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p-Index From 2021 - 2026
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All Journal Ethical Lingua: Journal of Language Teaching and Literature Journal Of Academia In English Educations (JADEs) EBONY
Bannus, Dedy
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Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Indonesian University Students’ Attitudes and Aspirations Towards ICT in EFL Learning Dedy Arianto Bannus; Emeral
General English Education Vol 3 No 1 (2023): EBONY- Journal of English Language Teaching, Linguistics, and Literature
Publisher : The Study Program of English Education of Palangka Raya University 

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37304/ebony.v3i1.7997

Abstract

The Information and Communication Technology (ICT) has been widely used in learning a language and it seems to influence learners’ attitude on learning a language. Therefore, this study is intended to reveal Indonesian University students’ attitudes on the use of ICT in EFL learning. The data were collected from 152 second-year students on English education program who contributed in an online-survey and 4 of them were involved in a semi-structured interview. To obtain the objective, a mixed-methods research design was applied. The result indicated that Indonesian university students have a high positive attitude towards the application of ICT in their EFL learning.
Bridging Language and Heritage: Exploring Teachers’ Use of Digital Applications in Teaching English With Dayak Ngaju Cultural Content Bannus, Dedy; Emeral
Ethical Lingua: Journal of Language Teaching and Literature Vol. 13 No. 1 (2026): Volume 13 No 1 April 2026
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/25409190.926

Abstract

Culture-Based Teaching (CBT) enhances students’ linguistic competence and cultural awareness, and recent advances in digital applications offer new opportunities for embedding indigenous content into EFL pedagogy. Despite the proliferation of digital tools in language classrooms, little research has examined how teachers integrate Dayak Ngaju cultural materials into digitally assisted English instruction. This exploratory qualitative study investigates the digital applications EFL teachers use, the language skills they target, and the challenges they encounter when teaching English with Dayak Ngaju cultural content. Semi-structured interviews were conducted with six senior high school teachers from two regencies in Central Kalimantan Province, Indonesia, and the transcripts were analysed using thematic analysis in NVivo 12 and Transcribe. The results reveal that YouTube and Canva are the most frequently employed applications, with local folklore serving as the primary Dayak Ngaju content. Speaking and writing emerge as the main skills teachers aim to develop through these digital resources. However, the study also highlights several obstacles, including unstable internet connectivity, insufficient teacher training, technical issues, school restrictions, and a lack of suitable Dayak Ngaju materials for the senior high school level. This study suggests that educators should be equipped with targeted training and accessible digital resources to effectively incorporate Dayak Ngaju cultural content into English instruction, enhancing students' language skills and cultural awareness.
Academic Writing Challenges and Strategies among Indonesian EFL Learners: A Study from Central Kalimantan Emeral; Tutik Haryani; Dedy Arianto Bannus
JADEs Journal of Academia in English Education Vol. 7 No. 1 (2026): JADEs Journal of Academia in English Education
Publisher : Tadris Pendidikan Bahasa Inggris IAIN Langsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32505/jades.v7i1.14340

Abstract

This study investigates the challenges, attitudes, and strategies of Indonesian EFL learners in academic writing, focusing on EFL learners from Central Kalimantan, a context that has received limited scholarly attention. Employing a mixed-method design, data were collected from 163 undergraduate students through questionnaires and interviews. The findings revealed that learners experienced difficulties in academic writing, with sentence structure (76%), topic familiarization (75%), and grammar (62%), emerging as the most challenging aspects. The degree of difficulty significantly varied across gender and academic year, with female and sophomore students reporting greater challenges. Despite these challenges, participants demonstrated generally positive attitudes toward academic writing, considering it essential for their academic and professional development. The participants reported various strategies to overcome difficulties, such as initiating self- and peer-review, and implementing extensive use of artificial intelligence (AI) tools like Grammarly, QuillBot, and ChatGPT. While these digital tools were perceived as beneficial in enhancing accuracy and organization, the participants also expressed caution regarding overreliance. The results emphasize the importance of developing context-specific strategies to strengthen writing practice and grammar instruction. The study contributes a contextualized understanding of EFL learners’ academic writing experiences and emphasizes the balance between human effort and technological support.
Co-Authors Emeral Emeral Tutik Haryani