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All Journal At-Thullab : Jurnal Pendidikan Guru Madrasah Ibtidaiyah Indonesian EFL Journal
Ahmad Syairofi
Universitas Al-Falah As-Sunniyah
Religion Education Languange, Linguistic, Communication & Media Social Sciences

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A CASE STUDY OF CHATGPT-INTEGRATED GENRE-BASED INSTRUCTION FOR EFL NARRATIVE WRITING DEVELOPMENT Ahmad Syairofi
Indonesian EFL Journal Vol. 12 No. 2 (2026)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v12i2.92

Abstract

Although the use of a genre-based approach in teaching writing has been extensively researched, little is known about how AI technology is incorporated into such an approach to assist Indonesian EFL students in developing their writing skills. To fill this gap, this study investigates the incorporation of AI technology (i.e., ChatGPT) within a genre-based instructional framework to identify areas of improvement in students’ writing following the implementation of the teaching program. Informed with AI literacy, the instructional design is enacted iteratively to teach narrative texts. Data from this case study were collected from students’ writings (diagnostic test and after-teaching test) and semi-structured interviews. The students’ artefacts (n=16 for each diagnostic test and after-teaching test) were analyzed using Systemic Functional Linguistics, while students’ interviews were discursively read and analyzed thematically to support the previous data. The findings suggest positive developmental changes compared to their scores on the diagnostic test. Additionally, the semi-structured interviews revealed that most students had a positive experience, reporting that they felt well-prepared to write narrative texts using the model. Developments were noted in language use and text structure, with students being actively engaged and receiving direct feedback from peers, the tool, and the teacher. The study concludes with implications and recommendations for future research.
Gender Stereotypes in EYL Textbook Visual Imagery: Implications for Inclusive Classroom Learning Setyo Utami; Ulya Maulani Subhan; Ahmad Syairofi; Rusma Adam; Ladawan Longsoh
AT-THULLAB : Jurnal Pendidikan Guru Madrasah Ibtidaiyah Vol 10 No 1 (2026): At-Thullab : Jurnal Pendidikan Guru Madrasah Ibtidaiyah
Publisher : Universitas Islam Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30736/atl.v10i1.2926

Abstract

This study investigates gender representation in the My Next Words English textbook series, a nationally endorsed resource for Indonesian elementary schools. Using Critical Content Analysis (CCA), 882 human illustrations containing 2,150 characters were analyzed through Harper's Framework of Gender Stereotypes in Children's Literature. The findings reveal that male characters outnumber female characters (54.3% vs. 45.7%) and are more frequently portrayed in diverse occupations, leadership positions, sports, and public activities. Traditional gender stereotypes accounted for 50.6% of all illustrations, whereas gender-sensitive (27.2%), gender-restrictive (19.3%), and gender-neutral (2.9%) representations were considerably less frequent. The study also identifies an invisible gender barrier, characterized by the implicit visual segregation of boys and girls within shared educational settings. By integrating Harper's Framework with Hidden Curriculum, Social Role Theory, and Critical Pedagogy, this study extends current scholarship on gender representation. It offers a new conceptual perspective for advancing inclusive textbook development and equitable English language education.
Co-Authors Ladawan Longsoh Rusma Adam Setyo Utami Ulya Maulani Subhan