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All Journal International Journal of Language Teaching and Education English Focus: Journal of English Language Education Cakrawala: Jurnal Pendidikan
Meiristiani, Noeris
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Education Languange, Linguistic, Communication & Media Social Sciences

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EFL Students’ Perception on Blended Learning amidst COVID-19 Pandemic Izzulhaq, Novyansyah Ilyas; Meiristiani, Noeris
Jurnal Bahasa Inggris Vol 5 No 1 (2021)
Publisher : LPPM Universitas Pancasakti Tegal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24905/efj.v5i1.156

Abstract

During the Covid-19 pandemic, blended learning became an alternative way to conduct teaching. To evaluate the implementation of blended learning, this research aimed to collect students’ perception and to know the implementation and the extent of blended learning. It used descriptive analysis design and qualitative approach. The research took place at SMK Muhammadiyah 1 Kota Tegal with an English teacher and 40 students from third grade as the participants. The teacher was interviewed to collect data on the implementation and the extent of blended learning and the students were questionnaires to share their perception on the blended learning. The results showed that SMK Muhammadiyah 1 Kota Tegal implemented anchor-blend type of blended learning since early 2021. Based on the students’ perception, the implementation of the blended learning is not effective during online session. Students gave positive tendency on learning flexibility, offline session, students’ interaction and students’ motivation. However, students gave negative tendency on online session and learning management.
Teachers’ Support and Its Effect on Students’ Learning Motivation Pangestu, Desi; Meiristiani, Noeris; Laela Risky, Afifah; Rizka Rahmadhani, Mawar
International Journal of Language Teaching and Education Vol. 9 No. 2 (2025): International Journal of Language Teaching and Education
Publisher : Universitas Jambi, Magister Program of English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/ijolte.v9i2.47354

Abstract

This study investigates the role of teacher support in shaping English as a Foreign Language (EFL) learners’ motivation through a structured literature review. Psychological and social factors, especially teacher support, are critical in enhancing student motivation, particularly in settings where learners face anxiety or low confidence. The review focuses on three core types of teacher support, emotional, academic, and autonomy-supportive and their contributions to student engagement and language learning motivation. Ten peer-reviewed articles published between 2014 and 2025 were analyzed using thematic content analysis to identify patterns in findings, methods, and cultural contexts. Results show that teacher support consistently enhances motivation, with integrated support having the strongest impact. The novelty of this study lies in its cross-cultural synthesis and emphasis on the need for integrated and longitudinal approaches. Findings suggest that teacher training programs should adopt holistic strategies to foster and maintain student motivation in EFL classrooms.
EFL Students’ Perceptions of AI-Supported Academic Writing: Benefits, Learning Risks, Ethical Issues, and Fairness Meiristiani, Noeris; Agustia Nindya, Meyga
Jurnal Bahasa Inggris Vol 9 No 1 (2025)
Publisher : LPPM Universitas Pancasakti Tegal

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The rapid development of artificial intelligence (AI) has begun to influence academic writing practices, particularly among English as a Foreign Language (EFL) students in higher education. This study investigated Indonesian EFL students’ perceptions of AI use in academic writing, focusing on perceived benefits, learning risks, ethical awareness, fairness concerns, and recommendations for lecturers. Data were collected through a structured questionnaire containing both close-ended and open-ended items, and responses were analyzed using descriptive statistics and thematic analysis. The results show that students generally view AI tools as helpful for improving clarity, vocabulary, and writing confidence, while also acknowledging risks related to overreliance, reduced critical thinking, and the potential for plagiarism. Students demonstrated considerable ethical awareness but expressed concerns about biased AI detectors, unclear institutional policies, and fairness in assessment. They also recommended that lecturers provide clear guidelines on acceptable AI use, balance AI-assisted tasks with manual writing, and apply consistent monitoring practices to maintain academic integrity. Overall, the findings highlight the need for balanced instructional strategies and explicit policy frameworks to ensure responsible and equitable use of AI in EFL academic writing contexts.
Co-Authors Anin Eka Sulistyawati Ihda Rosdiana Izzulhaq, Novyansyah Ilyas Khoerul Awwal, Tia Laela Risky, Afifah Mar'atussolikha, Mar'atussolikha Meyga Agustia Nindya Nisrina Nurkhanifah Pangestu, Desi Rizka Rahmadhani, Mawar Rofiudin, Rofiudin Yulia Nur Ekawati Yuvita Yuvita