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All Journal JEELS (Journal of English Education and Linguistics Studies) Jurnal Pustaka Indonesia EduImpact: Jurnal Pengabdian dan Inovasi Masyarakat UJET: Unila Journal of English Teaching Proceeding International Conference on Digital Education and Social Science
Aksendro Maximilian
Universitas Lampung
Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Engineering Languange, Linguistic, Communication & Media Social Sciences Other

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Generative AI for Academic Writing among Indonesian History Education Lecturers Putut Wisnu Kurniawan; Aksendro Maximilian; Hajjah Zulianti; Nurdin Hidayat
Proceeding International Conference on Digital Education and Social Science Vol. 3 No. 1 (2025): Proceeding International Conference on Digital Education and Social Science 202
Publisher : Asosiasi Pengelola Publikasi Ilmiah (APPI) PT PGRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55506/icdess.v3i1.176

Abstract

Since the Generative artificial intelligence (GenAI) is potentially reshaping academic writing and publication, this study aims to investigate how Indonesian history education lecturers adopt GenAI across the workflow of writing to publication. It also aims to identifies the perceived benefits, risks, and supports needed for responsible use. To obtain these purposes, a qualitative study involved 50 lecturers from Sumatra, Java, Kalimantan, Sulawesi, and Bali was conducted. Data were gathered through questionnaires, semi structured interviews, and focus group discussions. Thematic analysis, supported by triangulation across instruments, was used to identify patterns of use and challenge. The most frequently used tools were ChatGPT, Grammarly, Google Translate, Gemini, QuillBot, and Turnitin. Adoption was driven by simplicity and efficiency. Indonesian history lecturers reported using GenAI for (a) idea generation and research design, (b) literature synthesis, (c) data analysis, (d) content editing and proofreading, and (e) preparation for publication and dissemination. Four recurring challenges tempered these benefits: safeguarding academic integrity, uneven digital literacy, over reliance on automated outputs, and concerns about data validity and accuracy. Overall, participants framed GenAI as a productivity aid rather than a replacement for scholarly judgment. In conclusion, these outcomes contribute to the wider discussion on technology in higher education by providing educators and policymakers with information about how to maintain a balance between academic rigor and innovation.
PELATIHAN LITERASI DIGITAL BAGI MAHASISWA MAGISTER PENDIDIKAN BAHASA INDONESIA DALAM MENGEMBANGKAN PEMBELAJARAN BERBASIS TEKNOLOGI Aksendro Maximilian; Galuh Dwi Ajeng
EduImpact: Jurnal Pengabdian dan Inovasi Masyarakat Vol. 3 No. 1 (2026): EduImpact: Jurnal Pengabdian dan Inovasi Masyarakat
Publisher : Cipta Pustaka Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63324/eipm.3v.1i.191

Abstract

Kegiatan pengabdian kepada masyarakat ini bertujuan meningkatkan literasi digital mahasiswa Magister Pendidikan Bahasa Indonesia STKIP PGRI Bandar Lampung untuk mengoptimalkan pembelajaran di sekolah. Kegiatan dilatarbelakangi oleh kebutuhan pendidikan dalam memanfaatkan teknologi digital secara efektif, kritis, dan bertanggung jawab pada era pendidikan modern. Metode menggunakan pendekatan partisipatif berbasis praktik (learning by doing) melalui tahap persiapan, pelaksanaan, evaluasi, dan refleksi. Kegiatan diikuti oleh 29 mahasiswa dengan materi literasi digital, pemanfaatan platform pembelajaran, etika digital, serta penggunaan Generative AI secara bertanggung jawab. Hasil menunjukkan peningkatan pemahaman peserta dalam memilih, menggunakan, dan mengintegrasikan teknologi digital ke dalam perencanaan pembelajaran. Sebanyak 89,7% peserta memberikan respons positif karena materi relevan dengan kebutuhan akademik dan praktik pembelajaran di sekolah. Peserta juga mampu menyusun perangkat pembelajaran berbasis digital secara lebih sistematis serta memahami pentingnya etika, keamanan informasi, dan pemanfaatan teknologi secara bijaksana. Dengan demikian, kegiatan ini memberikan kontribusi positif dalam memperkuat kompetensi literasi digital mahasiswa sebagai bekal menghadapi tantangan pembelajaran abad ke-21 secara profesional berkelanjutan.
The impact of generative AI on creative and structural academic writing: Enhancing originality, compliance, and autonomy in English language learning Galuh Dwi Ajeng; Febriyantina Istiara; Aksendro Maximilian; Tommy Hastomo; Andri Wicaksono
JEELS (Journal of English Education and Linguistics Studies) Vol. 13 No. 2 (2026): JEELS November 2026
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v13i2.7402

Abstract

The integration of Generative Artificial Intelligence (GenAI) in English as a Foreign Language (EFL) writing instruction has transformed how students develop both creative and academic writing skills. However, its widespread use raises concerns about overreliance, which may affect students’ autonomy and critical thinking. This study investigates: (1) the impact of GenAI on creative writing quality, particularly originality, cognitive flexibility, and expressive innovation; (2) its role in enhancing structural academic writing, including coherence, organization, and grammatical accuracy; and (3) students’ perceptions of autonomy and dependence in AI-assisted writing. Using a mixed-methods sequential explanatory design, the study involved 80 undergraduate students divided into experimental and control groups. Quantitative data were analyzed using independent-samples t-tests and MANOVA, while qualitative data were examined through thematic analysis. The findings indicate that GenAI significantly improves both creative and structural writing performance while fostering learner autonomy, although risks of emerging dependency remain. Overall, this study highlights the importance of a balanced and pedagogically guided integration of GenAI to enhance writing quality while sustaining students’ creativity, autonomy, and critical thinking.
Navigating the Spoken–Written Divide: Senior High School Teachers’ Perceptions of Teaching Speaking through the Genre-Based Approach Nabila Hasri Ainun; Aksendro Maximilian
U-Jet Unila Journal of English Language Teaching Vol. 15 No. 1 (2026): U-JET
Publisher : English Language Education Study Program

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/ujet.v2.318

Abstract

The Genre-Based Approach (GBA), long embedded in Indonesia’s English curriculum and still conceptually retained under the Merdeka Curriculum’s text-type competencies, is widely associated with the teaching of writing, leaving its application to speaking comparatively under-examined. This qualitative case study investigates how two experienced English teachers in a state senior high school in Bandar Lampung perceive and enact GBA in teaching speaking, with particular attention to an issue rarely addressed in prior GBA research: teachers’ awareness of the distinction between spoken and written text. Data were collected through semi-structured interviews, transcribed, and analyzed thematically following an inductive-deductive coding process. Five themes emerged: teachers’ conceptual understanding of GBA, their enactment of the four-stage teaching–learning cycle in speaking lessons, their awareness of the spoken–written text distinction, their perceived effectiveness of GBA for developing speaking, and the contextual challenges they faced. Findings reveal that although both teachers grasped the basic principles of GBA and implemented its four stages, they diverged markedly in their sensitivity to spoken-mode features: one teacher defaulted to written-text-like, rehearsed speech due to perceived student limitations, while the other deliberately cultivated spontaneous, interactive talk. This asymmetry suggests that procedural familiarity with GBA does not guarantee a genre-appropriate treatment of spoken discourse. The study contributes a mode-awareness lens to GBA teacher-cognition research and offers implications for teacher professional development under the Merdeka Curriculum.
Developing Canva-Based Interactive Worksheet Integrated ‎with Liveworksheets for Teaching Expository Text ‎ Galuh Dwi Ajeng; Futri Rahayu; Hajjah Zulianti; Aksendro Maximilian
JPI: Jurnal Pustaka Indonesia Vol. 6 No. 2 (2026): May-August
Publisher : Yayasan Darussalam Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62159/jpi.v6i2.2619

Abstract

This study aimed to develop a Canva-based interactive worksheet integrated with Liveworksheets for teaching expository text to tenth-grade students of SMAN 14 Bandar Lampung, to determine its feasibility through expert validation, and to identify students’ responses to the developed product. This study employed the Research and Development (R&D) method using the ADDIE instructional design model, covering the Analysis, Design, Development, Implementation, and Evaluation stages. The participants were the tenth-grade students. Data were collected through interviews, questionnaires, and expert validation sheets. The developed product combined Canva for designing instructional content and visual layout with Liveworksheets for creating interactive activities, including drag-and-drop, matching, multiple-choice, and short-answer exercises. Before implementation, the product was revised based on suggestions from material, media, and language experts. The validation results indicated that the product was highly feasible, with mean scores of 4.88, 4.71, and 5.00 from the material, media, and language experts, respectively, resulting in an overall mean score of 4.86 (“very good”). Students reported highly positive responses during the field trial (96.52%) and questionnaire (96.65%), indicating favorable perceptions of the developed worksheet. These findings indicate that the developed worksheet is feasible and perceived as practical for use in the participating class; however, its effectiveness in improving learning outcomes and its applicability to other educational contexts require further investigation.
Co-Authors Andri Wicaksono, Andri Febriyantina Istiara Futri Rahayu Galuh Dwi Ajeng Galuh Dwi Ajeng, Galuh Dwi Hidayat, Nurdin Nabila Hasri Ainun Putut Wisnu Kurniawan Tommy Hastomo Zulianti, Hajjah