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All Journal VALENSI Cakrawala Pendidikan Jurnal Kependidikan: Penelitian Inovasi Pembelajaran LiNGUA: Jurnal Ilmu Bahasa dan Sastra Jurnal Celtic LingTera Jurnal Prima Edukasia Celt: A Journal of Culture, English Language Teaching & Literature EDULITE: Journal of English Education, Literature and Culture Journal of Language and Literature Al Ishlah Jurnal Pendidikan Script Journal: Journal of Linguistic and English Teaching RETORIKA: Jurnal Bahasa, Sastra, dan Pengajarannya Eralingua : Jurnal Pendidikan Bahasa Asing dan Sastra IJoLE: International Journal of Language Education Journal of English Language Teaching and Linguistics JOLLT Journal of Languages and Language Teaching Lingua Pedagogia Indonesian Journal of EFL and Linguistics JEELS (Journal of English Education and Linguistics Studies) Pancaran Pendidikan Studies in English Language and Education International Journal of Contemporary Studies in Education Enrichment: Journal of Multidisciplinary Research and Development Journal of Literature Language and Academic Studies (J-LLANS) Journal of Society Innovation and Development (JSID) REGISTER JOURNAL IPSSJ Pedagogy Review Studies in English Language and Education Journal on English as a Foreign Language (JEFL)
Ashadi, Ashadi
Universitas Negeri Yogyakarta
Arts Humanities Chemistry Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Engineering Health Professions Languange, Linguistic, Communication & Media Mathematics Physics Public Health Social Sciences Other

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Generative AI integration in ELT take-home tasks: Challenges, relevance, and cognitive development at high schools Sarfita Br Sitepu; Ashadi Ashadi
Studies in English Language and Education Vol. 13 No. 1 (2026)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v13i1.127

Abstract

Generative Artificial Intelligence (GAI) tools, such as ChatGPT, have gained popularity among high school (HS) English language learners (ELLs) in Indonesia. However, the use of ChatGPT in ELT take-home tasks remains underexplored. This study examined its ability to handle different cognitive-level ELT take-home tasks, explored how ChatGPT influences HS ELLs’ cognitive development during task completion, and identified teachers’ perspectives on its influence on these tasks. A descriptive qualitative design was employed, involving twelve HS ELLs and four English teachers. Data were collected through task simulations and semi-structured interviews and were then analyzed thematically to identify patterns in GAI’s impact on ELT. The findings indicate that ChatGPT supports Lower Order Thinking Skills (LOTS) and Middle Order Thinking Skills (MOTS) tasks, which allow ELLs to copy AI-generated responses easily. This suggests that LOTS and MOTS tasks lose their role as take-home tasks, raising concerns about academic integrity. Moreover, teachers agreed that ChatGPT can serve as a constructivist tool to foster deeper engagement. With proper guidance, ELLs can develop strong navigation skills to ensure that AI use enhances their cognitive development. To maintain educational rigor, the study recommends using HOTS tasks with more intricate prompts that foster deeper cognitive engagement and metacognitive skills. This study contributes to maximizing ChatGPT’s potential for meaningful learning experiences for HS ELLs while preserving cognitive development.
EFL students motivational currents during Extensive Reading Programs: A retrodictive qualitative modelling Ista Maharsi; Sugirin Sugirin; Ashadi Ashadi
Studies in English Language and Education Vol 11, No 1 (2024)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v11i1.30185

Abstract

Motivation to read, the driving force to achieve ones reading goals, plays a significant role in language learning as it relates to reading engagement and achievement. Its presence is prominently necessary for a longer learning period. This article explores the features of nine pre-service students motivational currents and how their motivation changes throughout the task performance in Extensive Reading Programs (henceforth ERPs). Data were collected from diaries, and a retrodictive qualitative model was applied to recount the experiences of the student participants motivational currents following Drnyeis Directed Motivational Currents (DMC). Themes of diaries and interviews were generated following the Interpretative Phenomenological Analysis. The findings show that the features of DMC are salient and functioning throughout the students learning experiences and facilitate the construction of their future identity as readers. Four patterns of motivational currents during the students learning were a steady wave, slight wave, moderate wave, and great wave patterns. The variability and stability of task performance motivation indicate that students motivational trajectories are unique, conditional, and context-bound. Identifications of the sources of motivators and demotivators provide hints for designing more engaging classroom activities, enriching the task features, and sustaining students motivation. This study concludes with possible directions for future motivation research.
Patriarchal Deconstruction in the song “Sit Still Look Pretty” by Daya Ahmad Taufiq; Ashadi Ashadi; Yeni Artanti
Journal of Language and Literature Vol 25, No 1 (2025): April
Publisher : Universitas Sanata Dharma

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/joll.v25i1.10669

Abstract

Music plays a key role in shaping culture, reflecting societal norms, and serving as a tool for critique. This study examines how Sit Still, Look Pretty by Daya challenges traditional gender roles using Derrida’s deconstruction theory, which questions binary oppositions and redefines female autonomy. By analyzing the song’s lyrics and themes, this research explores how popular music can dismantle patriarchal norms and provide a more inclusive understanding of gender and identity. Using a qualitative approach and Derrida’s concepts of différance and binary opposition, the study reveals how the song critiques societal expectations that prioritize women’s physical appearance and passive roles, while emphasizing ambition and independence. Key findings include themes such as: 1) women and appearances, 2) women and identity, 3) women and self-sufficiency, 4) women and materialism, 5) women and control, 6) women and ambition, 7) women and gender expectations, and 8) patriarchy. The song goes beyond rejecting traditional norms; it reconstructs a framework of female identity centered on agency and empowerment. By destabilizing binary oppositions like active/passive and dominant/submissive, the song challenges listeners to engage with entrenched societal values critically. It highlights the importance of breaking free from patriarchal systems that perpetuate gender inequality and reimagines a world where women can define their roles and ambitions without societal constraints. This analysis demonstrates the potential of popular music as a transformative tool for deconstructing oppressive ideologies and fostering more inclusive identities.
The Representation of Moral Values in Indonesian Grade 7 English Course Books: A Multimodal Content Analysis of Prescribed Student Profiles Primita Arif Carabella; Ashadi Ashadi
JOLLT Journal of Languages and Language Teaching Vol. 14 No. 3 (2026): July
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v14i3.19294

Abstract

Moral education has become an important concern in English Language Teaching (ELT) materials, as coursebooks are expected to support both language development and learners’ character formation. In Indonesia, this role is reflected in the prescribed Student Profiles. This study aims to examine how moral values are represented in Indonesian Grade 7 English coursebooks from a multimodal perspective. Employing qualitative content analysis, the study analyzes three widely used coursebooks, namely English for Nusantara, Bright an English, and Interactive English, using Kress and van Leeuwen’s (2006) multimodal framework and the six dimensions of the prescribed Student Profiles. The findings reveal that moral values are conveyed both explicitly and implicitly through verbal texts, visual images, and learning activities; however, their distribution is uneven, with certain values consistently prioritized while others remain marginal. The analysis also shows differing orientations toward local and global moral values across the coursebooks. These findings suggest that although multimodal resources enrich moral meaning-making, their effectiveness depends on pedagogical framing and opportunities for critical engagement. The study concludes that a more balanced and critically mediated integration of moral values is needed to better support learners’ moral development, with implications for coursebook design and classroom practice.
The Representation of LPDP Scholarship in CNN Indonesia: a Corpus Based Critical Discourse Analysis Vita Diah Setyoningrum; Sulis Triyono; Ashadi Ashadi
Script Journal: Journal of Linguistics and English Teaching Vol. 10 No. 1 (2025): April
Publisher : Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24903/sj.v10i1.1981

Abstract

Background:  Media tend to portray state-owned scholarships and can influence public opinion in a positive, negative, or neutral way. However, the specific depiction of the LPDP scholarship, a prominent state-owned scholarship in Indonesia, requires closer examination. The image of the LPDP scholarship can be analyzed through the collocation of keywords related to LPDP and LPDP scholarships found in the CNN Indonesia news data corpus. The role of the media in forming a positive or negative image is then critically examined through critical discourse analysis. Methodology:  The method used in this study is critical discourse analysis using corpus tools. The data used are 77 news about LPDP Scholarships with a total of 26,335 tokens. The news text was analyzed with the help of a corpus tool in the form of the AntConc application to obtain word frequencies, collocations, and concordances. Findings:  The image of the LPDP Scholarship in CNN Indonesia news is first seen from the frequency of words that appear and are significant, meaning that CNN Indonesia tends to be specific in reporting the LPDP Scholarship by directly referring to the program it has. Second, the emergence of collocation tends to focus on news about the LPDP Scholarship even though there was one negative image related to the problems that occurred in 2020. Third, the emergence of concordance gives the meaning that CNN Indonesia tends to provide a positive image of news about the LPDP Scholarship. Conclusion:  The results of the study show that the frequency of words, collocations, and concordances that appear mean that the CNN Indonesia news media in reporting the LPDP Scholarship predominantly provides a positive image. The media tends to report specifically about the LPDP Scholarship, such as the registration and funding schemes. On the one hand, the media is neutral in reporting. This can be seen from how the media also portrays the conflict that occurred in the LPDP Scholarship, especially regarding the policies implemented. Originality:  This study uses LPDP news in 2014-2024 released by CNN Indonesia to determine the image of LPDP scholarships based on word frequency, collocation, and concordance.  
“My Grades Are Always Equal to Standardized Critetria” : Discovering EFL Learners’ Motivation Outside Formal Classroom Siti Jannatussholihah; Ashadi; Erna Andriyanti
JEELS (Journal of English Education and Linguistics Studies) Vol. 7 No. 2 (2020): JEELS November 2020
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v7i2.1770

Abstract

Motivation in language mastery is a crucial aspect that supports learner success especially in non-formal education. This study explores the motivation of English language learners in non-formal education as well as their perceived difficulties. Employing a qualitative approach with in-depth-interviews in the data collection, the study involved eight learners from a language course institution in Yogyakarta. The transcribed data were analyzed, interpreted, and categorised based on types of motivation and difficulties. The results show that most of the English learners possess instrumental motivation in learning foreign languages, but some tend to have integrative motivation. The instrumental motivation is mainly linked to efforts to pass the exam or tests with good grades. Their integrative motivation is related to recognizing the culture of the target language speech community and desire to communicate with the target community. Despite their motivation, they faced some difficulties related to language skills, especially reading and listening. In addition, they perceived vocabulary as hindrance in all the four skills. Further research to overcome the difficulties is recommended to maximize the learning achievement.
The Impact of Mobile-Assisted Language Learning on EFL Students' Presentation Skills Riska Awaliyah; Ashadi Ashadi
Pedagogy Review Vol 5, No 1 (2026): Pedagogy Review
Publisher : Institute of Multidisciplinary Research and Community Service

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61436/pedrev/v5i1.pp136-146

Abstract

Mobile-Assisted Language Learning (MALL) has emerged as a transformative catalyst in facilitating English as a Foreign Language instruction, particularly in enhancing speaking competencies. The primary objective of this study was to investigate the impact of MALL on EFL students’ presentation skills, focusing on how mobile technologies foster student-centered learning environments. By exploring the intersection of digital tools and pedagogical frameworks, the research sought to identify how mobile applications facilitate the development of complex speaking tasks. To achieve this, the study employed a mixed-method research design, integrating both quantitative and qualitative data to provide a comprehensive analysis of the phenomenon. The quantitative phase involved thirty-eight students from Universitas Negeri Yogyakarta, focusing on their use of various MALL applications to prepare for presentations. Data were analyzed using descriptive statistics to identify trends in proficiency gains. Simultaneously, the qualitative phase utilized semi-structured interviews and descriptive techniques to capture nuanced student experiences and perceptions. The findings of this study indicate that the integration of MALL substantially improves several key dimensions of oral proficiency, including pronunciation, vocabulary acquisition, and grammatical accuracy. Furthermore, mobile tools were found to be instrumental in helping students structure their presentation content and significantly bolster their self-confidence. The results suggest that the core drivers of these improvements are the opportunities for repeated, self-directed practice and the availability of immediate feedback provided by mobile platforms. Consequently, learners exhibited heightened motivation and a stronger willingness to engage in challenging speaking activities. In conclusion, this research emphasizes that when MALL is thoughtfully implemented with appropriate pedagogical scaffolding, it can significantly strengthen EFL students’ presentation skills and overall speaking fluency. The study suggests that educators should move beyond mere technology adoption, focusing instead on integrating MALL as a strategic component of communicative language teaching to foster autonomous, confident language learners. Keywords: EFL learner, MALL, presentation skill, speaking skill
Exploring Efl Students' Preferences on Teachers’ Written Corrective Feedback in Encouraging Students' Writing Skills Octaviani Putri Pertiwi Pertiwi; Ashadi ashadi
Enrichment: Journal of Multidisciplinary Research and Development Vol. 2 No. 8 (2024): ENRICHMENT: Journal of Multidisciplinary Research and Development
Publisher : International Journal Labs

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55324/enrichment.v2i8.188

Abstract

Writing is often perceived as a challenging task, particularly for EFL (English as a Foreign Language) students who frequently struggle with confidence in their writing abilities. Although teacher feedback can be beneficial, it can sometimes exacerbate feelings of inadequacy. This study aims to explore several key areas: students' preferences for written corrective feedback (WCF), the impact of gender on these preferences, effective types of WCF to enhance learning, and how feedback can facilitate students' mastery of academic writing. The research highlights various complex skills involved in writing, such as planning, organization, coherence, and grammatical accuracy, which students often find problematic. Negative experiences with inadequate types of WCF have led to dissatisfaction among students, indicating a need for more effective feedback mechanisms. The study examines six WCF types: direct, indirect, focused, unfocused, metalinguistic, and reformulation feedback. Utilizing an explanatory mixed-method design, it combined quantitative data from a questionnaire completed by 211 English majors at two public universities in Yogyakarta, with qualitative data gathered from semi-structured interviews with four students. Analysis revealed a clear preference for direct WCF, which helps reduce confusion. A combination of direct and indirect feedback can enhance students' awareness of their writing errors. Interestingly, gender did not significantly influence WCF preferences. Ultimately, feedback tailored to students' needs, particularly through reformulation, proved to be the most effective for improving their writing skills.
A Critique of Patriarchal Oppression of Women in The Yellow Wallpaper: A Feminism Literary Criticism Ahmad Rifat Fikri; Ashadi Ashadi; Sulis Triyono
Eralingua: Jurnal Pendidikan Bahasa Asing dan Sastra Vol 9, No 1 (2025): ERALINGUA
Publisher : Makassar State University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eralingua.v9i1.68861

Abstract

Abstract. The research on Charlotte Perkins Gilman’s “The Yellow Wallpaper” (1892) is motivated by the social reality of patriarchal oppression in marriage. This research uses a descriptive qualitative method. The study examines the critique of patriarchal oppression—the state in which societies grant men more power and privilege than women. The figure of John portrays patriarchal oppression as a husband who oppresses the narrator as a wife. The study reveals the effects of patriarchal oppression on the narrator’s life. There is also the narrator’s resistance to patriarchal oppression. This research explains further about patriarchal oppression resistance since previous studies focus on women’s difficulties in a patriarchal systemKeywords: patriarchal oppression, feminism, women, the yellow wallpaper
High-stakes testing policy and English language teaching: Voices of the leftovers Laser Romios; Ashadi Ashadi; Widyastuti Purbani
Journal on English as a Foreign Language Vol 10 No 2 (2020): Issued in September 2020
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v10i2.2005

Abstract

High-stakes testing has been controversial in many countries for several impacts and reasons surrounding its implementation. Teachers
Co-Authors Agus Pandoyo Muncar Agus Widyantoro Ahmad Rifat Fikri Ahmad Taufiq Aji Seno Suwondo Alif Karyawati Amrih Bekti Utami, Amrih Bekti Anggi Noviyanti Annisa Jihan Salsabil Baskoro Adi P Beta Sari Budi Utami Chandra Fauzi Desi Ramadhani Siregar Dwiyanto Djoko Pranowo Elis Ariesa Rani Elsa Ananda Erna Andriyanti Fauza Bulqois Lubis Fitri Yuliana Friyanto Friyanto Hidayati Utami Idam Ragil Widianto Atmojo Ihtiara Fitrianingsih Ista Maharsi Isti Haryati Juhansar Andi Latief Kastam Syamsi Lina Mahardiani Linda Ochtivah W Margana Margana Maria Ciptaning Sabdo Kawedhar Moh Riswandha Imawan Mohammad Masykuri Muhammad Fahruddin Aziz Mulyani, Sri Nasir Umar Ni Luh Putu Cintya Heryanti Nichella Ayu Clarita Nur Aziza Nur Rahmawati Nurma Yunita Indriyanti Octaviani Putri Pertiwi Pertiwi Pradana Akbar Tanjung Prastya, Rio Laksamana Pratiwi, Yesi Primita Arif Carabella Putra, Rizky Anugrah Rahma Aini Riska Awaliyah Romios, Laser Saiful Anwar Sajidan Sajidan Sajidin Sajidin Sandi Pradana Sarfita Br Sitepu Setya Novanta Wicaksana Siti Jannatussholihah Siti Jannatussholihah Siti Lutfiah Rabiyatul Adawiyah Siti Mukminatun, Siti Siti Zuraidah Sugirin Sugirin Sulis Triyono Sulistyo Saputro Susana Widyastuti Syafira Rahma Fauziah Ulfa Amalia Vita Diah Setyoningrum Widha Winarno Widyastuti Purbani Wima Pudya Ajunda Wulandari, Nunik Herani Yeni Artanti Zefki Okta Zudianto, Hardian