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From Policy to Practice: How Indonesian Universities’ Syllabi and LMS Materials Address ChatGPT in EFL Writing Instruction Rohmah, Farida Noor
Nusantara: Jurnal Pendidikan Indonesia Vol. 5 No. 4 (2025)
Publisher : Lembaga Sosial Rumah Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62491/njpi.2025.v5i4-10

Purpose – This study examines how Indonesian universities incorporate ChatGPT and other artificial intelligence (AI) techniques in English as a Foreign Language (EFL) writing teaching via institutional documents.Method – A qualitative document analysis was conducted on three syllabi and one set of Learning Management System (LMS) materials collected from three Indonesian universities between March and May 2025. Findings – The results indicate that while all syllabi addressed originality through similarity thresholds, only one out of three (33%) explicitly mentioned AI, and none provided instructional guidance on its responsible use. Two universities (67%) set specific Turnitin similarity limits, whereas none included learning activities or materials that integrated AI literacy. LMS materials primarily restated these evaluative criteria without incorporating further pedagogical support. Research Implications – The paper offers a curricular viewpoint on current discussions over AI integration in higher education and advocates for more explicit, pedagogically grounded policies that reconcile academic integrity with the enhancement of AI literacy in EFL writing teaching. As practical guidance, institutions could (1) incorporate a syllabus clause specifying permitted AI supports, with mandatory disclosure and attribution statements, and (2) develop an LMS checklist that links to AI literacy micro-modules, fact-checking worksheets for AI-generated content, and reflective prompts on ethical use.

Online Vs In-Class: EFL Studentsâ€™ Oral Presentation Preferences Farida Noor Rohmah
Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol. 11 No. 2 (2024): December
Publisher : Faculty of Culture, Management, and Business Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jo-elt.v11i2.12460

The objective of this study is to analyze the preferences and experiences of students with regards to in-class oral presentations as opposed to online oral presentations in English class. The participants for this study were 61 students selected purposively, with a concentration on students in their fourth semester at the Faculty of Health Sciences. The data were collected using a questionnaire and a semi-structured interview. The results show that students have a strong preference for online presentations, both in terms of general satisfaction and ease of preparation, indicating the perceived advantages of the online format over traditional in class presentations. The majority of students believe that online presentations improve their communication skills. The findings have important implications for educators and institutions seeking to improve the effectiveness of oral presentation methods.

A Self-Regulated English Medical Terminology E-Module: Design and Validation for Health Sciences Students Farida Noor Rohmah; Yuyun Nailufar; Royan Utsani
Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol. 12 No. 2 (2025): December
Publisher : Faculty of Culture, Management, and Business Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jo-elt.v12i2.17402

English for Medical Purposes (EMP) is essential for equipping health science students to communicate proficiently in both academic and clinical environments. Nonetheless, current English for Specific Purposes (ESP) programs frequently prioritize general proficiency over the systematic instruction of discipline-specific vocabulary via digital platforms. This study aimed to create and validate a self-directed e-module intended to improve medical English terminology acquisition among health science students. The study employed a Research and Development (R&D) methodology based on the ADDIE model, encompassing the design, development, implementation, and assessment phases. The Canva-based e-module integrated multimedia components, including pronunciation audio, interactive exercises, and self-assessment activities. Expert validation yielded an average feasibility score of 91.25% for material aspect and 93.75% for media aspect, while student practicality reached 89.02%, indicating strong pedagogical and technological soundness. The results confirm that systematic instructional design combined with interactive digital tools effectively supports autonomous vocabulary learning in ESP contexts. This study contributes a replicable framework for localized digital material development in medical English education, advancing learner autonomy and engagement in health science programs.

Developing a Self-Study E-Module for English Medical Terminology: A Need Analysis of Health Science Students Rohmah, Farida Noor
Journal of Language and Literature Studies Vol. 6 No. 1 (2026): March
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/05akn595

Mastery in English medical terminology is crucial for health science students to engage with academic material, comprehend clinical information, and communicate successfully in professional settings. Many learners have ongoing challenges due to the lack of specialized, self-directed learning tools designed for their specific discipline and contextual requirements. This study performed the needs analysis phase of the ADDIE instructional design paradigm to examine the unique requirements for a self-learning e-module in English medical terminology. Data were gathered from 64 students participating in nursing, midwifery, and medical programs via a validated online questionnaire and semi-structured interviews with two faculty lecturers. The analysis investigated three dimensions: learners' needs, existing shortcomings, and favored learning modalities. The findings indicated that students necessitate terminology proficiency mainly for comprehending lectures, interpreting medical literature, and fulfilling academic tasks; encounter significant difficulties in contextual understanding, precise application, and pronunciation; and favor multimedia learning incorporating visual aids, interactive activities, and self-evaluation components. Instructors verified the absence of digital resources tailored to various disciplines that facilitate independent study. The results encourage the development of a mobile-compatible, multimedia-enhanced e-module to connect passive recognition with active application of medical terminology, promoting vocabulary proficiency and learner autonomy in English for Medical Purposes.

AUDIO-VISUAL MEDIA UNTUK MENINGKATKAN KEMAMPUAN MENGAJAR BAHASA INGGRIS GURU TK ABA TLOGOADI I MLATI SLEMAN YOGYAKARTA Setya Putri Rahayu; Farida Noor Rohmah
Martabe : Jurnal Pengabdian Kepada Masyarakat Vol 6, No 11 (2023): Martabe : Jurnal Pengabdian Kepada Masyarakat
Publisher : Universitas Muhammadiyah Tapanuli Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31604/jpm.v6i11.4101-4106

Pembelajaran Bahasa Inggris sejak dini dapat dilakukan sebagai langkah awal untuk meningkatkan paparan Bahasa Inggris pada anak-anak. Periode kanak-kanak merupakan periode emas untuk memperkenalkan Bahasa Inggris karena pada masa ini otak anak-anak berkembang dengan sangat pesat termasuk dalam hal pengenalan bahasa asing. Akan tetapi tidak semua guru TK percaya diri mengajarkan Bahasa Inggris kepada anak didik mereka karena mereka tidak memiliki latar belakang pendidikan Bahasa Inggris. Oleh karena itu, pembuatan media audo visual pengenalan warna dalam Bahasa Inggris penting dilakukan agar guru TK dapat menjadi lebih percaya diri mengajarkan kepada anak didik mereka. Kegiatan pengabdian kepada masyarakat ini bertujuan untuk meningkatkan kemampuan mengajar Bahasa Inggris guru TK ABA Tlogoadi I. Kegiatan ini dilaksanakan secara dua tahap yaitu tahap persiapan pembuatan media audio-visual dan pelaksanaan micro teaching sosialisasi penggunaan media audio-visual tersebut. Kegiatan pengabdian kepada masyarakat ini memberikan manfaat untuk meningkatkanÂ kemampuan guru-guru TK ABA Tlogoadi I untuk mengajarkan kosa kata dasar Bahasa Inggris.

Ethical AI in EFL Writing Instruction: A Case Study of Lecturers’ Communication and Pedagogical Strategies Farida Noor Rohmah; Setya Putri Rahayu
VELES Voices of English Language Education Society Vol 9 No 3 (2025): December 2025
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v9i3.30723

The rapid integration of large language models such as ChatGPT into higher education creates new opportunities for EFL writing instruction but also raises complex ethical and pedagogical challenges. While existing research has largely focused on students’ use of AI, comparatively little is known about how lecturers themselves navigate its ethical implications in writing classes. This qualitative case study investigates the experiences of two EFL academic writing lecturers at a private university in Yogyakarta, Indonesia. Data were generated through semi-structured interviews and document analysis of course syllabi and Learning Management System (LMS) materials, and were examined using thematic analysis. Three interrelated themes emerged: communication approaches, pedagogical strategies, and challenges identified. The lecturers used open dialogue, explicit ethical framing, and reflective discussion to position ChatGPT as a supplementary tool rather than a substitute for students’ thinking. They also designed guided exploration and scaffolded integration tasks, such as AI–human text comparison and critical evaluation of AI outputs, to foster AI literacy and metacognitive awareness. However, they reported significant obstacles, including students’ overreliance on AI-generated text, uneven AI literacy, and limited institutional guidance, with formal documents treating ChatGPT mainly as a percentage-based rubric rather than a pedagogical resource. The findings underscore the need for intentional, ethics-informed instructional design and coherent institutional policies. The study concludes that ongoing professional development and clearer AI-related regulations are essential for enabling EFL lecturers to cultivate responsible AI use and sustain academic integrity in AI-augmented writing environments.

Developing a Self-Study E-Module for English Medical Terminology: A Need Analysis of Health Science Students Rohmah, Farida Noor
Journal of Language and Literature Studies Vol. 6 No. 1 (2026): March
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/05akn595

Mastery in English medical terminology is crucial for health science students to engage with academic material, comprehend clinical information, and communicate successfully in professional settings. Many learners have ongoing challenges due to the lack of specialized, self-directed learning tools designed for their specific discipline and contextual requirements. This study performed the needs analysis phase of the ADDIE instructional design paradigm to examine the unique requirements for a self-learning e-module in English medical terminology. Data were gathered from 64 students participating in nursing, midwifery, and medical programs via a validated online questionnaire and semi-structured interviews with two faculty lecturers. The analysis investigated three dimensions: learners' needs, existing shortcomings, and favored learning modalities. The findings indicated that students necessitate terminology proficiency mainly for comprehending lectures, interpreting medical literature, and fulfilling academic tasks; encounter significant difficulties in contextual understanding, precise application, and pronunciation; and favor multimedia learning incorporating visual aids, interactive activities, and self-evaluation components. Instructors verified the absence of digital resources tailored to various disciplines that facilitate independent study. The results encourage the development of a mobile-compatible, multimedia-enhanced e-module to connect passive recognition with active application of medical terminology, promoting vocabulary proficiency and learner autonomy in English for Medical Purposes.

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