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All Journal Al-Lisan English Review: Journal of English Education JEES (Journal of English Educators Society) Journal of English Language Studies Indonesian Journal of Learning and Instruction Indonesian EFL Journal Jurnal SOLMA SELAPARANG: Jurnal Pengabdian Masyarakat Berkemajuan JET (Journal of English Teaching) Adi Buana Martabe : Jurnal Pengabdian Kepada Masyarakat British: Jurnal Bahasa dan Sastra Inggris Journal of English Teaching, Literature, and Applied Linguistics Budapest International Research and Critics Institute-Journal (BIRCI-Journal): Humanities and Social Sciences Jendela Pendidikan Al-Lisan: Jurnal Bahasa JEELS (Journal of English Education and Linguistics Studies) TELL - US JOURNAL Conscilience: Jurnal Penelitian dan Pengabdian Masyarakat Jurnal Akselerasi Merdeka Belajar dalam Pengabdian Orientasi Masyarakat (Jurnal AMPOEN) REGISTER JOURNAL Jurnal Pendidikan Progresif Journal Education English Review: Journal of English Education Indonesian EFL Journal
Nirwanto Maruf
Universitas Muhammadiyah Gresik
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Medicine & Pharmacology Nursing Public Health Social Sciences Other

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VOCABULARY GROWTH THROUGH INDEPENDENT READING: A CASE STUDY OF EFL STUDENTS Ufairoh Rozana Nabilah; Nirwanto Maruf
Indonesian Journal of Learning and Instruction Vol. 8 No. 1 (2025)
Publisher : Universitas Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ijli.v8i1.11679

Abstract

This study investigates the relationship between independent reading frequency and vocabulary growth among EFL students at Universitas Muhammadiyah Gresik. Using a quantitative research design, data were collected from 50 undergraduate students majoring in English through a close-ended questionnaire. The results of this study underscore the critical role that regular independent reading plays in enhancing vocabulary acquisition and overall language proficiency among EFL students. Specifically, the strong positive correlation between reading frequency and vocabulary growth (r = 0.62, p < 0.01) indicates that students who engage in independent reading activities more frequently tend to experience greater improvements in their vocabulary. This finding is further supported by the subgroup analysis, which revealed that reading books and academic articles had the strongest correlation with vocabulary growth (r = 0.65, p < 0.01 for books; r = 0.58, p < 0.01 for academic articles). These materials often provide rich and varied contexts for encountering new words, which facilitates deeper understanding and retention. The findings highlight the need for educational strategies that encourage all students to read more frequently and diversely. Future research could explore additional factors that influence reading habits and vocabulary growth among EFL students. For instance, studies could investigate the impact of motivation, reading interest, and the availability of reading materials on students' reading frequency and vocabulary acquisition. Additionally, research could examine the role of socio-cultural factors, such as family background and peer influence, in shaping reading habits. Furthermore, longitudinal studies could track changes in reading frequency and vocabulary growth over time to provide insights into the long-term effects of independent reading.
INVESTIGATING AND CORRELATING STUDENTS’ PERCEPTIONS, INTERESTS, AND ATTITUDES TOWARD THE IMPLEMENTATION OF PROJECT-BASED LEARNING THROUGH YOUTUBE VIDEO PROJECT IN LEARNING ENGLISH Bidzlamira Dita Centrisia; Khoirul Anwar; Nirwanto Maruf
Indonesian EFL Journal Vol. 11 No. 2 (2025)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v11i2.11793

Abstract

Abstract - This study aims to examine and correlate students’ perceptions, interests, and attitudes toward implementing Project-Based Learning (PjBL) through YouTube video projects in English language learning. Using a mixed-methods design, this study combined quantitative data from questionnaires with qualitative data from semi-structured interviews. Participants consisted of 70 eleventh-grade students from SMAN 1 Pacitan who had been involved in YouTube-based PjBL activities during English language teaching. The questionnaire was designed to assess three main constructs: perceptions (cognitive, affective, conative), interests (individual, situational, topic-based), and attitudes (cognitive, affective, behavioral). Prior to data analysis, the instrument was subjected to validity and reliability tests. All items were deemed valid based on the item-total correlation value, and the reliability analysis yielded a Cronbach’s Alpha coefficient of 0.976, indicating excellent internal consistency. The findings revealed that students generally responded positively to the integration of YouTube-based PjBL, considering it an innovative and engaging approach that increased their motivation and participation in English language learning. Students also reported increased interest, particularly in producing creative content and collaborating with peers. Attitudinal responses indicated greater confidence, enjoyment, and willingness to communicate in English. Overall, the implementation of YouTube video projects within a PjBL framework proved effective in fostering a more dynamic and student-centered English learning environment. The study suggests that the integration of digital media, when aligned with project-based methodologies, has significant potential to enrich language teaching and enhance 21st century skills.
INTEGRATION OF DIGITAL STORYTELLING IN WRITING INSTRUCTION TO ENHANCE STUDENTS’ CREATIVITY AND LITERACY PROFICIENCY: A CASE STUDY Nirwanto Maruf; Khoirul Anwar; Salsabilah Latifa
Indonesian EFL Journal Vol. 11 No. 2 (2025)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v11i2.11895

Abstract

This study investigated the effectiveness of integrating digital storytelling platforms in foreign language writing instruction to enhance students’ creativity and literacy proficiency, focusing on grammar accuracy, vocabulary usage, narrative structure, and creativity. Conducted at an Indonesian secondary school, the research employed a mixed-methods one-group pretest-posttest design involving 60 eleventh-grade students. Quantitative analysis revealed significant improvements across all measured writing dimensions: grammar accuracy improved significantly (t(29) = 7.85, p < .001), vocabulary usage showed marked gains (t(29) = 6.97, p < .001), narrative structure increased substantially (t(29) = 8.21, p < .001), and creativity scores rose notably (t(29) = 7.35, p < .001). Complementary qualitative data from classroom observations and semi-structured interviews highlighted increased student motivation, strategic cognitive engagement, and active participation throughout the intervention. Findings suggest that digital storytelling fosters a rich multimodal learning environment that simultaneously supports technical writing accuracy and creative expression. The scaffolded instructional design—including storyboarding, multimedia integration, and peer feedback—enabled learners to organize coherent narratives, enhance vocabulary, and refine grammatical skills. Participants also reported heightened enthusiasm and metacognitive awareness, indicating deeper involvement in the writing process. These results align with contemporary theories advocating multimodal and technology-enhanced pedagogies in language education. Despite limitations including sample size and design constraints, the study offers valuable empirical evidence from an underexplored Indonesian EFL context and supports the adoption of digital storytelling as an engaging, holistic strategy to improve foreign language writing and foster essential 21st-century skills such as creativity and critical thinking.
Emotional AI in EFL Classrooms: Redefining Human–Machine Affect in ELT Research at Islamic University Rachmawati, Dwita Laksmita; Maruf, Nirwanto; Fadhilawati, Dian
Register Journal Vol. 18 No. 2 (2025): REGISTER JOURNAL
Publisher : UIN Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18326/register.v18i2.341-368

Abstract

Emotional Artificial Intelligence (Emotional AI) is reshaping the landscape of language education by offering learners not only cognitive assistance but also emotional support. In Islamic university contexts, where politeness, respect, and affective sensitivity play essential roles in the learning process, the emotional qualities embedded in tools such as ChatGPT present new pedagogical possibilities. This qualitative study investigates the emotional support provided by ChatGPT during English as a Foreign Language (EFL) learning among Islamic university students and examines their perceptions of ChatGPT as an Emotional AI tool in relation to learning enjoyment, self-efficacy, and resilience. The data were collected from 12 EFL students and three lecturers through semi-structured interviews, focus group discussions, and classroom observations. Thematic analysis was employed to identify recurring patterns related to students’ affective experiences and interpretations of ChatGPT’s emotional responses. The findings revealed that students perceived ChatGPT as a reassuring, patient, and non-judgmental companion that reduces anxiety, encourages risk-taking, and supports emotional stability during challenging learning tasks. Students also perceived ChatGPT as enhancing their learning enjoyment, improving their self-efficacy through personalized scaffolding, and strengthening their resilience by promoting a sense of safe failure and continued effort. Despite these benefits, some expressed ambivalence regarding the authenticity of AI-generated empathy and concerns about over-reliance on emotional AI. Overall, the study highlights the dual cognitive–emotional role of ChatGPT in EFL learning and underscores the importance of integrating Emotional AI thoughtfully in Islamic university settings to maximize affective and academic benefits.
The CORRELATION BETWEEN STUDENTS’ LEARNING STYLES AND STUDENTS’ SPEAKING ACHIEVEMENT Firdathun Jannah; Slamet Asari; Nirwanto Maruf
Journal Educatione Vol. 1 No. 2 (2024): Journal Educatione
Publisher : Pascasarjana Manajemen Pendidikan Universitas Gresik

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

Abstract

Language learning is a multifaceted process influenced by various individual factors, including learning styles. Understanding the potential correlation between students' learning styles and their language proficiency is crucial for developing effective language teaching strategies. The primary objective of this research is to investigate whether there is a significant correlation between students' learning styles and their speaking achievement. To examine the correlation between learning styles and speaking achievement, a comprehensive speaking proficiency test was administered to 43 students. The VARK questionnaire was used to identify the prevalent learning style preferences among the participants, including Kinesthetic, Auditory, and Visual learning styles. Pearson's correlation coefficient was employed to analyze the relationship between learning styles and speaking achievement. Surprisingly, the analysis revealed no significant correlation between learning styles and speaking achievement (r = -0.12, p > 0.05). Further examination of specific learning style categories indicated that there was no significant correlation between speaking achievement and the Kinesthetic, Auditory, or Visual Learning Style preferences. These findings highlight the importance of considering multiple factors, beyond learning styles, that influence language proficiency. Language educators should adopt a comprehensive approach, incorporating diverse instructional strategies to cater to the unique needs of each student. Future research should explore the relationship between learning styles and other language skills and delve deeper into individual differences in language learning
CAN ARTIFICIAL INTELLIGENCE FOSTER L2 LEARNING? INVESTIGATING ITS IMPACT ON BEHAVIORAL, COGNITIVE, AND EMOTIONAL ENGAGEMENT IN EFL CONTEXTS Dwita Laksmita Rachmawati; Nirwanto Maruf; Hidayatul Badi&#039;ah; Agus Mulyadi
English Review: Journal of English Education Vol. 14 No. 2 (2026)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/englishreview.v14i2.207

Abstract

This study investigates the impact of Artificial Intelligence (AI) on students’ behavioral, cognitive, and emotional engagement in an English as a Foreign Language (EFL) context. Employing a mixed-methods explanatory sequential design, the study involved 70 undergraduate students at a private university in Indonesia. Quantitative data were collected through a structured questionnaire, while qualitative data were obtained from semi-structured interviews and reflective responses. The findings reveal that AI positively influences all dimensions of engagement, with the strongest effect observed in behavioral engagement, followed by cognitive engagement, and a more variable impact on emotional engagement. Among the AI tools examined, adaptive learning platforms and chatbot interactions were found to be more effective than writing assistants. Correlation analysis confirmed significant positive relationships between AI use and all engagement dimensions. However, qualitative findings indicate challenges such as over-reliance and unclear feedback. The study highlights the importance of strategic AI integration to maximize engagement in EFL learning.
INVESTIGATING THE ROLE OF ACTIVE LEARNING IN ENHANCING WILLINGNESS TO COMMUNICATE AND SELFEFFICACY AMONG INDONESIAN SECONDARY-SCHOOL EFL LEARNERS Lina Rachmawati; Slamet Asari; Nirwanto Maruf
Indonesian EFL Journal Vol. 11 No. 3 (2025)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/eztbjd98

Abstract

Active learning is increasingly recognized as a catalyst for improving both communicative behavior and psychological readiness in EFL classrooms. This study aimed to examine the effects of active learning on willingness to communicate (WTC) and self-efficacy among Indonesian eleventh-grade EFL students, and to explore the relationship between these constructs post-intervention. Employing a convergent parallel mixed-methods design, seventy students were assigned to experimental (active learning) and control (traditional instruction) groups for six weeks; data were collected via validated questionnaires, classroom observations, and interviews, and analyzed using t-tests, ANOVA, regression, and thematic analysis. Results showed that active learning produced large, significant gains in both WTC (Cohen’s d = 1.62) and self-efficacy (d = 1.79), with self-efficacy accounting for unique variance in post-intervention WTC (ΔR² = .18). Thematic analysis revealed that increased confidence and peer support were key mechanisms, as students described a shift from fear of mistakes to a focus on self-expression. Theoretically, the study extends Bandura’s self-efficacy theory into the L2 WTC domain and confirms the nested WTC model’s claim that instructional method can override dispositional barriers. Methodologically, this study offers a rigorous mixed-methods experiment in an Asian secondary-school EFL context, integrating fidelity checks, student voice, and robust effect-size estimation to strengthen validity and depth of interpretation. Practically, findings support integrating peer-teaching, scaffolding micro-presentations, and using selfefficacy pulse-checks. Results are generalizable to adolescent EFL learners in similar settings. Policy should promote active learning to foster communicative readiness. Future research should test the SE→WTC pathway in digital learning environments. 
ARTIFICIAL INTELLIGENCE ON EFL IN VOCATIONAL HIGH SCHOOL: THE IMPACT OF TALKPAL.AI ON SPEAKING SKILL Moh. Santoso; Khoirul Anwar; Nirwanto Maruf
Indonesian EFL Journal Vol. 11 No. 3 (2025)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/991nty70

Abstract

The integration of Artificial Intelligence (AI) into English as a Foreign Language (EFL) teaching has transformed how learners practice speaking, offering interactive, adaptive, and anxiety free environments. However, while AI tools have shown significant benefits in higher education, their use in vocational high schools where communication skills must align with industry specific needs remains underexplored. Most prior studies focus on university contexts, overlooking vocational learners who require workplace-oriented communication training. This study examines the impact of Talkpal.AI, an AI-based conversational platform, on vocational high school students’ English-speaking proficiency, focusing on fluency, accuracy, and communicative confidence. Using a mixed-methods design, seventy students were divided into experimental and control groups. The experimental group practiced with Talkpal.AI for six weeks, while the control group followed traditional instruction from teacher with same time. Quantitative result indicated a significant improvement in the experimental group’s speaking performance (p < .001, Cohen’s d = 1.45), particularly in fluency and pronunciation, confirming Talkpal.AI’s effectiveness in enhancing oral proficiency. Qualitative findings indicated that Talkpal.AI fostered confidence and reduced anxiety, yet students required extensive scaffolding to use the AI effectively for self-directed learning. Initial difficulties included interpreting feedback, sustaining motivation, and managing technical barriers. The study concludes that AI-assisted speaking practice enhances communicative competence when integrated with structured teacher guidance and reflective learning strategies, reinforcing AI’s potential as a pedagogical partner in vocational EFL context. 
STUDENT ACCEPTANCE AND TEACHER ADAPTATION IN TAILORED EFL GAMIFICATION: THE ROLE OF LEARNER DIVERSITY Eni Mahzumah; Nirwanto Maruf
Indonesian EFL Journal Vol. 12 No. 2 (2026)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v12i2.93

Abstract

This study examined how learner diversity influences students’ acceptance of tailored gamification in English as a Foreign Language (EFL) classrooms and how both students and teachers perceive its implementation. Using a sequential mixed methods approach, the study first collected questionnaire data from 108 students, followed by semi structured interviews with 12 students and 2 teachers. Quantitative data were analyzed using descriptive statistics, Pearson correlation, multiple regression, and one way ANOVA, while qualitative data were analyzed thematically to explain the statistical results. The findings showed that learner diversity was positively related to students’ acceptance of gamified learning (r = 0.46, p < 0.01) and significantly predicted it (R² = 0.27, F(3,104) = 12.87, p < 0.001). Among the predictors, motivation had the strongest effect (β = 0.34, p < 0.001), followed by digital literacy (β = 0.28, p < 0.01) and proficiency level (β = 0.19, p < 0.05). Student acceptance also differed significantly across proficiency groups (F(2,105) = 6.45, p < 0.01). Qualitative findings highlighted three key themes: differentiated engagement driven by motivation, digital readiness as a condition for participation, and perceived fairness in gamified design. Teachers emphasized the need to adapt gamification to diverse learner needs through flexible and inclusive strategies. Overall, the study suggests that gamification is more likely to be effective when it is designed and implemented in ways that are responsive to learner diversity.
EXPLORING THE EFFECT AND LEARNERS’ EXPERIENCES OF HUMAN-AI COLLABORATIVE SPEAKING PRACTICE AMONG INDONESIAN EFL LEARNERS Devina Indah Puspa Rini; Nirwanto Maruf
Indonesian EFL Journal Vol. 12 No. 2 (2026)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v12i2.156

Abstract

classroom time, speaking anxiety, and insufficient authentic interaction often restrict learners’ opportunities to develop fluency and confidence. Although AI-based speaking tools have increasingly been used in language learning, previous studies have emphasized individual AI-mediated practice and measurable proficiency outcomes, while limited attention has been given to human–AI collaborative speaking practice and learners’ experiences in the Indonesian EFL context. This study investigated the effect of human–AI collaborative speaking practice using SmallTalk2Me on learners’ speaking skills and anxiety, while also exploring learners’ perceived benefits, challenges, and views of AI and human interaction. A sequential explanatory mixed-methods design was employed with 20 intermediates Indonesian EFL learners. Quantitative data were collected through IELTS-based speaking pre-tests and post-tests and a Foreign Language Speaking Anxiety questionnaire, while qualitative data were obtained from semi-structured interviews with five participants. The results showed significant improvements in all speaking components: fluency increased from 5.17 to 6.32, lexical resource from 5.68 to 6.50, grammatical accuracy from 4.84 to 5.66, and pronunciation from 5.48 to 6.33. Paired-sample t-tests confirmed significant gains across all components, with p = 0.000. Learners’ speaking anxiety also decreased significantly from 3.20 to 2.75, t(19) = -13.42, p = 0.000. Human–AI collaborative speaking practice effectively enhanced learners’ speaking performance and reduced anxiety by combining AI-generated feedback with meaningful human interaction.
Co-Authors A. Maya Rupa Anjeli Agus Mulyadi Anisah Rosydiyah Aprilia Tiana, Ella Arifani , Yudhi Aris Purwantoro Bahar - Bahar Bayu Hendro Wicaksono Belintang Yugus N.P Bidzlamira Dita Centrisia Candra Hadi Asmara Dahlia Husain Devina Indah Puspa Rini Dwita Laksmita Rachmawati Dwita Laksmita Rachmawati Endarwati Endarwati Eni Mahzumah Eva Desembrianita Fadhilawati, Dian Faizatus Sholihah Fariha, Nur Fauziyah, Nur Firdathun Jannah Fitriana, Deva Nur Fitriyatul Ulyah Halyna, Kuchakovska Helingo, Adimawati Hidayatul Badi&#039;ah Ibad, Akhmad Irsadul Indayani, Wahyu Restu Indyra Mahdiana Jumadi Jumadi Khalil, Morve Roshan Khoirul Anwar Khoirul Anwar Khoirul Anwar Khoirul Anwar KHOIRUL ANWAR Kuchakovska, Halyna Kurniawan, Bhagaskoro Ardhianto Kusumo Hadi Santoso Latifa, Salsabila Like Trisnawati Hardina Lina Rachmawati Mansour, Marwa Masyhud, Ahsanul Moh. Santoso Mujayanah, Sri Mukamil Mukamil Mukamil, Mukamil Musfiro . Nabillah, Indiarti Yasmin Nuri Rahmiati Nurul Aeni Paulina Rahma Amalia Aslam Rahma Amalia Aslam Rahmat Agus Santoso Rita Tanduk Sallolo Suluh Salsabilah Latifa Saputri, Like Ayu Slamet Asari Sri Mujayanah Syariffudin Zuhri Tiana, Ella Aprilia Tiara Vagari Tri Cicik Wijayanti Trishna Nanda Barianty Ufairoh Rozana Nabilah Wasik, Zainul Yazid, M Yudhi Arifani