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All Journal Al-Ta'lim Acuity : Journal of English Language Pedagogy, Literature and Culture English Language Teaching Educational Journal JOLLT Journal of Languages and Language Teaching Academic Journal Perspective : Education, Language, and Literature Research on English Language Education Jurnal Pendidikan dan Pengabdian Masyarakat
Sari Hidayati
Universitas Negeri Yogyakarta
Religion Arts Education Languange, Linguistic, Communication & Media Other

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Pemanfaatan Artificial Intelligence (AI) dalam Pembelajaran Bahasa Inggris melalui Platform Elevenlabs dan Liveworksheets Anna Stasya Prima Sari; Sudiyono Sudiyono; Sukarno Sukarno; Sari Hidayati; Rahma Fitriana; Ersa Izmi Safitri; Yusuf Musyaffa; Rohmat Wibowo
Jurnal Pendidikan dan Pengabdian Masyarakat Vol. 9 No. 2 (2026): Mei
Publisher : FKIP Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/jppm.v9i2.11384

Abstract

Program pengabdian kepada masyarakat (PkM) ini dilatarbelakangi oleh meningkatnya urgensi penguasaan bahasa Inggris di era globalisasi dan kemajuan teknologi Artificial Intelligence (AI), serta keterbatasan guru dalam mengintegrasikan teknologi AI ke dalam praktik pembelajaran. Program PkM ini diikuti oleh 18 guru Bahasa Inggris SMP dari Kabupaten Kulon Progo dan Bantul dengan tujuan meningkatkan kemampuan mereka dalam memanfaatkan teknologi AI, khususnya ElevenLabs dan Liveworksheets, untuk menciptakan pembelajaran bahasa Inggris efektif, kreatif, dan inovatif. PkM dilaksanakan dalam dua bentuk, yaitu daring melalui Zoom pada 04 Agustus 2025 dan luring pada 06 Agustus 2025. Program PkM dilaksanakan melalui tiga tahap: persiapan, pelaksanaan, dan evaluasi. Pada tahap persiapan, tim PkM UNY berkoordinasi dengan Musyawarah Guru Mata Pelajaran (MGMP) Bahasa Inggris SMP Kabupaten Kulon Progo dan Bantul untuk melakukan diskusi dan analisis kebutuhan. Pada tahap pelaksanaan, guru dilatih menggunakan ElevenLabs dalam pengembangan bahan ajar listening dan menggunakan Liveworksheets untuk merancang lembar kerja digital interaktif. Guru juga difasilitasi untuk berbagi pengalaman dan praktik baik sehingga tercipta kultur pembelajaran kolaboratif. Berdasarkan hasil evaluasi, guru menilai program PkM ini sangat relevan dengan kebutuhan mereka dalam meningkatkan kompetensi pedagogis dan digital. Secara keseluruhan, program PkM ini berkontribusi terhadap peningkatan hard skills dan soft skills guru yang mendukung penguatan profesionalisme mereka.
The Impact of the Absence of Mental Health Education on Student Teachers’ Well-Being: A Survey Study Madiha Ghori; Sari Hidayati
AT-TA'LIM Vol 33, No 2 (2026)
Publisher : Institut Agama Islam Negeri Imam Bonjol Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15548/jt.v33i2.1100

Abstract

This study aimed to examine the impact of the absence of mental health education in teacher training programs on student teachers’ psychological well-being, preparedness, and professional development. A survey research design was employed to investigate participants’ experiences, perceptions, and mental health-related needs during teacher preparation. The findings revealed that 73.3% of participants had not received formal mental health education as part of their teacher training, while 80% believed that its absence had contributed to their mental health struggles. Furthermore, 90% of participants considered mental health education extremely important for teachers, demonstrating strong recognition of its relevance to the teaching profession. In addition, 83.3% believed that integrating mental health education into teacher preparation would improve their teaching practice, while 73.3% reported that its inclusion would encourage them to remain in the teaching profession longer. These findings indicate that the lack of structured mental health education may leave student teachers insufficiently prepared to manage stress, burnout, emotional pressures, and other psychological challenges associated with teaching. This lack of preparation may also affect their confidence, classroom performance, professional satisfaction, and long-term commitment to the profession. Therefore, mental health education should be systematically integrated into teacher preparation curricula rather than treated as an optional component. Such integration can equip future teachers with essential knowledge, coping strategies, emotional awareness, and psychological resilience. Ultimately, strengthening mental health education in teacher training programs can promote student teachers’ well-being, enhance teaching effectiveness, support professional retention, and contribute to a more resilient and sustainable teaching workforce.
EFL Students’ Hybrid Learning Experiences in Post-Pandemic Indonesia Thedy Hardi Manafe; Sari Hidayati; Erica Ikramunnisa; Megi Sepriyanti Gobel
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: 10.35974/5ysr6e21

Abstract

In Indonesia’s post-pandemic university context, where Hybrid Learning (HL) remains implemented in particular EFL Master’s courses, understanding how students experience and participate in a classroom that combines online and offline learning has become increasingly important. To explore EFL students’ overall experiences and participation in HL in a post-pandemic Indonesian context, focusing on how they perceived its strengths through their best experiences, how they perceived the challenges, and how they critically reflect on the challenges into suggestions for better implementation of HL. This study used a qualitative case study design with five EFL master’s students. Data were collected through semi-structured interviews and analyzed using Broun and Clarke’s thematic analysis. Member checking was conducted to ensure accuracy and credibility in capturing students’ HL experiences in the post-pandemic context. The findings showed that hybrid learning offered valuable flexibility and supported students with diverse backgrounds, allowing them to participate according to their needs and circumstances. However, they also faced challenges, particularly unstable internet connectivity and difficulty maintaining focus. To improve HL, students suggested stronger internet support, clear and balanced online-offline teaching, and more interactive teaching approaches. This study offers valuable insights into post-pandemic EFL education by showing that hybrid learning, when supported with improved infrastructure and thoughtful pedagogical design, can meaningfully enhance flexibility, learners' autonomy, and equitable participation for diverse student groups.
Assessing materials development: An expert evaluation of instructional materials developed by pre-service English teachers Sukarno Sukarno; Sari Hidayati; Ihtiara Fitrianingsih; Dewi Nur Widiyati; Shabrina Yumna Azhra; Megan Jinabe; Fitriya Dessi Wulandari; Herwin Dyastuti; Kauna Karima; Adivta Yudha Tama; Nita Maghfiratul Jannah; Fadhl Mohammed Awadh Gharamah; Yasir A. Alsamiri
English Language Teaching Educational Journal Vol. 9 No. 1 (2026)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/eltej.v9i1.14997

Abstract

The ability of pre-service English teachers to create high-quality, contextually appropriate instructional materials is a critical component of effective pedagogy. This study provides a quantitative and analytical assessment of their proficiency in instructional design. By evaluating 28 material packages developed by pre-service teachers, this study identifies their strengths and remaining challenges in implementing modern pedagogical principles. A panel of ten subject experts evaluated the materials using a validated rubric assessing curriculum alignment, relevance, higher-order thinking skills (HOTS), and 21st-century skills. The results revealed variation in design competencies, with pre-service teachers performing best in foundational areas such as curriculum alignment (mean score 7.875) and pedagogy (mean scores for Suitability and 21st-century skills were 7.679 and 7.357, respectively). However, the study also found challenges in applying advanced pedagogical concepts, such as HOTS, Industry 4.0, and Society 5.0, with mean scores of 7.000, 7.000, and 6.964, respectively. These findings suggest an area for further strengthening in teacher education programs, particularly in supporting the integration of complex, abstract concepts like HOTS and contemporary pedagogical frameworks. Without sufficient preparation in these areas, pre-service teachers may find it challenging to apply these concepts effectively in their instructional practice.
EXPLORING STUDENTS’ CREATIVITY IN DIGITAL PROCEDURE TEXT WRITING USING CANVA Immanuela Marthen; Sari Hidayati
Research on English Language Education Vol 8 No 1 (2026): Research on English Language Education
Publisher : Universitas Nias Raya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57094/relation.v8i1.5491

Abstract

This research delves into how Canva bolsters students’ creativity in writing procedure texts. This study used a Classroom Action Research and involved 11th grade students who wrote procedure texts manually at first before integrating Canva as a writing digital tool in the learning process. The research data was collected through classroom observation, students’ Canva products, as well as interviews with students and teacher. The findings clearly showed a significant improvement in student writing skills. In the pre-test phase, only 8.33% of students achieved Minimum Competency (KKM). After implementing the actions in cycle 1, the results in post-test 1 increased to 54.17%. Then, in post-test 2, the results reached 100% with a minimum competency of 78. Thus, it can be concluded that the use of Canva has a positive influence on student creativity in writing. This improvement is indicated by creativity indicators such as fluency, flexibility, originality, elaboration, and the ability to integrate text with visual elements. Students are better able to develop more structured and creative ideas when creating procedural texts. Moreover, Canva allows them to combine texts and visuals, design their products more engaging, and develop their ideas freely. Additionally, Canva enabled students to have direct feedback from peers and teacher so they learnt to be able to improve their writing products during the learning process. This research suggests that Canva provides meaningful digital features that support creative expression in writing and can serve as an effective ICT tool in English Language Teaching.
Exploring EFL Teachers’ Beliefs, Attitudes, and Classroom Practices in the Integration of Intercultural Communicative Competence Muthiah Afifah; Sari Hidayati; Nunik Sugesti
JOLLT Journal of Languages and Language Teaching Vol. 14 No. 4 (2026): October
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v14i4.18615

Abstract

Intercultural Communicative Competence (ICC) has been widely acknowledged as an essential component of English language teaching; however, limited studies have examined how EFL teachers’ beliefs and attitudes shape its practical integration in Indonesian senior high school classrooms. This study addresses this gap by exploring teachers’ beliefs, attitudes, and classroom practices in fostering ICC. A qualitative case study was conducted in a senior high school in Lima Puluh Kota Regency involving three English teachers selected through purposive sampling. Data were collected through semi-structured interviews, non-participant classroom observations, and syllabus document analysis, and analyzed using Braun and Clarke’s thematic analysis framework. The findings revealed three major themes: (1) teachers’ strong belief in the inseparable relationship between language and culture, (2) the use of a comparative cultural approach emphasizing everyday cultural practices, and (3) the implicit rather than systematic integration of ICC in teaching practices and syllabi. While teachers demonstrated positive attitudes and incorporated cultural elements through authentic materials and contextualized expressions, implementation relied largely on individual initiative rather than explicit curricular guidance. These findings underscore the need for structured ICC-focused teacher training and clearer curriculum frameworks. However, the study is limited to a small sample in one school context. Future research involving broader contexts is recommended.
THE IMPLEMENTATION OF DIFFERENTIATED READING INSTRUCTION IN EFL CONTEXT: STRATEGIES, IMPACTS, AND CHALLENGES Rukadah Rukadah; Joko Priyana; Sari Hidayati
Academic Journal PERSPECTIVE: Education, Language, and Literature Vol 13 No 2 (2025)
Publisher : Lembaga Penelitian (The Institute of Research) Universitas Swadaya Gunung Jati

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33603/perspective.v13i2.11051

Abstract

This study is conducted using a systematic literature review which explores the strategies, impacts, and challenges during the implementation of Differentiated Reading Instruction (DRI) strategies in English as a Foreign Language (EFL) Classrooms.  The literature review analyses 19 studies published between 2014 and 2024, sourced from databases like Scopus, Google Scholar, and Mendeley. The findings reveal that tiered assignments and flexible grouping achieve the highest frequency use in DRI implementation. The strategies show the positive effects namely on reading comprehension, student engagement, and self-confidence. However, the reviews also find out the challenges such as a restricted time, limited resources, and insufficient teacher training hinder effective implementation. For further research, it is recommended to explore on other language skills namely listening, speaking, and writing to broad the impacts of DRI. The study also identifies the importance of teachers’ training on DI practices to overcome the challenges in diverse classrooms.
GRADUATE STUDENTS’ PERCEPTIONS OF ARTIFICIAL INTELLIGENCE-INTEGRATED SELF-ASSESSMENT PRACTICES IN ARTICLE WRITING Intan Fatma Sari; Sari Hidayati
Academic Journal PERSPECTIVE: Education, Language, and Literature Vol 13 No 2 (2025)
Publisher : Lembaga Penelitian (The Institute of Research) Universitas Swadaya Gunung Jati

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33603/perspective.v13i2.11484

Abstract

The study investigates graduate students’ perceptions of Artificial Intelligence-integrated self- assessment in academic writing. Using narrative inquiry, the study investigated how students experience AI in their self-assessment and writing processes. The participants were three Indonesian EFL graduate students who enrolled in a scientific writing course. The data were collected using a questionnaire, semi-structured interviews, and student artifacts. The data analysis technique employed was thematic analysis, which aimed to uncover the main themes in students' experiences. The findings indicate that AI tools supported students’ understanding of writing conventions and increased confidence and motivation to learn more. The students exhibited a transition from relying on AI to a more independent process of selectively using AI feedback with human feedback. Despite the advantages of AI tools, the study also identified challenges using AI, specifically regarding the conceptual aspects of writing, including argumentation and knowledge of a specific discipline. The findings indicate that AI is a practical supplementary tool in academic writing, but human feedback remains essential. The research concludes with suggestions for further research, including the development of AI tools that provide more specific feedback when applying them. When using AI, students may need to establish a system of using human feedback and AI feedback in parallel to cultivate accuracy and critical analysis for academic writing.
Co-Authors Adivta Yudha Tama Anna Stasya Prima Sari Dewi Nur Widiyati Erica Ikramunnisa Ersa Izmi Safitri Fadhl Mohammed Awadh Gharamah Fitriya Dessi Wulandari Herwin Dyastuti Ihtiara Fitrianingsih Immanuela Marthen Intan Fatma Sari Joko Priyana Kauna Karima Madiha Ghori Megan Jinabe Megi Sepriyanti Gobel Muthiah Afifah Nita Maghfiratul Jannah Nunik Sugesti Rahma Fitriana Rohmat Wibowo Rukadah Rukadah Shabrina Yumna Azhra Sudiyono Sudiyono Sukarno Sukarno Thedy Hardi Manafe Yasir A. Alsamiri Yusuf Musyaffa