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All Journal Journal of Education and Learning (EduLearn) EDULITE: Journal of English Education, Literature and Culture Indonesian EFL Journal NOTION: Journal of Linguistics, Literature, and Culture Indonesian Journal of Community Services Journal of Advanced Multidisciplinary Research Muria Jurnal Layanan Masyarakat Proceeding of International Conference on Science, Education, and Technology Community Empowerment Journal Indonesian Journal of Education and Pedagogy Journal of Research in English Language Teaching and Linguistics
Nugroho, Kurniawan Yudhi
Universitas Islam Sultan Agung
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STUDENTS’ MOTIVATIONS TOWARD CHOOSING ENGLISH EDUCATION Choiril Anwar; Kurniawan Yudhi Nugroho
Indonesian EFL Journal Vol 4, No 1 (2018)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v4i1.799

Abstract

Motivation, almost at all aspects, gives a big impact for senior high school students to choose a major or study program at a university. The motivation itself can be both intrinsic and extrinsic. This study aims to investigate the motivation of students to choose English Education department at university. The subjects and sample of this research were 37 students of batch of 2015 and 2016 majoring in English Education of Sultan Agung Islamic University (UNISSULA) Semarang, Indonesia. This is descriptive quantitative research. Observations and questionnaires were used to collect the data needed. The data was then analyzed by using descriptive statistical analysis. As results, it was eventually found that 81.1% of the students of English Education have strong intrinsic motivation which leads them to choose English Education as their major. This selection was due to students’ curiosity and passion to increase their potential and skills in English.Keywords: English education, students’ motivation, university
Lecturers’ language problems in writing english papers for international publications Hartono Hartono; Ruseno Arjanggi; Kurniawan Yudhi Nugroho; Ira Alia Maerani
Journal of Education and Learning (EduLearn) Vol 13, No 2: May 2019
Publisher : Intelektual Pustaka Media Utama

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (296.542 KB) | DOI: 10.11591/edulearn.v13i2.11438

Abstract

Indonesian lecturers are now encouraged to publish papers in international journals so that they can better disseminate research findings and innovations globally.  However, many of them have the problems with English language mastery. This study was aimed at identifying and analyzing language problems of the Indonesian university lecturers in writing English academic papers for international publications. The subjects of the study were 66 randomly selected lecturers of various disciplines other than English Education and English Literature. The data were collected by questionnaire and English writing tasks on phrases, sentences, and paragraphs which were then analyzed descriptively. The results show that language errors and mistakes in grammar, syntax, vocabulary, spelling and word forms were all found in the subjects’ writings.  In writing academic papers for international publications, university lecturers faced language problems as constructing phrases and sentences, choosing and using appropriate vocabulary and terms relevant to their topic of study as well as translating their Indonesian sentences into English.
Students' Perception at the Use of Padlet in Linguistics Class Choiril Anwar; Kurniawan Yudhi Nugroho; Idha Nurhamidah
NOTION: Journal of Linguistics, Literature, and Culture Vol. 1 No. 1 (2019): NOTION: Journal of Linguistics, Literature, and Culture
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.12928/notion.v1i1.714

Abstract

This study aims at investigating students’ perceptions of the use of Padlet in the class of Introduction to Functional Linguistics. The population of this study was a class of 2014 batch student of English Language Education program at Sultan Agung Islamic University (UNISSULA) Semarang with a sample of 28 people. This research is in the form of qualitative descriptive design. The data collection method uses observations and questionnaire. The data is then analyzed using interpretive descriptive analysis. The specific target to be achieved in this study is that by knowing students' perceptions of the use of Padlet, then this result can be used as a reference for the Faculty of Language and Communication Science and other faculties in the UNISSULA environment to improve the performance and quality of service to students especially in the learning and teaching process. In addition, the results of this study can also be a reference for both the Study Program and the Faculty to review the curriculum that has been implemented so far. From the data obtained through questionnaires distributed to 28 students of the English Language Education Study Program at the Faculty of Languages and Communication Science of Sultan Agung Islamic University Semarang in the class of 2014/2015, researchers can conclude that these students have very diverse perceptions in the use of Padlet media in learning Introduction to Functional Linguistics. To be sure, most students really positively appreciate the use of this media in linguistic learning in general
Pengembangan Metode Bercerita dalam Peningkatan Keterampilan Pedagogi Para Guru MI di Demak Choiril Anwar; Kurniawan Yudhi Nugroho
Indonesian Journal of Community Services Vol 5, No 1 (2023): May 2023
Publisher : LPPM Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/ijocs.5.1.29-34

Abstract

Kelompok Kegiatan Guru (KKG) Madrasah Ibtidaiyah (MI) di Kabupaten Demak mengalami kesulitan dalam mengembangkan sebuah metode, teknik, dan strategi yang baik dan menyenangkan dalam pengajarannya terhadap anak didik mereka sebagai upaya untuk meningkatkan keterampilan pedagogis itu. Oleh karena itu dibutuhkan sebuah metode yang dapat menyelesaikan permasalahan tersebut. Salah satu metode alternatif yang menarik adalah metode bercerita. Metode bercerita dalam proses pengajaran di kelas dapat mengembangkan imajinasi dan kreativitas tidak hanya peserta didik tapi juga guru yang mengajar. Program Pengabdian Masyarakat Pengembangan Kewilayahan (PkM-PK) ini bertujuan untuk memberikan pendampingan kepada para guru Kelompok Kegiatan Guru (KKG) Madrasah Ibtidaiyah (MI) agar dapat mengembangkan keterampilan pedagogik mereka melalui metode bercerita sehingga pengajaran dan pembelajaran kepada siswa mereka dapat berjalan lebih inovatif dan imajinatif yang pada akhirnya mampu meningkatkan pemahaman siswa guna memenuhi tujuan pembelajaran. Program ini dilaksanakan dengan menggunakan metode pendampingan klasikal secara intensif kepada para guru dengan memberikan contoh dan praktik sehingga materi tersebut dapat dipahami secara baik dan dapat dipraktikkan oleh peserta bagaimana menyampaikan cerita yang baik dan menyenangkan kepada para murid MI. The Teacher Activity Group (KKG) for Madrasah Ibtidaiyah (MI) in Demak Regency experienced difficulties in developing good and fun methods, techniques, and strategies in teaching their students as an effort to improve these pedagogical skills. Therefore, we need a method that can solve this problem. One interesting alternative method is the storytelling method. The storytelling method in the teaching process in the classroom can develop the imagination and creativity of not only students but also teachers who teach. The Regional Development Community Service Program (PkM-PK) aims to aid Madrasah Ibtidaiyah (MI) Teacher Activity Group (KKG) teachers to be able to develop their pedagogic skills through the storytelling method so that teaching and learning to their students can run more innovatively and imaginative which in the end is able to increase students' understanding in order to fulfill the learning objectives. This program is carried out using intensive classical mentoring methods for teachers by providing examples and practices so that the material can be understood well and can be practiced by participants on how to tell good and fun stories to MI students.
Exploring Reflective English Language Teaching Programs in the Framework of TPACK Choiril Anwar; Abdurrahman Faridi; Issy Yuliasri; Hendi Pratama; Kurniawan Yudhi Nugroho
International Conference on Science, Education, and Technology Vol. 8 (2022)
Publisher : Universitas Negeri Semarang

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

Abstract

Technology, pedagogy, and subject knowledge are all integrated into the teaching framework known as TPACK (Technological Pedagogical and Content Knowledge). This framework has not been widely used by English teachers in Indonesia to help pupils learn English. This study intends to investigate, evaluate, and thoroughly discuss English language education programs within the context of TPACK. The descriptive qualitative method was employed in this study. The information was gathered through a review of the literature on English language instruction utilizing the TPACK (Technological Pedagogical and Content Knowledge) paradigm. The collected literature data were then thoroughly compared, assessed, critiqued, and concluded after thorough analysis. The information demonstrates reflective programs for teaching English as a second language that combine and integrate technology, pedagogy, and content, including methods and activities for learning English as well as methods for assessing language proficiency. The findings of this study are anticipated to enhance the general knowledge and instructional abilities of Indonesian teachers, particularly those who teach English.
The impact of ESA teaching sequence on EFL university students’ speaking fluency and classroom interaction Abdul Ayiz; Kurniawan Yudhi Nugroho; Benni Ichsanda Rahman Hz; Nurussyfa Luthfia Kholifah; Yuko Taniguchi
Journal of Research in English Language Teaching and Linguistics Vol 2 No 1 (2026): June 2026
Publisher : Early Publishing Group

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65431/jrell.v2i1.34

Abstract

The ESA (Engage, Study, Activate) teaching sequence introduced by Jeremy Harmer offers a flexible, recursive alternative to linear instructional models such as Presentation-Practice-Production (PPP). However, empirical evidence regarding its effectiveness for speaking fluency and classroom interaction, particularly in university EFL contexts, remains relatively limited. This quasi-experimental study investigated the impact of the ESA teaching sequence on speaking fluency and classroom interaction among university EFL learners, comparing it to conventional PPP instruction. Sixty first-year undergraduate students from two intact classes participated in an eight-week intervention. The control group (n = 30) received PPP instruction, while the experimental group (n = 30) received ESA instruction following the boomerang variation (Engage → Activate → Study → Activate). Speaking fluency was measured through speech rate (syllables per minute) and pause frequency (pauses per 100 syllables) using picture-cued speaking tasks administered as pretest and posttest. Classroom interaction was measured through systematic observations at Weeks 2, 4, 6, and 8, capturing student talk time, student-initiated turns, and negotiation episodes. The ESA group demonstrated statistically significant improvements in speech rate and pause frequency with large effect sizes, whereas the PPP group showed non-significant gains. Regarding classroom interaction, the ESA group exhibited substantially higher student talk time, more student-initiated turns, and more numerous negotiation episodes compared to the PPP group at post-intervention. These findings provide strong evidence within this context that the ESA teaching sequence enhances speaking fluency and promotes more balanced, learner-centered classroom interaction in university EFL contexts. Pedagogical implications include reallocating class time to communicative activities, reducing teacher talk time, delaying correction during fluency tasks, and explicitly teaching interactional strategies during the Study phase. Future research should examine long-term retention, accuracy outcomes, and replication across diverse educational settings.
Towards humanized English learning: AI tools and speaking outcomes among university students Muhamad Rifqi Bakhtiar; Hendi Pratama; Seful Bahri; Rudi Hartono; Sri Wahyuni; Kurniawan Yudhi Nugroho; Treenuch Chaowanakritsanakul
EduLite: Journal of English Education, Literature and Culture Vol 11, No 2 (2026): August 2026
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/e.11.2.435-449

Abstract

The rapid advancement of artificial intelligence in higher education has significantly transformed English language teaching and learning processes. This study investigates the integration of humanizing pedagogy into AI-supported learning environments, particularly via platforms such as ChatGPT, Gemini, and Bing AI/Copilot, to enhance university students' speaking outcomes. Using a cross-sectional survey design involving 54 university students from Elementary School Teacher Education, Accounting, and English Education programs, data were collected via a structured questionnaire during May 2025 and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The findings reveal that while artificial intelligence provides efficient feedback and structured practice, the human element remains essential for creating an authentic and supportive instructional atmosphere. Students who perceived psychological benefits from AI use showed the strongest intention to continue using these tools (β = 0.368, p < 0.01), followed by learning effectiveness (β = 0.289) and technology usability (β = 0.241), with the model accounting for 61.4% of variance in adoption intention. This research provides practical implications for curriculum designers to incorporate humanized artificial intelligence strategies into English education programs to ensure more effective and empathetic classroom instruction.
Enhancing elementary school teachers’ understanding and practical skills in implementing a deep learning approach Hartono Hartono; Kurniawan Yudhi Nugroho; Choiril Anwar; Mega Mulianing Maharani; Sugeng Hariyadi
Indonesian Journal of Community Services Vol 8, No 1 (2026): May 2026
Publisher : LPPM Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/ijocs.8.1.23-33

Abstract

Since early 2025, the Indonesian government, c.q. The Ministry of Primary and Secondary Education has introduced a deep-learning approach to primary and secondary education. This new approach aims to improve education quality by relying on three pillars: mindful, meaningful, and joyful learning. Many elementary school teachers, however, have not fully understood the approach due to limited access to training and professional development programs. Considering this, the community service team from the English Education Study Program at Sultan Agung Islamic University held a one-day workshop to help enhance elementary school teachers' understanding and ability to apply the approach in their classrooms. The workshop was a collaboration between the community service team and the Ahmad Yani Teacher Working Group (KKG), and was held on November 27, 2025, at the SDN Bergas Lor 01, Bergas subdistrict, Semarang Regency. Fifty-five teachers from various elementary schools in the KKG area participated in the workshop. They were presented with the deep learning approach and related topics, such as growth mindset, assessment in deep learning, the SOLO taxonomy, teaching strategies, and more. They worked in groups, discussed, and demonstrated learning strategies. After the workshop, participants were given assignments to deepen the material. Feedback from the survey suggests that the teachers participated well and enjoyed the workshop, finding it beneficial for developing their skills. However, due to time constraints, the workshop was unable to fully explore the deep learning approach. Therefore, more training and workshops are still needed.
The Students’ Perception on the Use of QuillBot in Improving Writing Luthfiyatun Nafisah; Hartono Hartono; Kurniawan Yudhi Nugroho; Mega Mulianing Maharani
Journal of Advanced Multidisciplinary Research Vol 6, No 2 (2025): December 2025
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/jamr.6.2.126-138

Abstract

Writing is not an easy task. Students often have difficulties in writing articles or essays. Many students experience difficulties in grammar and in choosing the correct words to express meaning. Today artificial intelligence-based tools are available to be used to help students in writing. One of them is QuillBot. That digital tool is popular among students nowadays. This research investigates EFL students’ perception in the use of QuillBot to improve their writing. It adopts a mixed-method research design. The respondents of this study were 30 students of an English Education Study Program at a university in Semarang in the 5th semester and 7th semester. The quantitative data collected by giving questionnaire to the respondents while the qualitative data collected through doing semi-structured interviews with five students. The quantitative data was analyzed quantitatively using SPSS, while the qualitative data was analyzed by qualitative thematic analysis. The results of this research from the quantitative data shows that most of students gave positive responses that QuillBot greatly helps them in improving writing skill. Although, some students also use other AI and not make QuillBot as the first choice when it comes to writing, they still use QuillBot but not frequently. Moreover, the interviews confirm the quantitative data that the digital tool is indeed beneficial to use by students. The benefits of using QuillBot are improve grammar skill, enhance vocabulary, improve organizing text skill, more time efficient and give emotional support such as make them more confident in writing. Those aspects are matter to assist students master writing skill.
Peningkatan Kompetensi Guru Bahasa Inggris SD dalam Penerapan P5 Kurikulum Merdeka Kurniawan Yudhi Nugroho; Muh Syafei; Mega Mulianing Maharani; Hartono Hartono; Choiril ANwar
Muria Jurnal Layanan Masyarakat Vol. 7 No. 2 (2025): September 2025
Publisher : Universitas Muria Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24176/mjlm.v7i2.15639

Abstract

This Community Service Program (PkM), designed to span one year, aims to enhance the competencies of elementary school English teachers in implementing the Pancasila Student Profile Strengthening Project (P5) within the framework of the Merdeka Curriculum. The program addresses various challenges teachers face in understanding and effectively applying the P5 concept in learning activities. A qualitative method with a case study approach was employed to assess the program's impact, utilizing data collected through interviews, observations, and analysis of teacher lesson plan documents. The findings indicate that participants demonstrated significant improvement in their understanding and application of the P5 concept in classroom settings during the implementation of PkM activities. Teachers were able to design and execute project-based learning aligned with the values of Pancasila and the Merdeka Curriculum. Classroom observations revealed increased student engagement in the learning process. Moreover, teachers showed greater confidence in integrating character education into their teaching. In conclusion, intensive training and mentoring effectively improved teachers’ competencies in implementing the Pancasila Student Profile Strengthening Project. This progress significantly supports the successful implementation of the Merdeka Curriculum in the participating elementary schools. The outcomes of this program are expected to contribute to the development of teacher training models that can support broader educational programs.
Co-Authors Abdul Ayiz Abdurrahman Faridi Agung Dwi Nurcahyo Ahmad Hilal Madjdi, Ahmad Hilal Andurahman Milad Anwar, Choiril Benni Ichsanda Rahman Hz Hartono Hartono Hartono Hartono Hartono Hartono Hartono, Rudi Hendi Pratama Idha Nurhamidah, Idha Ira Alia Maerani Issy Yuliasri Luthfiyah Eka Safa Damayanti Luthfiyatun Nafisah Mega Mulianing Maharani Mega Mulianing Maharani Mega Mulianing Maharani Muh Syafei Muhamad Rifqi Bakhtiar Muhamad Rifqi Bakhtiar Nichole P. Mandalones Nur Ekaningsih Nur Ekaningsih Nuraeningsih Nurussyfa Luthfia Kholifah Ruseno Arjanggi Seful Bahri Sugeng Hariyadi Titis Sulistyowati Treenuch Chaowanakritsanakul Wahyuni, Sri Yuko Taniguchi