chinese English writing, no empirical studies about Indonesian English have been investigated nor isolated, comparing AI scores versus human rubric marking which allows culturally situated features like code-switching, politeness markers and more indirect rhetorical structures. This sequential explanatory mixed-methods study examined how Indonesian EFL writing features that are grounded in local culture were penalized by Grammarly and Turnitin, and what lecturers perceived about this bias. Presumably, Grammarly, Turnitin and the three lecturers were invited to score sixteen essays by six university students, then subsequently interviewed semi-structured style, a qualitative design. In the quantitative data, some strong negative bias was revealed: essays were penalized by Grammarly for larger -11.8 points (93.75%) of essays or Turnitin scores -6.9 points (87.5% of essays). The harshest penalties were levied for code-switching (Grammarly bias -15.2), while the moderate ones were reserved for politeness markers (-12.6) and indirect rhetorical structures (-8.9). Lecturers were in agreement against AI-only assessment, devising human-led, AI-assisted models and advocating for intelligibility as the standard reference point instead of native speaker reflective competence. The study concludes that existing AI writing assessment tools will not be appropriate for high-stakes Indonesian ELT assessment without adaptation because they devalue local linguistic identities through systematic ‘cultural erasure,’ as one lecturer called it.
Copyright (c) 2026 I Putu Andre Suhardiana https://creativecommons.org/licenses/by/4.0
The Effect of Digital Storytelling on EFL Learners' Speaking Skills: A Systematic Literature Review
Speaking remains a persistent challenge for many English as a Foreign Language (EFL) learners due to limited exposure and high anxiety. While Digital Storytelling (DST) has emerged as a promising technology-enhanced strategy to address these challenges, a focused synthesis of its recent effects on specific speaking components remains scarce. Guided by the PRISMA framework, this Systematic Literature Review (SLR) synthesized 10 empirical studies published between 2020 and 2026 to investigate the effects of DST on EFL learners' speaking skills and the contextual factors moderating its effectiveness. The methodological quality of the included studies was rigorously appraised using an adapted Mixed Methods Appraisal Tool (MMAT). Using thematic synthesis, the review identified three overarching analytical themes: (1) significant improvements in speaking performance components, particularly fluency, pronunciation, and vocabulary; (2) a notable reduction in speaking anxiety accompanied by increased learner confidence; and (3) enhanced learner motivation and engagement through creative, multimodal narrative tasks. The findings reveal that DST tool selection and pedagogical framework serve as critical moderating variables shaping oral linguistic outcomes.
Speaking Skills; Systematic Literature Review
Copyright (c) 2026 Selvi https://creativecommons.org/licenses/by/4.0
Managing Classroom Environment to Sustain Students’ Focus in English Language Learning
Student focus plays a crucial role in successful learning, but many junior high school students have difficulty maintaining attention during classroom activities. Effective classroom management is therefore essential in creating a supportive learning environment to improve student engagement and concentration. This study aims to explore the classroom management practices of English teachers in maintaining student focus in the eighth grade at SMP Kristen Purwokerto. A qualitative case study design was used in this research. Data were collected through classroom observations, semi-structured interviews with an English teacher, and documentation. Data were analyzed using qualitative procedures, including data reduction, data presentation, and conclusion drawing. The findings show that teachers implement various classroom management practices, including classroom physical design, rules and routines, teacher-student relationships, engaging and motivating teaching, discipline strategies, voice and body language, unplanned teaching, teaching under cicrcumstances, and teacher roles and teching styles. These practices contributed to maintaining students’ focus during English learning activities, although some aspects still require improvement to better align with curriculum objectives. The study concludes that effective classroom management plays a significant role in sustaining students’ focus in English language learning at the junior high school level.
Copyright (c) 2026 Nanda Aprianur, Khairunnisa Dwinalida https://creativecommons.org/licenses/by/4.0
The Effectiveness of Question Answer Relationship Strategy on Students’ Reading Comprehension
This study examined the effectiveness of the Question-Answer Relationship (QAR) strategy on ninth-grade students’ reading comprehension at MTs Muhammadiyah 03 Purbalingga. A quasi-experimental design was employed involving two classes: an experimental group taught using the QAR strategy and a control group taught using a task-based strategy. The population consisted of 136 ninth-grade students, and the sample included Class IX A as the experimental group and Class IX C as the control group. Data were collected through pre-tests and post-tests consisting of 23 multiple-choice questions assessing students’ ability to identify explicit information, determine main ideas, make inferences, and understand contextual word meanings in recount texts. The data were analyzed using IBM SPSS Statistics version 27. The results indicated that students taught using the QAR strategy showed greater improvement in reading comprehension than those in the control group. The independent-samples t-test revealed a significant difference between the two groups, with a significance value of 0.000 (< 0.05). These findings demonstrate that the QAR strategy was effective in improving students’ reading comprehension and promoting more active engagement in the reading process. Therefore, the QAR strategy is recommended as an effective instructional strategy for teaching reading comprehension.
Copyright (c) 2026 Susi Indriani, Agus Husein As Sabiq https://creativecommons.org/licenses/by/4.0
Enhancing Students’ Morphology By Using Mini Matrix Maker App For Senior High Students
This study aims to explore the use of the Mini Matrix Maker app, which can help develop students' morphological awareness in learning English as a foreign language (EFL) at the senior high school level. This study focuses on students' understanding of word structure, word formation, and pedagogical relevance in the context of learning at school. This study uses descriptive qualitative methods using questionnaires and interviews to explore students' experiences and perceptions during the use of the application. Thematic analysis is used to identify the main patterns and themes of student responses. Data were obtained from 20 high school students to fill out the questionnaire, then 6 students were selected purposively to answer in-depth interview questions. The findings obtained from this study are that the Mini Matrix Maker app helps students increase awareness of the morphological structure of words, especially in recognizing roots, prefixes, and suffixes. In addition, this application also facilitates the process of active word formation through visual support based on word matrix which helps vocabulary understanding and recall. These findings imply that the integration of word matrix-based applications can be an effective alternative learning media to support meaningful morphology learning at the senior high school level.
Copyright (c) 2026 Sharmila Azmita, Sholihatul Hamidah Daulay https://creativecommons.org/licenses/by/4.0
Voices from the Classroom: Students’ Perceptions of the English Day Program at Putra Harapan Boarding School
This study aims to identify students' perceptions of the English Day Program (EDP) at Putra Harapan Boarding School in Purwokerto that they encountered during the program and to explore students’ responses to this program. A mixed-method approach was used, consisting of quantitative methods collected through closed questionnaires from students in grades 7 to 9 using Google Forms, as well as qualitative methods in the form of semi-structured interviews with 13 selected students from each class. The results showed that the EDP was well received, with 84.33% positive responses indicating high enthusiasm and motivation, highlighting increased confidence and future opportunities, showing good support. These conclusions indicate that students have a positive view of the English Day Program. They believe that the program increases their enthusiasm and motivation, improves their English speaking skills, and creates a more supportive and enjoyable learning environment.
Copyright (c) 2026 Salman Mutaqin, Irra Wahidiyati https://creativecommons.org/licenses/by/4.0
Blending Gen AI-Generated and Textbook-Based Materials in ELT Grammar Instruction: A Case Study
This study investigates the implementation of Gen AI-assisted grammar instruction through the integration of Gen AI-generated learning materials and textbook-based instruction in an English as a Foreign Language (EFL) context. The instructional design combined a Gen AI tool for generating grammar exercises and speaking prompts, Quizizz as a formative assessment platform, and English for Nusantara Grade VIII as the core textbook. The study employed a qualitative case study approach involving a single Grade 8 junior high school student, referred to as Student 1, observed across five instructional meetings. Each session focused on progressive grammar topics: Simple Present Tense, Simple Past Tense, Past Continuous Tense, and Past Perfect Tense. Data were collected through pre-test and post-test assessments administered via Quizizz, classroom observation notes, and teacher reflective journals. The findings indicate a consistent improvement in grammar accuracy, increasing from 60% in the baseline assessment to 100% in the final stage. The results also show a shift in learner engagement from low participation during evening sessions to high responsiveness during morning sessions. In addition, error analysis reveals a gradual reduction in grammatical inaccuracies, particularly in subject-verb agreement, auxiliary verb usage, and tense-form selection. The study concludes that Gen AI-assisted instruction, when integrated with textbook-based learning and guided by teacher mediation and scaffolding, can substantially enhance grammar learning outcomes in EFL private tutoring contexts.
Gen AI-assisted learning; grammar instruction
Copyright (c) 2026 Muhammad Zanuar Irsyad https://creativecommons.org/licenses/by/4.0
Dynamic Contingency in AI-Supported EFL Speaking: A Literature-Based Analysis
This study examines dynamic contingency in AI-supported English as a Foreign Language (EFL) speaking by synthesizing findings from international research literature. While previous studies have widely explored the effectiveness of artificial intelligence (AI) in enhancing speaking skills, limited attention has been given to understanding learning as a dynamic, context-dependent process. Drawing on a literature-based analytical approach, this study reviews selected peer-reviewed articles focusing on AI applications such as chatbots, automatic speech recognition (ASR), and adaptive learning systems in EFL speaking contexts. The analysis reveals that AI-mediated speaking development reflects non-linear and context-sensitive patterns, influenced by factors such as learner characteristics, feedback mechanisms, and task conditions. The reviewed studies indicate variability in learners’ performance and engagement, highlighting the role of adaptive interactions and continuous feedback. This study contributes to the field by reframing AI-supported EFL speaking through the lens of dynamic contingency, emphasizing variability, adaptability, and context sensitivity in language development. It further suggests the need for pedagogical approaches that accommodate diverse and evolving learner trajectories in AI-enhanced environments.
Copyright (c) 2026 Iwan Fauzi https://creativecommons.org/licenses/by/4.0
Measuring the Impact of AI-Literacy on the Communicative Agency of EFL Students
This study examines the impact of AI-literacy on the communicative agency of English as a Foreign Language (EFL) students. The research addresses the growing need to integrate artificial intelligence awareness into language learning to support students’ active participation and confidence in communication. The objective of this study is to investigate how structured AI-literacy support influences students’ ability to express ideas, make decisions, and engage in meaningful interaction. A quantitative approach is employed using a questionnaire as the primary instrument to collect data on students’ perceptions and experiences after participating in AI-supported learning activities. The findings indicate that AI-literacy contributes positively to students’ communicative agency by enhancing their confidence, autonomy, and strategic use of language in various contexts. Students demonstrate improved engagement and a greater willingness to participate in communicative activities. These results suggest that integrating AI-literacy into EFL instruction can be an effective strategy to foster more active and independent language learners.
Copyright (c) 2026 Husaini Amaliya Majid, Dien Faiqah Nabilah Kamaruddin, Harmilawati https://creativecommons.org/licenses/by/4.0
Strategies In Teaching Writing For Ninth Grade Students At Junior High School
This study aims to investigate the strategies used by the English teacher at SMP Muhammadiyah 2 Purwokerto in teaching writing and to identify the challenges faced during the instructional process. This study was conducted using a qualitative approach with a descriptive qualitative method. The data were collected through classroom observations, interviews, and documentation. The findings show that the teacher applied three strategies: Guided Writing Strategy, Cooperative Learning Strategy, and Expository Learning Strategy. Guided Writing Strategy helped students organize sentences correctly before writing independently, while Cooperative Learning Strategy encouraged students to exchange ideas and complete writing tasks through group collaboration. Expository Learning Strategy provided clear explanations of grammar and writing components to build students’ understanding before practice. The study found four main challenges: students’ limited vocabulary, differences in ability levels, managing a large class, and limited lesson time. Meanwhile, difficulties related to developing students’ writing skills, using technology, addressing varied learning needs, lack of confidence in trying new methods, or depending on a single teaching method did not become major problems because the teacher was confident and flexible in managing those aspects.
Copyright (c) 2026 Faisa Laili Shofa, Irra Wahidiyati https://creativecommons.org/licenses/by/4.0
Write Title Here: The Implementation of Cycle-Based Writing Method in English Learning at 11th Grade of SMA N 1 Jatibarang, Brebes
This study aims to describe the implementation of the Cycle-Based Writing Method in English learning in the 11th grade at SMA N 1 Jatibarang Brebes and to identify the challenges faced by teachers and students during the learning process. This research is a field study with a descriptive qualitative approach. Data were collected through observation, interviews, and documentation. The data analysis techniques used included data reduction, data presentation, and conclusion drawing. The participants consisted of an English teacher and eleventh-grade students. The findings show that the Cycle-Based Writing Method is implemented through several stages, namely Building Knowledge of the Field (BKOF), Modeling of the Text (MOT), Joint Construction of the Text (JCOT), and Independent Construction of the Text (ICOT) in writing Passive Voice. This study also found that careful planning and continuous evaluation are key factors in improving students' confidence and writing skills. However, its implementation has not been fully optimal due to several challenges faced by teachers and students. The challenges faced by teacher include time constraints in implementing all stages, difficulty in providing maximum feedback, and managing differences in students characteristics and participation. The challenges faced by students include limited mastery of vocabulary and grammar, difficultyin developing ideas and writing independently, and low self-confidence and student learning motivation. Based on these findings, it can be concluded that the Cycle-Based Writing Method positively contributes to the English writing learning process, although further adjustments and improvements are needed to make its implementation more effective.
Copyright (c) 2026 Cintiya Kartika Sari https://creativecommons.org/licenses/by/4.0
Decolonizing ELT: Rethinking English Teaching in Multicultural Classroom Through Legendary Story
English Language Teaching (ELT) has become an essential area of study and practice due to the global prominence of English. ELT is not only teaching language but also culture. Most English language materials at the high school level still rely heavily on Western-oriented (Eurocentric) textbooks. The use of local legends and other culturally embedded texts remains significantly underutilized in EFL in Indonesia. The aim of this study is to investigate the implementation decolonization strategy in English language teaching in multicultural classroom through legendary story. The research was conducted at SMA N 1 Ungaran. It was on class XI students. The study used qualitative research. Collecting data was interview, observation and documentation. Data validation for this study performed by triangulation. The result of the study is before learning; the teacher has prepared a learning plan using materials from local sources. In teaching process, teacher use strategies; brainstorming, mind-mapping of legendary story, drafting the use of local terms in English text, peer review and publishing. Through these strategies, students are more active and enthusiastic in learning English. By writing and telling narrative texts based on the legends of their respective villages, they understand English better and remember it more easily. Students are prouder of their local culture.
Copyright (c) 2026 Lita Ekaningtyas B.N. https://creativecommons.org/licenses/by/4.0
The Use of ChatGPT in ELT Practices for University Students
The integration of artificial intelligence (AI) into education has created new opportunities for English language learning, particularly through the use of ChatGPT. This study investigated the use of ChatGPT in English Language Teaching (ELT) practices among fourth-semester students of the English Education Study Program at Universitas Islam Ahmad Dahlan Sinjai. Employing a quantitative descriptive approach, the study collected data from 20 students through a questionnaire and analyzed them using descriptive statistics. The findings showed that all measured aspects, namely Frequency and Purpose of Use, Perceived Benefits, Motivation and Engagement, and Challenges and Limitations, achieved high mean scores. The results indicate that students use ChatGPT regularly to support their English learning activities and perceive it as a useful tool for improving language skills, accessing information, and promoting independent learning. The study also found that students recognize the limitations of ChatGPT, including concerns related to information accuracy, dependency on AI, and academic integrity. Overall, the findings suggest that ChatGPT can serve as an effective supplementary tool in ELT practices when integrated responsibly and critically. The study highlights the importance of balancing the educational benefits of AI with the development of students’ critical thinking and digital literacy skills.
Copyright (c) 2026 Almutazam, Al Farisa https://creativecommons.org/licenses/by/4.0
Teaching Writing Analytical Exposition Text Through Problem Based Learning
Problem Based Learning connects classroom material to real life situations and fosters students’ critical thinking. This study aims to describe the implementation of PBL in teaching analytical exposition writing, the challenges faced by the teacher, and the students’ experiences at the tenth grade of MA Tahfidzul Qur’an Istiqomah Sambas Boarding School Purbalingga. This research involved one teacher and 23 students and employed a descriptive qualitative case study method. The data were collected through observation, interviews, and documentation. The results showed that several preparations were required in implementing PBL, including preparing modules and learning objectives, defining problems as the focus of learning, preparing learning media and resources, designing assessment and evaluation, and allocating the necessary time. Furthermore, the implementation of PBL consisted of five steps: problem orientation, organizing students, investigation, developing and presenting results, and evaluation and feedback. In addition, the study found two main problems in the implementation of PBL, namely students’ lack of vocabulary mastery and students forgetting the material that had been taught. Moreover, the students experienced several aspects during the writing process, such as understanding the problems given by the teacher, showing interest in the problems, collaborating in group work, finding strategies to develop arguments, facing challenges in writing analytical exposition texts, dealing with vocabulary difficulties, presenting the results, and developing critical thinking skills.
Copyright (c) 2026 Aulia Baety Umafani, Agus Husein As Sabiq https://creativecommons.org/licenses/by/4.0
Teaching Methods in English Speaking Class of a Bilingual Program at an Islamic Boarding School
This study aims to explore the teaching methods implemented in the English-speaking class of a bilingual program at Darussalam Islamic Boarding School Purwokerto and to describe how these methods are applied in classroom practice. A qualitative descriptive approach was employed to gain an in-depth understanding of instructional practices in a bilingual pesantren context. Data were collected through classroom observations, semi-structured interviews, and documentation. The findings reveal that three main teaching methods were consistently implemented: Role Play, Presentation, and Think-Pair-Share. Role Play enabled students to practice real-life communication through prepared dialogues, Presentation supported students’ fluency and confidence through guided oral performance, and Think-Pair-Share facilitated idea development and reduced speaking anxiety through peer interaction. The study concludes that the implementation of varied, student-centered teaching methods contributes positively to students’ speaking skill development in the bilingual program.
Copyright (c) 2026 Riris Ristiani, Khairunnisa Dwinalida https://creativecommons.org/licenses/by/4.0
AI on Learning English: Application, Opportunities, Challenges
The use of artificial intelligence (AI) in English Language Teaching (ELT) can be seen as both a benefit and a potential threat, depending on how it is used and implemented. On the one hand, AI technology has the potential to make language learning more efficient and effective by providing personalized feedback and practice exercises tailored to the different students’ needs and learning styles. By conducting an in-depth analysis of the existing literature on this topic, the writers aim at gaining a deeper understanding of how AI is being used to enhance the learning of English as a foreign language. Moreover, the literature review has involved extensive search, mostly for relevant scholarly articles, books, and additional sources that explore the intersection of AI and ELT specifically towards writing, speaking and translation. Besides, the review has also resulted in a deeper understanding of the benefits and threats of using AI in ELT.
Copyright (c) 2026 Ida Royani, Erlina Audiah https://creativecommons.org/licenses/by/4.0
Deep Learning in Indonesian EFL Classrooms: Supporting Students’ Readiness for the English TKA
The English Academic Achievement Test (Tes Kemampuan Akademik/TKA) in Indonesia requires students to demonstrate higher-order thinking skills, including interpreting texts, drawing inferences, and evaluating information. This raises questions about whether classroom practices adequately support students’ readiness for such cognitively demanding assessments. While deep learning pedagogy has been widely recognized for promoting inquiry, collaboration, and reflective learning, its role in supporting students’ readiness for the English TKA in Indonesian EFL contexts remains underexplored. This study examines how deep learning practices support high school students’ readiness for the English TKA. The research was conducted with Grade XII students at a senior high school in Semarang where deep learning pedagogy has been implemented over several years. A mixed-methods design was employed. Quantitative data were collected using the Student Perception of Deep Learning Implementation Scale (SP-DLI), measuring learning partnerships, learning environments, digital tool integration, and pedagogical practices. These data were complemented by semi-structured interviews exploring students’ learning experiences and strategies in understanding complex English texts. Collaborative discussions, inquiry-based reading, and project-based learning play a significant role in supporting students’ readiness to meet the analytical demands of the English TKA. Meaningful learning experiences appear to play an important role in helping students develop the analytical and interpretive competencies required in contemporary English assessments.
Copyright (c) 2026 Ririn Ariyani Saputri https://creativecommons.org/licenses/by/4.0
Mother Tongue Interference on International Students’ English Pronunciation at UIN Saizu Purwokerto
This study investigates the influence of mother tongue interference on the English pronunciation of international students. It focuses on identifying pronunciation errors in consonant and vowel sounds and examining how learners’ first languages affect their English sound production. This research employed a descriptive qualitative method using Braun and Clarke’s thematic analysis. The participants consisted of international students from Gambia, Cambodia, Nigeria, Cameroon, and Bangladesh. Data were collected through reading aloud tests and interviews, while phonetic transcription was used to analyze pronunciation accuracy. The findings indicate that the pronunciation errors followed systematic phonological patterns rather than occurring randomly. The errors were classified into consonant substitution, vowel substitution, diphthong simplification, and sound omission. Consonant sounds such as /v/, /θ/, and /ð/ were commonly replaced with /b/, /s/, and /d/, whereas vowel sounds including /æ/, /ɜː/, and /ə/ were substituted with more familiar vowels such as /a/ and /e/. Furthermore, diphthongs were frequently simplified into monophthongs, reflecting learners’ difficulties in producing complex vowel sounds. The study concludes that mother tongue interference significantly affects students’ English pronunciation and emphasizes the importance of intensive pronunciation practice to improve intelligibility in English communication.
Copyright (c) 2026 Septibinar Mahara Azani, Agus Husein As Sabiq https://creativecommons.org/licenses/by/4.0
Common European Framework for Languages (CEFR) for Global Recognition: Its Adoption Feasibility in Indonesia
The Common European Framework of Reference for Languages (CEFR) has received an increasing currency in Asian countries. It has been adopted as a standard proficiency for several foreign language learning in Indonesia such as German, Arabic, Indonesian for Foreign Speakers (BIPA), and the newly adapted one, English. This study present the theoretical discussion on CEFR, its adoption in Non-European countries and its feasibility for Indonesia’s foreign language learning policy. Data are collected by searching relevant literature namely book and journal articles published by reputable publishers. The data then are analyzed descriptively. The result shows CEFR has been adopted by non-European countries for a long time. Its adoption in the Southeast Asian region results in the increased quality of education. The proximity in the characteristics of CEFR and the Merdeka Curriculum made the framework feasible to be adopted by Indonesia. However, issues such as teachers’ insufficient knowledge of English, their lack of CEFR familiarity, and the absence of a language portfolio and the Reference Level Description need to be addressed accordingly.
CEFR, English education, Indonesia, language policy, Merdeka Curriculum
Copyright (c) 2025 Maulana Mualim https://creativecommons.org/licenses/by/4.0
Training Students to Identify and Correct Fabricated References in ChatGPT-Generated Literature Reviews
The widespread use of generative AI tools such as ChatGPT among university students has introduced new challenges to academic integrity, particularly in the form of hallucinated citations: fabricated references that appear plausible but cannot be verified. This study investigates the effectiveness of a targeted instructional intervention in improving students' ability to identify and correct such false citations. A total of 139 students applied to participate through online recruitment; 50 were selected, 34 attended the training, and 27 completed both pre- and post-tests. The intervention consisted of a three-hour online session conducted via Zoom, where students were trained in responsible AI use, APA 7th citation formatting, and reference verification techniques. Pre- and post-tests required students to write short literature reviews using AI tools, and their submissions were assessed based on four indicators: the number of hallucinated sources, non-journal citations, reputable journal references, and APA formatting errors. Results revealed a significant reduction in fabricated and low-quality references, along with an increase in the use of reputable sources and improved citation formatting. These findings align with previous research emphasizing the risks of uncritical AI use and the importance of digital literacy education. The study concludes that targeted training is an effective method for mitigating citation hallucinations and enhancing students’ academic writing skills. The research highlights the necessity of integrating AI literacy into academic curricula to ensure ethical and effective engagement with emerging technologies in higher education.
Copyright (c) 2025 Hendi Pratama https://creativecommons.org/licenses/by/4.0
Phonological Challenges in Second Language Acquisition: A Generative and Optimality-Theoretic Approach to Multilingual Learners in Medan
This study investigates the phonological challenges encountered by multilingual learners in Medan during the process of second language acquisition (SLA), with a specific focus on English as the target language. Drawing on the theoretical frameworks of Generative Phonology and Optimality Theory (OT), this research analyzes the influence of the learners' first and second languages—predominantly Bahasa Indonesia and regional languages such as Batak and Minangkabau—on their English phonological output. Focusing on voiced and voiceless consonants, the study identifies common patterns of interference, including devoicing, fronting, and stopping. Data were collected from ten participants aged 7 to 15 years through a reading task comprising English words containing target consonants. The findings revealed systematic deviations, such as /ʃ/ → /s/, /z/ → /s/, /v/ → /f/, and /θ/ → /t/, reflecting the influence of native phonological rules on English pronunciation. The study applies Generative Phonology and Optimality Theory to analyze these patterns, offering insights into the processes underlying the interference. Results demonstrate that the learners simplify or substitute challenging sounds based on their linguistic background, highlighting the impact of native phonological systems. The study concludes that both universal markedness and language-specific constraints play crucial roles in shaping L2 phonology in a multilingual context. Implications for pronunciation teaching and curriculum design are also discussed, emphasizing the need for context-sensitive pedagogical strategies in multilingual regions like Medan.
Copyright (c) 2025 Dedy Suhery, Mutiara Zein, Zahratul Idami, Krisna Weny, Nidiya Mawarni https://creativecommons.org/licenses/by/4.0
Facebook as a public discourse platform: analysing online users’ language politeness
This study investigates the implementation of politeness strategies within Facebook comment sections, guided by Brown and Levinson’s politeness theory (1987). As digital communication continues to thrive, Facebook serves as a prominent space where individuals from diverse backgrounds engage in conversations about social, political, and cultural issues. Using a descriptive qualitative method, this research examines how Indonesian users articulate their thoughts in response to controversial or debate-inducing public posts. The data comprise selected Facebook comments containing relevant opinions, emotional expressions, and language use. Employing pragmatic and discourse analysis, the research uncovers the presence of four politeness strategies: positive politeness, negative politeness, off-record, and bald on-record. These strategies represent various communication goals—from fostering solidarity to delivering critique. The analysis reveals that while many users strive to uphold politeness to maintain social balance, others opt for more straightforward or ironic expressions that defy conventional etiquette. Overall, this research underscores how language use in digital spaces mirrors broader cultural values, interpersonal dynamics, and user behavior, highlighting the importance of polite interaction in sustaining healthy online discourse.
Copyright (c) 2025 Sholihatul Hamidah Daulay, Nurul Husna , Sabilla Ayu Andini https://creativecommons.org/licenses/by/4.0
Multimedia and English Language Instruction in Universities: A Semantic Literature Review of Technological Advancements
The integration of multimedia technology in English language instruction has revolutionized educational methodologies, particularly in higher education. This study employs a Semantic Literature Review to analyze recent advancements and trends in multimedia applications for English language teaching in universities. Drawing data from international publishers, including Scopus, over the last five years (2019–2024), the review identifies key technological innovations, pedagogical strategies, and their impacts on learner engagement and proficiency. Findings reveal that multimedia tools, such as interactive software, video-based learning platforms, and augmented reality, significantly enhance language acquisition by fostering immersive and adaptive learning environments. Furthermore, the study highlights the challenges of implementation, including technological disparities and faculty readiness, and proposes strategies to optimize multimedia integration. This review contributes to the academic discourse by providing a comprehensive synthesis of existing literature and identifying future directions for multimedia-enhanced English language education in higher education.
Copyright (c) 2025 Sigit Haryanto, Nugroho Agung Prabowo, Umul Fajar Khoiriah https://creativecommons.org/licenses/by/4.0
A Critical Ecolinguistic Analysis of Environmental Discourse at Mulawarman University: Conservationism and Eco-Modernism in University Social Media
This study explores how environment and sustainability issues are represented in the social media discourse of Mulawarman University's student organizations. Using Fairclough’s Three-Dimensional Framework combined with an ecolinguistics approach, three Instagram posts were analyzed. The findings reveal that ecological terms and active language position humans as responsible agents for protecting nature, while nature is often portrayed as passive. Visual elements complement the textual messages to strengthen emotional engagement. The posts mainly function as awareness campaigns, referencing national policies but offering limited community perspectives. Socially, the discourse reflects conservationist and eco-modernist ideologies, focusing on institutional solutions. The study concludes that although Mulawarman University's digital environmental discourse successfully initiates meaningful conversations on ecological awareness, it remains symbolic. Future efforts should incorporate community perspectives and foster transformative ecological narratives for more profound societal impact.
Copyright (c) 2025 Desy Rusmawaty, Maharani Illiyyin Zahra, Fahdah Fathinah, Yunita Maharani Azzahra https://creativecommons.org/licenses/by/4.0
The Role of Nature in James Fenimore Cooper’s Novel “The Prairie”: An Ecocritical Study
This study investigates the representation and significance of nature in James Fenimore Cooper's novel "The Prairie" through the lens of ecocriticism. Cooper’s narrative profoundly portrays the American wilderness, reflecting on humanity's complex relationship with the natural environment during the period of westward expansion. Employing an ecocritical framework, the analysis explores how Cooper delineates nature not merely as a backdrop but as an active, dynamic character that influences human actions and decisions. "The Prairie" vividly captures the grandeur and vastness of the American frontier, underscoring the simultaneous beauty and harshness of the natural world. Cooper uses detailed descriptions of landscapes and wildlife to illustrate nature’s autonomy, challenging the anthropocentric perspectives prevalent in early 19th-century American literature. The study further highlights the ecological consciousness present within the novel, revealing how Cooper anticipates contemporary environmental concerns by critiquing humanity's destructive exploitation of natural resources and disregard for ecological balance. Furthermore, this research emphasizes the role of the protagonist, Natty Bumppo, whose harmonious coexistence with nature provides a counter-narrative to exploitative attitudes. Bumppo embodies environmental ethics ahead of his time, advocating respect, stewardship, and coexistence. Ultimately, this ecocritical exploration of "The Prairie" demonstrates Cooper’s novel as an early literary call for environmental awareness, significantly contributing to discussions on the human-nature relationship. By reassessing Cooper’s ecological vision, the study underscores the continued relevance of his environmental perspectives and highlights literature’s enduring role in shaping ecological consciousness.
Copyright (c) 2025 Riyatno Riyatno, M. Lukman Leksono https://creativecommons.org/licenses/by/4.0