Article Per Year (5 Year)
p-Index From 2021 - 2026
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All Journal JEPAL (Journal of English Pedagogy and Applied Linguistics) Journal of General Education and Humanities Foreign Language Instruction Probe
Tedi Rohadi
UIN Sunan Gunung Djati Bandung
Humanities Education Languange, Linguistic, Communication & Media Mathematics Other

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Intertextual Awareness in EFL Report Writing: A Comparison of Field- and Web-Based Source Use Amroh Umaemah; Hendi Hidayat; Tedi Rohadi
Journal of General Education and Humanities Vol. 5 No. 3 (2026): June
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i3.1529

Abstract

This qualitative study explores how EFL students interactively work with field- and web-based sources in academic report writing through processes of selection, interpretation, and integration. Data were collected through semi-structured reflective questionnaires, semi-structured interviews, and student report texts involving 32 third-semester students. Grounded in Bazerman’s intertextual typology and Canagarajah’s translingual framework, thematic analysis identified two overlapping intertextual repertoires that reflected distinct patterns of meaning-making. Field-based engagement encouraged experiential curiosity, dialogic interpretation, and narrative integration, in which students drew on cultural immediacy and personal experience to construct a stronger authorial voice and epistemic agency. In contrast, web-based engagement was more strongly associated with algorithmic search behaviour, multimodal decoding, and citation-oriented structuring. Although both source types supported strategic meaning-making, field-based practices demonstrated deeper interpretive engagement and more independent knowledge construction. The findings indicate that pedagogical support should integrate embodied inquiry and digital literacy to strengthen students’ critical intertextual competence in academic writing. The study also suggests incorporating hybrid source use into EFL writing instruction to support more balanced and adaptive academic authorship.
Integrating AI and Generative AI Literacy in English Teacher Education for Young Learners Dini Utami; Tedi Rohadi
JEPAL (Journal of English Pedagogy and Applied Linguistics) Vol. 6 No. 2 (2026): January 2026
Publisher : Ma'soem University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32627/jepal.v6i2.1838

Abstract

AI and Generative AI (GAI) technologies are increasingly shaping education, making their integration into English teacher education essential for preparing pre-service teachers to engage effectively with young learners in digital contexts. This qualitative study examines the integration of AI and GAI literacy inside English teacher education programs at Islamic higher education institutions in Indonesia, specifically on the teaching of English to young learners. Two research questions guide this research: (1) How is AI and Generative AI literacy being integrated into English teacher education programs for young learners in the digital age? and (2) What pedagogical strategies and digital tools are currently used to incorporate AI and GAI into pre-service English teacher education? Data were collected through questionnaires and interviews involving one lecturer and twenty-five pre-service English teachers (PSTs) and were analysed thematically using the Technological Pedagogical Content Knowledge (TPACK) framework. The findings show that AI and GAI literacy is present but implicitly integrated, with AI use driven mainly by student initiative rather than explicit curricular design. Project-based learning served as the main strategy enabling AI use. Pre-service teachers used ChatGPT for lesson planning, Canva for material design, and Quizizz for assessment, while lecturers mainly used assistive tools such as Grammarly and Canva. These practices indicate emerging technological competence but limited pedagogical and ethical structuring of AI use. The study highlights the need for curriculum-level integration of AI literacy to support ethical, pedagogically grounded, and developmentally appropriate TEYL practices.
Intertextual Awareness in EFL Report Writing: Comparing Students’ Use of Field-Based and Web-Based Sources Tedi Rohadi; Hendi Hidayat; Herawati Fajrin
Foreign Language Instruction Probe Vol. 4 No. 2 (2025): Principle in ELT
Publisher : STIT Buntet Pesantren Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54213/flip.v4i2.1008

Abstract

This qualitative study investigates how EFL students engage with field-based and web-based sources in academic report writing, focusing on their intertextual strategies of selection, interpretation, and integration. Data were collected from 32 third-semester students through reflective questionnaires, semi-structured interviews, and student report texts. Guided by Bazerman’s intertextual typology and Canagarajah’s translingual framework, thematic analysis revealed two distinct but overlapping intertextual repertoires. Field-based engagement fostered experiential curiosity, dialogic interpretation, and narrative integration rooted in cultural immediacy. In contrast, web-based engagement promoted algorithmic search behaviour, multimodal decoding, and citation-driven structuring. While both modes demonstrated strategic meaning-making, field-based practices reflected stronger authorial voice and epistemic agency. The findings suggest that pedagogical support should cultivate both embodied inquiry and digital literacy to enhance students’ critical intertextual competence. Implications are offered for integrating hybrid source use into academic writing instruction and for future research on adaptive authorship in EFL contexts.
Co-Authors Amroh Umaemah Dini Utami Hendi Hidayat Herawati Fajrin