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All Journal EDULITE: Journal of English Education, Literature and Culture Language Circle : Journal of Language and Literature
Seful Bahri
Universitas Negeri Semarang
Education Languange, Linguistic, Communication & Media

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Towards humanized English learning: AI tools and speaking outcomes among university students Muhamad Rifqi Bakhtiar; Hendi Pratama; Seful Bahri; Rudi Hartono; Sri Wahyuni; Kurniawan Yudhi Nugroho; Treenuch Chaowanakritsanakul
EduLite: Journal of English Education, Literature and Culture Vol 11, No 2 (2026): August 2026
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/e.11.2.435-449

Abstract

The rapid advancement of artificial intelligence in higher education has significantly transformed English language teaching and learning processes. This study investigates the integration of humanizing pedagogy into AI-supported learning environments, particularly via platforms such as ChatGPT, Gemini, and Bing AI/Copilot, to enhance university students' speaking outcomes. Using a cross-sectional survey design involving 54 university students from Elementary School Teacher Education, Accounting, and English Education programs, data were collected via a structured questionnaire during May 2025 and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The findings reveal that while artificial intelligence provides efficient feedback and structured practice, the human element remains essential for creating an authentic and supportive instructional atmosphere. Students who perceived psychological benefits from AI use showed the strongest intention to continue using these tools (β = 0.368, p < 0.01), followed by learning effectiveness (β = 0.289) and technology usability (β = 0.241), with the model accounting for 61.4% of variance in adoption intention. This research provides practical implications for curriculum designers to incorporate humanized artificial intelligence strategies into English education programs to ensure more effective and empathetic classroom instruction.
Speech acts in undergraduate thesis defenses: A pragmatic analysis of oral interaction in an EFL context Imanuel Kamlasi; Edmundus Bouk; Hendi Pratama; Sri Wahyuni; Seful Bahri
EduLite: Journal of English Education, Literature and Culture Vol 11, No 2 (2026): August 2026
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/e.11.2.471-486

Abstract

The study argues that institutional power dynamics influence speech acts in the EFL thesis defenses. The study identifies types of speech acts used by examiners and candidates and analyzes how these acts shape the dynamics of the defenses. The research utilized qualitative methods based on the Interaction Analysis Method. Eight EFL candidates and eleven examiners were involved in the research. The study used an observation guide and audio/video recorders to document oral interactions during thesis defense sessions. The oral interactions were transcribed for analyses. The utterances were coded and analyzed using Austin's and Searle's framework of speech acts. The findings indicate a clear power asymmetry between the examiner and the candidate. The examiners confirmed that directive speech acts are dominant with 53%, followed by assertive speech acts at 35%. Expressive speech acts account for 10%, while commissive and declarative speech acts are low, only 1%. The candidates showed that assertive speech acts are the most prevalent of 86%, expressive acts represent 10% while directive acts are significantly lower at 3%. Commissive acts make up 1%, and declaration acts are the least common. The study suggests targeted training to minimize misunderstanding in an academic discussion.
An Analysis of Techniques and Challenges in Teaching Pronunciation to Young Learners: A Case Study at A Primary School Level Yolinda Pramudanti; Seful Bahri
Language Circle: Journal of Language and Literature Vol. 20 No. 2 (2026): Regular Edition of April 2026
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lc.v20i2.31698

Abstract

Pronunciation plays a crucial role in communication, especially for early English learners during their optimal language-acquisition period. However, many primary school teachers struggle with effective pronunciation instruction due to limited training and resources. This research aimed to identify the methods teachers employed, the obstacles they encountered, and how students responded to pronunciation instruction. This study investigates the techniques used and challenges faced by teachers in teaching pronunciation to young learners at one of the primary schools in Pati, Central Java, Indonesia. Using a descriptive qualitative approach, data were collected through classroom observations, interviews with one teacher and six students, and document analysis. The findings revealed that drilling and repetition were the most commonly used techniques, although students perceived them as monotonous. More engaging strategies, such as using games and audiovisual media, increased student motivation and participation more effectively. Challenges included a lack of appropriate materials, limited technological tools, and the influence of students' first language. This study concludes that while traditional methods remain dominant, integrating interactive, technology-supported techniques can enhance the effectiveness of pronunciation instruction. The results suggest more targeted teacher training and resource development to support pronunciation teaching at the elementary level.
Designing an English reading instructional model incorporating Islamic content for Integrated Islamic High Schools Seful Bahri; Rini Susanti Wulandari; Hendi Pratama
EduLite: Journal of English Education, Literature and Culture Vol 11, No 1 (2026): February 2026
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/e.11.1.1-18

Abstract

Reading is a fundamental language skill that plays a key role in students’ academic success, yet in faith-based schools English reading instruction often lacks integration with Islamic values and character formation. While previous studies have highlighted the need for contextualized materials, limited research has offered a systematic model that aligns English reading with Islamic content and the Emancipated Curriculum (Kurikukum Merdeka). This study therefore aimed to design, validate, and evaluate an English reading instructional model that incorporates Islamic themes and the ten Muwashafat. Employing a Research and Development (R&D) design using the ADDIE framework, the study involved English teachers and students at an Integrated Islamic Senior High School in Semarang, Indonesia. Data were gathered through collaborative classroom action research (CAR) combining questionnaires, observations, interviews, and pre/post tests. The model produced includes a conceptual framework, syllabus, lesson plans, and Islamic-themed reading texts structured through the IMPACT sequence (Initiate, Map, Perceive, Analyze, Construct, Think back). Expert evaluation confirmed its feasibility with average ratings of 3.53–3.67, while classroom implementation demonstrated effectiveness, as students’ reading scores increased from 6.8 (pre-test) to 7.8 (post-test), alongside positive improvements in engagement, classroom climate, and character development. The findings conclude that integrating Islamic content with character-based values strengthens English reading instruction in faith-based contexts, and future researchers are encouraged to adapt and expand the model across diverse educational settings.
Co-Authors Edmundus Bouk Hartono, Rudi Hendi Pratama Hendi Pratama Imanuel Kamlasi Muhamad Rifqi Bakhtiar Nugroho, Kurniawan Yudhi Rini Susanti Wulandari Treenuch Chaowanakritsanakul Wahyuni, Sri Yolinda Pramudanti