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All Journal SALEE: Study of Applied Linguistics and English Education PEDAGOGIC: Indonesian Journal of Science Education and Technology
Aryawira Pratama
IAIN Curup
Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Technology and Ethics: A Phenomenological Study of Lecturers’ Experiences in Supervising Artificial Intelligence use Among University Students Eliza Trimadona; Iin Nirwana; Mayang Sastra Sumardi; Netti Zurnelli; Rahmi Arifah; Aryawira Pratama
PEDAGOGIC: Indonesian Journal of Science Education and Technology Vol. 6 No. 3 (2026): PEDAGOGIC: Indonesian Journal of Science Education and Technology
Publisher : Lembaga Intelektual Muda (LIM) Maluku

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54373/ijset.v6i3.5556

Abstract

This study examines the use of Artificial Intelligence (AI) in higher education, focusing on its implications for students’ critical thinking skills and academic integrity. Although the use of AI tools such as ChatGPT and Grammarly is becoming increasingly common in the completion of academic assignments, understanding of how lecturers monitor and respond to their use remains limited. This study aims to uncover the strategies, challenges, and experiences of lecturers in monitoring students’ use of AI. The study employs a phenomenological qualitative approach, involving six lecturers from various universities in Indonesia. Data were collected through semi-structured in-depth interviews and analysed using thematic analysis, which includes the stages of transcription, repeated reading, data coding, grouping codes into themes, and interpretation of meaning. The results indicate that lecturers identify AI use through discrepancies between students’ oral and written abilities, rigid and repetitive language patterns, and inconsistencies in the academic writing process. The findings also suggest that over-reliance on AI has the potential to weaken critical thinking skills and threaten the authenticity of academic work. The main challenges faced by lecturers include limited detection tools, the absence of clear institutional policies, and ethical dilemmas in balancing technological innovation and academic integrity. This study highlights the importance of strengthening AI literacy, robust policies, and process-based assessment
Enhancing Students’ English Engagement and Competence Through Educative Games Aryawira Pratama; Retno Wulan; Melli Kusmaningrum; Masita Arianie; Khoirunnisa
SALEE: Study of Applied Linguistics and English Education Vol. 7 No. 1 (2026)
Publisher : STAIN Sultan Abdurrahman Kepulauan Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35961/salee.v7i1.2500

Abstract

Educational game-based learning has become increasingly prevalent in global educational contexts, extending beyond traditional English classrooms and contributing to increased student motivation, engagement, and competence. This study examined the effectiveness of integrating educational games into English language learning compared with conventional teaching methods in a junior high school in Jambi Province, Indonesia. English instruction at the junior high school level often faces challenges, particularly because many students enter secondary education with limited prior exposure to English. To address this issue, the present study investigated the use of several educational game applications—Duolingo, Quizlet, ABCmouse, and Kahoot—to improve English language skills among seventh-grade students over one semester. The research employed a quantitative experimental design involving 58 students divided into two groups: an experimental group (n = 29) that used educational games and a control group (n = 29) that received conventional instruction. Data were collected through pre-tests and post-tests assessing vocabulary, grammar, and communicative competence. Statistical analysis using an independent samples t-test revealed no significant difference between groups at the pre-test stage (t = 0.45, p = 0.65). However, after the intervention, the experimental group demonstrated significantly higher post-test scores (M = 73, SD = 4) than the control group (M = 65, SD = 6), with a significant difference (t = ?6.334, p < 0.001) and a large effect size (d = 1.63). These findings indicate that integrating educational games can substantially enhance students’ engagement and English language proficiency. Practically, this study highlights the potential of combining multiple educational game applications to support technology-integrated English instruction and improve learning outcomes in Indonesian secondary schools.
Co-Authors Eliza Trimadona Iin Nirwana Khoirunnisa Masita Arianie Mayang Sastra Sumardi Melli Kusmaningrum Netti Zurnelli Rahmi Arifah Retno Wulan