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All Journal PREMISE: Journal of English Education and Applied Linguistics JEES (Journal of English Educators Society) LLT Journal: A Journal on Language and Language Teaching Acuity : Journal of English Language Pedagogy, Literature and Culture ETERNAL: English Teaching Journal
Rinekso, Aji Budi
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Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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EFL INSTRUCTORS’ BELIEFS ABOUT THE IMPLEMENTATION OF SMARTBOARD IN LANGUAGE TEACHING PRACTICES Rinekso, Aji Budi; Lesagia, Okta
LLT Journal: A Journal on Language and Language Teaching Vol 23, No 1 (2020)
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

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

Abstract

Recently, the use of ICT in today?s English language teaching is quite massive. However, EFL instructors? beliefs about the use of smart boards in language teaching practices are scarcely explored. This study aimed to investigate EFL instructors? beliefs about the implementation of the smart board as ICT-based learning media. Three EFL instructors across English learning centers were voluntarily involved in this study. Observation and semi-structured interviews were employed as the data collection technique. The data were described and interpreted based on the research questions. The results of this study showed that EFL instructors had positive responses towards the implementation of the smartboard. They stated that the smartboard made the explanation clearer and it was not difficult to be operated. Besides, students enjoyed using the smartboard during the lesson. Finally, the EFL instructors agreed that the smartboard could be implemented in classrooms with high control or supervision by the teachers.DOI: doi.org/10.24071/llt.2020.230111
Pros and Cons of Learning Style: an Implication for English Language Teachers Rinekso, Aji Budi
Acuity: Journal of English Language Pedagogy, Literature and Culture Vol. 6 No. 1 (2021): Acuity: Journal of English Language Pedagogy, Literature & Culture
Publisher : LPPM Universitas Advent Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35974/acuity.v6i1.2396

Abstract

Learning style becomes a familiar theory for many English language teachers. With the hypothesis of matching instructions and learning styles resulting in effective learning, many of the English language teachers apply the learning style theory within their teaching practices. However, recent studies found that learning style is a myth since there were flaws that appeared in the learning style instruments and hypothesis. This study presents in-depth discussions about the pros and cons of learning styles. Detailed descriptions about the implication for English language teachers entailed at the end of the discussions. This study concluded that English language teachers may focus on (1) assessing students’ background knowledge and interests, (2) identifying students’ lacks and necessities, (3) provide more engaged teaching media and learning materials, (4) boosting students’ autonomy rather than merely getting involved in the raging debates of learning style.
EFL INSTRUCTORS BELIEFS ABOUT THE IMPLEMENTATION OF SMARTBOARD IN LANGUAGE TEACHING PRACTICES Rinekso, Aji Budi; Lesagia, Okta
LLT Journal: A Journal on Language and Language Teaching Vol 23, No 1 (2020): April 2020
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/llt.v23i1.2501

Abstract

Recently, the use of ICT in todays English language teaching is quite massive. However, EFL instructors beliefs about the use of smart boards in language teaching practices are scarcely explored. This study aimed to investigate EFL instructors beliefs about the implementation of the smart board as ICT-based learning media. Three EFL instructors across English learning centers were voluntarily involved in this study. Observation and semi-structured interviews were employed as the data collection technique. The data were described and interpreted based on the research questions. The results of this study showed that EFL instructors had positive responses towards the implementation of the smartboard. They stated that the smartboard made the explanation clearer and it was not difficult to be operated. Besides, students enjoyed using the smartboard during the lesson. Finally, the EFL instructors agreed that the smartboard could be implemented in classrooms with high control or supervision by the teachers.
The Integration of Artificial Intelligence (AI) In English Language Teaching Practices: A Meta-Synthesis Study Rinekso, Aji Budi; Muslim, Ahmad Bukhori; Rodliyah, Rojab Siti
ETERNAL (English Teaching Journal) Vol. 16 No. 2 (2025): August
Publisher : Prodi Pendidikan Bahasa Inggris, FPBS, Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/eternal.v16i2.1691

Abstract

A great number of studies researching the incorporation of AI into English language teaching have grown significantly within the last five years. Nevertheless, to date, limited studies have been found to specifically review studies regarding AI integration in English language teaching. To fill the gap, this meta-synthesis study aims at presenting a summary of qualitative literature exploring how AI is integrated in English language teaching. Sixteen out of forty-seven articles were selected from various reputable databases as well as peer-reviewed journals (i.e., Scopus indexed) including Taylor & Francis, Science Direct, Wiley, Emerald, and ProQuest. Only qualitative data were processed and analysed thematically. Findings revealed some emerging themes: 1) student and teacher’s views towards AI integration in ELT, 2) benefits and drawbacks of AI integration in ELT, and 3) the role of AI for language skill improvement. In addition, the study shed light on several research topics recommended for further research.
Synchronous online discussion: teaching English in higher education amidst the covid-19 pandemic Rinekso, Aji Budi; Muslim , Ahmad Bukhori
JEES (Journal of English Educators Society) Vol 5 No 2 (2020): October
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v5i2.646

Abstract

During the outbreak of Covid-19 pandemic, many educational institutions have adapted various online teaching modes. However, studies exploring the employment of synchronous online discussion for teaching English in higher education context were still limited. This study aimed at investigating EFL university students’ perceptions and challenges on the use of synchronous online discussions. Employing virtual observations and semi-structured interviews, five Master students of English education study program of a public university in Bandung participated in this study. Data were based on three domains of communication types for e-learning; content-related, planning of tasks and social supports. The findings showed that the students had positive response to the employment of synchronous online discussion. They believed that synchronous online discussion was a good online teaching mode where task negotiation, task planning, opinions, questions and answers can be done easily. In addition, they could improve critical thinking and writing skills as well as get social supports. Meanwhile, poor internet connection and misunderstanding of tasks became the challenge. HIGHLIGHTS Covid-19 pandemic demands the employment of online learning mode. Synchronous online discussion offers distinctive features for accommodating higher education learning, specifically in the teaching of English. Data analysis based on three domains namely content-related, planning of tasks and social supports would be administered.
THE REPRESENTATION OF 21st CENTURY SKILLS IN AN INDONESIAN EFL TEXTBOOK Rinekso, Aji Budi
LLT Journal: A Journal on Language and Language Teaching Vol 24, No 1 (2021): April 2021
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/llt.v24i1.2655

Abstract

Textbooks play an important role in language teaching practices as the core source of knowledge. Meanwhile, the 21st century demands students having more advanced skills to solve the multifaceted and complex life situation. In fact, there are still limited studies evaluating textbooks based on the inclusion of 21st century skills. Looking at the gap, this study aimed to analyze the representation of 21st century skills in an Indonesian EFL textbook. A content analysis research design was applied in this study. The subject of the study was an EFL textbook used by grade 7 students. The results of the study revealed that there were 12 out of 15 of the 21st century skills presented in the textbook. The most dominant skills were communication and collaboration. The representation of the skills was done through some learning activities/tasks such as goal, input, procedure, teacher/learner role, pictures and notes. However, this textbook did not provide sufficient topics and materials about information, communication and technology (ICT). Therefore, it is suggested for further revision to include topics and materials about ICT.
REIMAGINING ENGLISH LANGUAGE TEACHING THROUGH MULTILITERACIES PEDAGOGY: A SCOPING REVIEW OF EMPIRICAL STUDIES (2015–2025) Rinekso, Aji Budi; Rianawati, Rianawati; Gustine, Gin Gin; Musthafa, Bachrudin; Kadaryanto, Budi
Premise: Journal of English Education and Applied Linguistics Vol 15, No 1 (2026): Premise Journal: e-ISSN 2442-482x, p-ISSN 2089-3345
Publisher : Universitas Muhammadiyah Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/pj.v15i1.14710

Abstract

Multiliteracies pedagogy addresses complex communication issues in the digital world by promoting diverse literacy practices, multimodal meaning-making, and critical engagement with texts. Many studies have explored how multiliteracies pedagogy is applied in language learning from multiple perspectives, yet comprehensive reports remain limited. To address this gap, this scoping review synthesizes empirical studies on the implementation of multiliteracies pedagogy in English language teaching across primary, secondary, and tertiary education. Guided by PRISMA framework, 526 records were retrieved from the Taylor & Francis database, selected for its extensive coverage of Scopus-indexed journals in humanities and applied linguistics. Based on predefined inclusion and exclusion criteria, 23 articles published between 2015 and 2025 were included in the final analysis. The analysis identified seven key themes: identity and cultural expression; multimodality and technology integration; multiliteracies and pedagogical innovation; power, equity, and resistance; language and academic literacy development; challenges in implementing multiliteracies pedagogy; and intercultural understanding and global English. Findings reveal that multiliteracies pedagogy supports learner identity, inclusivity, intercultural awareness, and academic development, while also indicating gaps in geographical coverage, primary-level research, and methodological diversity. This review complements previous studies by providing a cross-level synthesis of empirical research across different educational contexts.  
Co-Authors Ahmad Bukhori Muslim Bachrudin Musthafa Budi Kadaryanto Gustine, Gin Gin Lesagia, Okta Muslim , Ahmad Bukhori Rianawati Rianawati Rojab Siti Rodliyah