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All Journal DIKSI Indonesian Journal of Applied Linguistics (IJAL) Jurnal Pendidikan Indonesia Indonesian Journal of Integrated English Language Teaching Acuity : Journal of English Language Pedagogy, Literature and Culture English Language Teaching Educational Journal Journal of English Language Teaching Innovations and Materials (Jeltim) J-REaLL Indonesian Journal of EFL and Linguistics DINAMIKA ILMU: Jurnal Pendidikan Journal of General Education and Humanities Academic Journal Perspective : Education, Language, and Literature
Hidayati, Sari
Yogyakarta State University
Religion Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Exploring novice EAP teacher’s self-reflection as a platform for professional development Hidayati, Sari
Indonesian Journal of Applied Linguistics Vol 8, No 2 (2018): Current Issues in English Language Education: Perspectives, Directions, and Inno
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/ijal.v8i2.13310

Abstract

Novice English for Academic Purposes (EAP) teachers are inevitably confronted with complex issues in their first year of teaching. This is particularly relevant in Indonesia, where EAP teachers are graduates of English Education departments and have no initial preparation for their tasks of teaching EAP. Professional reflection has the potential to assist novice language teachers, particularly those who teach EAP, to negotiate complex aspects in their teaching practice. For this reason, this single case study explored one participant’s understandings of and experiences with self-reflection as a form of professional development. Data were garnered from a single semi-structured, open-ended interview. The findings of the study suggest that the participant made use of reflective practice to merge theory and practice and build a systematic inquiry to construct his professional identity, which led to evidence-based decision making processes. Further, professional reflection also assisted him in negotiating challenges and engage in problem solving processes. Finally, reflective practice enabled the participant to consider institutional provisions and expectations for teacher professional development, which showcased his needs for professional development as a novice teacher.
ESP Teacher`s Self-Reflection: Teacher Agency and Frustration of the Enactment Hidayati, Sari
Indonesian Journal of EFL and Linguistics Indonesian Journal of EFL and Linguistics, 9(2), November 2024
Publisher : Pusat Pelatihan, Riset, dan Pembelajaran Bahasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/ijefl.v9i2.837

Abstract

Self-reflection is an integral element of teacher professional development and a viable means for sharpening teacher knowledge and skills for subsequent pedagogic applications and improving student learning outcomes. While self-reflection is an individual professional endeavor, it is obviously tied to the professional contexts. As such, the notion of self-reflection is inherently tied to improving teachers` professional agency. However, there is potential for frustration in the enactment of teacher agency if practitioners are not cautious of the contextual constraints within which they have to exercise their agency. For example, changes that require enactment may have wider implications for institutions of employment, institutional policies of assessment and teaching, colleagues, and stakeholders. This paper aims to get an in-depth description of a teacher`s reflection on her professional practice as an English for Specific Purposes (ESP) teacher at the university level. This study adopted a qualitative case study as the research design and collected data using a semi-structured interview with an English teacher for specific purposes in the tertiary sector in Yogyakarta, Indonesia. The findings of this single case study chartered the frustrations experienced by English teachers in enacting agency for specific purposes in Indonesian tertiary education. These are discussed in relation to the implications they have for teacher agency, professional development, English for Specific Purposes classroom practice, and future research.
Conceptual Representation of Culture in EFL Textbook Images: A Multimodal Analysis Suwandani, Febi; Hidayati, Sari
Dinamika Ilmu Vol 25 No 1 (2025): Dinamika Ilmu, 25(1), June 2025
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan, Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/di.v25i1.10098

Abstract

This study investigated the types of culture presented in EFL school textbooks in Indonesia. Qualitative content analysis and the Kress & van Leeuwen’s conceptual representation framework were employed to analyze the data in two textbooks widely used at the Junior high school level. The findings show that both textbooks portray a rather disproportionate representation of culture. Target culture is represented more dominantly in the global textbook, while the locally produced textbook emphasizes the presentation of source culture. This finding suggests that the former textbook, despite some localization, is intended to appeal to a wider global audience, while the latter implies an attempt to preserve local identity and localize the context of English language learning. Such imbalanced representation has the potential to impede students’ acquisition of intercultural communicative competence. Therefore, there is an urgency for material developers to provide students with balanced cultural content, as well as an active role from the teacher to appropriately select learning materials to supplement the drawbacks of the textbooks.
A Systematic Literature Review: The Trends and Challenges of AI (Chat GPT) for Reading Skills in ELT/L using The HHH Framework Syafruddin, Syafruddin; Hidayati, Sari; Triastuti, Anita
Indonesian Journal of Integrated English Language Teaching Vol 11, No 1 (2025): IJIELT: VOLUME 11, Number 1, 2025
Publisher : Universitas Islam Negeri Sultan Syarif Kasim Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24014/ijielt.v11i1.36613

Abstract

This study highlights the role of Artificial Intelligence (AI), particularly ChatGPT, in supporting the teaching of reading skills within the context of English Language Teaching and Learning (ELT/L). The primary focus of this research is on how the Helpful, Honest, Harmless (HHH) framework can be utilized to evaluate the trends and challenges of using AI in reading instruction. Based on a literature analysis, AI, especially ChatGPT, demonstrates significant potential to enhance reading skills through personalized learning approaches, active interaction, and immediate feedback. However, challenges such as algorithmic bias, limited access to technology, and risks of inappropriate content remain significant concerns. The HHH framework provides guidelines to ensure AI is effectively used to support beneficial, trustworthy, and safe learning processes. This study also offers recommendations to improve the responsible development and implementation of AI in the context of ELT/L education. Keywords: ChatGPT, Artificial Intelligence, Reading Skills, ELT/L, HHH Framework. 
Enhancing Tourism Students’ Vocabulary Mastery through Online Blogging Integrated with Vocabulary Self-Collection Strategy Achmad, Namirah Nurul Ilmi; Hidayati, Sari
Journal of General Education and Humanities Vol. 4 No. 2 (2025): May
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v4i2.432

Abstract

This study addresses the limited vocabulary mastery among eleventh-grade tourism majors at SMKN 4 Yogyakarta, which hinders their ability to meet industry-specific communication demands. It aims to improve students’ vocabulary mastery by integrating the Vocabulary Self-Collection Strategy (VSS) with Blogger.com. This integration aligns with global educational trends emphasizing ICT integration and the development of vocational competencies. Blogger.com was a digital platform to enhance student engagement, promote independent learning, and support reflective vocabulary practice. Utilizing a Classroom Action Research (CAR) design, the study was implemented in two cycles involving 35 students. Data were collected through pre-tests, post-tests, interviews, and classroom observations. The findings showed a significant improvement in vocabulary mastery, with average scores rising from 60.88 (pre-test) to 91.88 (post-test in Cycle 2). Students also demonstrated increased motivation and engagement, supported by Blogger.com's interactive features and peer feedback mechanisms. Nevertheless, initial technical difficulties and challenges with phrasal verbs were identified. This study underscores the global relevance of integrating ICT tools like Blogger.com in vocational education to enrich vocabulary learning outcomes and recommends further technical training to optimize implementation.
Membuka Perspektif Guru Bahasa Inggris di Daerah Pedesaan tentang Alat Pembelajaran Digital Boymau, Lusia Teodora; Sari Hidayati
Jurnal Pendidikan Indonesia Vol 14 No 1 (2025): March
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpiundiksha.v14i1.84506

Abstract

Educational transformation in rural areas faces various challenges, including limited access to diverse educational resources and inadequate technological infrastructure, which hinder the implementation of modern teaching methods. However, these obstacles can be overcome if teachers, as the leading actors, utilize the available learning resources. This study explores the perspectives on using digital learning tools among English teachers in rural contexts. It identifies barriers, opportunities, and implications for improving teaching practices and student learning in rural settings. Through a qualitative descriptive design, this study collected data by interviewing three English teachers from rural areas and analyzed the data using thematic analysis. The results showed that most teachers are aware of the potential of digital technology in improving learning effectiveness, especially in terms of broader access to materials and higher interactivity. However, the main challenges faced include limited technological infrastructure, lack of adequate training, and limited internet access, which hinder the optimal implementation of technology. Nevertheless, teachers remain enthusiastic about adopting digital tools, primarily if they are supported by government and educational institutions in training and providing better facilities. This study concludes that although digital learning tools have great potential to improve the quality of English learning in rural areas, their implementation still requires further attention related to technical factors and human resource readiness.
PENGGUNAAN WRITTEN CORRECTIVE FEEDBACK UNTUK MENINGKATKAN KEMAMPUAN MENULIS ESAI Hidayati, Sari
Diksi Vol. 24 No. 1: DIKSI MARET 2016
Publisher : Fakultas Bahasa, Seni, dan Budaya, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (818.75 KB) | DOI: 10.21831/diksi.v24i1.11500

Abstract

Penelitian ini merupakan Penelitian Tindakan Kelas yang bertujuan untukmeningkatkan kemampuan menulis esai dengan memberikan Written Corrective Feedbackpada 11 peserta sesi IETLS Writing pelatihan IELTS Preparation Program kerjasama PusatPengembangan Bahasa (P2B) UNY dan LPDP (Lembaga Pengelola Dana Pendidikan)Departemen Keuangan Republik Indonesia. Instrumen penelitian untuk mengumpulkandata berupa panduan observasi, materi tes, dan panduan catatan lapangan. Data yangdiperoleh berupa catatan hasil observasi, catatan lapangan, dan hasil karya teks yangdihasilkan mahasiswa. Selain data tersebut, terdapat pula data kuantitatif yang diperolehdari hasil skor rerata pre-test dan post-test. Hasil penelitian ini menunjukkan bahwa denganmemberikan written corrective feedback untuk meningkatkan kemampuan mahasiswamenulis esai dicapai peningkatan dalam keterlibatan peserta dalam proses pembelajarannamun hasil pembelajaran yang diukur melalui pre-test dan post-test menunjukkan nilairerata post-test mengalami penurunan. Meskipun mengalami penurunan skor, peserta masihberada di level yang sama sebagaimana yang terefleksikan pada hasil pre-test sebelumnyayakni level modest users.Kata Kunci: written corrective feedback, foreign language writing, penelitian tindakankelas
The impact of AI chatbots on English language learners’ speaking proficiency: A systematic review Safitri, Ersa Izmi; Hidayati, Sari; Ciptaningrum, Dyah Setyowati
Journal of Research on English and Language Learning (J-REaLL) Vol. 6 No. 2 (2025): Journal of Research on English and Language Learning (J-REaLL)
Publisher : Universitas Islam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33474/j-reall.v6i2.23866

Abstract

Artificial intelligence (AI) chatbots have become a significant phenomenon not only in the information technology field but also in education, where they are transforming how students learn English. Numerous studies have explored the use of AI chatbots in English language teaching (ELT), especially their potential to support speaking practice. However, the existing research is fragmented and lacks a systematic synthesis, making the findings inconclusive about how chatbots contribute to speaking proficiency and how learners perceive their use. This limitation creates uncertainty for educators, policymakers, and researchers in assessing the educational value of chatbots in ELT. To address this gap, this study aims to critically analyze how AI chatbots enhance students' English-speaking skills and the implications for developing speaking proficiency, as well as investigate students' perceptions of their effectiveness. This systematic literature review examines findings from various studies related to AI chatbot applications in English-speaking educational settings, published between 2018 and 2025. Using the PRISMA guidelines, an initial search across Google Scholar and Science Direct yielded 111 papers; the findings reveal both benefits, such as increased learner engagement and opportunities to practice, and challenges, including the lack of accuracy. By synthesizing prior research, this study offers a clearer understanding of the role of chatbots in increasing speaking proficiency and contributes to ongoing debates about AI in ELT.
Exploring vocabulary learning needs and preferred media among fifth-grade English as a foreign language learners Talan, Scolastica Eva; Yulia, Yuyun; Hidayati, Sari
Journal of English Language Teaching Innovations and Materials (Jeltim) Vol 7, No 2 (2025): October 2025
Publisher : UPT Bahasa Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jeltim.v7i2.88031

Abstract

This study aims to analyze the target needs and learning needs of the EFL students of Fifth-Grade Elementary Students in Yogyakarta. The innovation of this research lies in employing survey questionnaire, interview, and observation to provide an in-depth analysis regarding vocabulary learning among elementary EFL students. The participants in the study are 29 students and 2 teachers. Employing explanatory sequential design, the data collected were analyzed using descriptive quantitative and thematic qualitative methods to better understand the results and draw meaningful conclusions about the student’s learning preferences. The findings indicate that the students find it difficult to acquire new English vocabulary and tend to ask their teachers what the words’ meanings are. The survey questionnaire revealed that the students prefer pair or group activities rather than individual activities indicating a preference for peer support in the learning process. They like to visualize learning by using pictures, videos, and flashcards as it helps them to memorize new vocabulary. From the interview with the teachers, it became evident that there is a need for supplementary instructional materials that incorporate group work, engaging learning media, and the use of Information Communication and Technology (ICT) to enhance students’ vocabulary mastery. In conclusion, the study recommends a student-centered approach by combining group work and interesting learning media to enrich students’ vocabulary acquisition. Keywords: Group-work; ICT; materials; need analysis; vocabulary
THE IMPLEMENTATION OF DIFFERENTIATED READING INSTRUCTION IN EFL CONTEXT: STRATEGIES, IMPACTS, AND CHALLENGES Rukadah, Rukadah; Priyana, Joko; Hidayati, Sari
Academic Journal PERSPECTIVE: Education, Language, and Literature Vol 13 No 2 (2025)
Publisher : Lembaga Penelitian (The Institute of Research) Universitas Swadaya Gunung Jati

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33603/perspective.v13i2.11051

Abstract

This study is conducted using a systematic literature review which explores the strategies, impacts, and challenges during the implementation of Differentiated Reading Instruction (DRI) strategies in English as a Foreign Language (EFL) Classrooms.  The literature review analyses 19 studies published between 2014 and 2024, sourced from databases like Scopus, Google Scholar, and Mendeley. The findings reveal that tiered assignments and flexible grouping achieve the highest frequency use in DRI implementation. The strategies show the positive effects namely on reading comprehension, student engagement, and self-confidence. However, the reviews also find out the challenges such as a restricted time, limited resources, and insufficient teacher training hinder effective implementation. For further research, it is recommended to explore on other language skills namely listening, speaking, and writing to broad the impacts of DRI. The study also identifies the importance of teachers’ training on DI practices to overcome the challenges in diverse classrooms.
Co-Authors Achmad, Namirah Nurul Ilmi Alsamiri, Yasir A. Anita Triastuti Azhra , Shabrina Yumna Boymau, Lusia Teodora Dyah Setyowati Ciptaningrum Dyastuti, Herwin Gharamah, Fadhl Mohammed Awadh Gobel, Megi Sepriyanti Ihtiara Fitrianingsih Ikramunnisa, Erica Jannah , Nita Maghfiratul Jinabe , Megan Joko Priyana Karima , Kauna Manafe, Thedy Hardi Rukadah, Rukadah Safitri, Ersa Izmi Sukarno Suwandani, Febi Syafruddin Syafruddin Talan, Scolastica Eva Tama , Adivta Yudha Widiyati , Dewi Nur Wulandari , Fitriya Dessi Yuyun Yulia