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EFL TEACHERSâ€™ NEED OF LANGUAGE PROFICIENCY PROFESSIONAL DEVELOPMENT: WHEN POLICY AND PRACTICE COLLIDE Nugroho, Him'mawan Adi
International Journal of Language Education Vol. 2, No. 2, 2018
Publisher : Universitas Negeri Makassar

Align with the increasing demands of qualified and professional English as Foreign Language (EFL) teachers the need of improving the capabilities of the EFL teachers, both pre-service and in-service teachers is unavoidable. In-service EFL teachers still have to update, upgrade and refresh their competences in ELT which include their pedagogical competence (teaching skill) and professional competence (subject matter) through professional development (PD). As one of the four competencies that a teacher should have, professional competence holds an important role in helping the students to learn English well. Therefore, it is obvious that EFL teachersâ€™ PD is essential for the teachers to support their learning leading to their empowerment as professional English teachers. This qualitative study tried to see the phenomenon of the EFL teachersâ€™ need for language proficiency professional development by using interview as the main data collection instrument to get the information. The participants of the study were EFL teachers who joined professional teacher training program (PLPG) at Universitas Negeri Surabaya (Unesa) in 2017. The findings showed that most of the participants were very confident with their English mastery. However, they stated that they needed regular and continues PD activities specifically for their language proficiency. The activities range from maintaining the four micro skills, provide scholarship for teachers to have short course program abroad to maximizing the function of subject teacher association (MGMP).

Perspectives of Pre-Service English Teachers on AI Chatbots in ESP Worksheet Development Savitri, Wiwiet Eva; Nugroho, Him'mawan Adi; Munir, Ahmad; Pusparini, Ririn; Kurniasih, Esti; Arinda, Desi
Journal of Languages and Language Teaching Vol 13, No 1 (2025)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i1.12964

The current existence of AI is unstoppable. Many parties consider AI to be a serious threat to the world of education, including universities. The use of AI by students in doing tasks often causes anxiety among lecturers. There is concern that AI reduces students’ creativity in exploring their own ideas in making essays or designing learning materials (worksheets). One of the courses that require students to explore their creativity is ESP Material Development. In this course, students are required to learn to develop teaching materials in the form of worksheets in accordance with the needs analysis results identified in the ESP Program Design course. This research is designed to find out students' tendencies in using AI for developing ESP worksheet, while also finding out whether they think that AI chatbot is really useful for them so that they can yield an ESP worksheet whose activities are in accordance with the learning objectives and having an attractive and professional appearance in the same time. The methods used were questionnaires for and FGD with 40 ESP Material Development class students. It was found that most students tried to use AI chatbot for getting inspiration whenever they get stuck in finding more ideas for their worksheets. Most students admitted that AI helped them in that situation. However, they did not recommend the use of AI from the very beginning of developing worksheets. They confessed that using AI would cause confusion and reduce creativity when it is used since very beginning.

The Role of Academic Background in English Private Tutors’ Language Proficiency Wibowo, Raihana Tsabita; Nugroho, Him'mawan Adi; Munir, Ahmad
Journal of English Language and Education Vol 10, No 1 (2025)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v10i1.606

Private English tutoring in Indonesia has become popular due to student demand. In practice, English private tutors mostly graduated from a linear academic background, whether in the English language and literature or education study program. English tutors who graduated from non-linear study programs have the same opportunity to teach English and perform their language-ability. This present study applied narrative inquiry to know how the private tutors’ academic background and learning journey outside formal education shaped their English proficiency. The participants of this study are four private English tutors; two tutors graduated from the English language and education, and the other two graduated from political science, who have been teaching for more than two years and achieved more than 500 scores in their TOEFL. The findings reveal that the tutors’ non-linear academic background and personal life experiences also helped how they could practice their communication skills using English.

EXPLORING THE ADVANTAGES OF CRITICAL READING STRATEGIES IN UNDERGRADUATE THESIS PROPOSAL DEVELOPMENT Talitha Ayu Ramadhani; Nugroho, Him'mawan Adi; Widyastuti
Paramasastra : Jurnal Ilmiah Bahasa Sastra dan Pembelajarannya Vol. 11 No. 1 (2024): Vol.11 No.1 Bulan Maret 2024
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/paramasastra.v11n1.p157-168

This study explores the advantages of critical reading strategies in the development of undergraduate thesis proposals. Using a qualitative research approach, six undergraduate students from a university in Surabaya were interviewed to gather insights into their experiences. The findings reveal that critical reading strategies play a significant role in supporting students throughout the thesis proposal writing process. Participants reported that these strategies help them understand and evaluate articles for use as sources, sort relevant citations, formulate hypotheses, and draft well-structured proposals. Additionally, critical reading strategies assist students in avoiding plagiarism, compiling literature reviews, drafting the background of the study, and identifying research gaps and questions. Students also noted that employing these strategies enhanced the quality of their proposals, making their work more efficient and effective. These findings highlight the importance of critical reading strategies in academic writing and suggest their potential for improving students’ overall research competencies.

INVESTIGATING THE ADAPTABILITY OF CHATGPT FOR GENERATING REFERENCE DIALOGUES FOR HIGHER-LEVEL ENGLISH LEARNERS Maulidyah, Difa Salsa; Anam, Syafi'ul; Nugroho, Him'mawan Adi
EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol 14, No 1 (2025): Exposure
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/exposure.v14i1.16702

English proficiency can enhance non-native speakers' educational experience by providing them access to a wide range of materials, international conferences, and chances for collaboration. However, acquiring a language can present significant challenges, especially for people who are not native English speakers and those who enter the education system from other nations. The utilization of Artificial Intelligence (AI) and fully automated interactive spoken language (SDS) has the potential to enhance student engagement and facilitate improvements in oral contact and communication. The Chatbot feature of ChatGPT, an AI website, has the potential to enhance language learning by promoting active participation and improving educational achievements. Nevertheless, the efficacy of ChatGPT in catering to the needs of second language (L2) learners can be constrained by their distinct linguistic demands. This project aims to investigate the capacity of ChatGPT to produce reference dialogues tailored for advanced English learners and examine the potential enhancement of dialogue quality through prompting strategies. This study used a mixed method study, which distributed a survey questionnaire and conducted semi-structured interviews with the responders to determine the best prompting technique used in ChatGPT for generating reference dialogue. Then, the finding of this research showed that most students had a positive perception of using ChatGPT to generate dialogue references. However, some of them had a negative perception in some parts of using ChatGPT to generate dialogue references. Furthermore, ChatGPT was valuable and helpful in generating dialogue references, which helped the students be more confident when they wrote a conversational dialogue.

Indonesian EFL Students’ Perceptions of AI-Based Chatbots in English Language Learning at The Secondary School Level Andreansyah, Mochamad Rizky; Nugroho, Him'mawan Adi
Journal of English Culture, Language, Literature and Education Vol. 13 No. 1 (2025): E-CLUE: Journal of English Culture, Language, Literature, and Education
Publisher : English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53682/eclue.v13i1.11770

The rapid advancement of technology has brought transformative changes to the field of education, including English language learning. This study investigates Indonesian EFL secondary school students’ perceptions of AI-based chatbots in English language learning, guided by the Technology Acceptance Model (TAM). Employing a quantitative survey design, data were collected from 142 senior high school students across East Java who had prior experience using AI-based chatbots such as ChatGPT, Gemini, and Perplexity. The analysis explored five dimensions of TAM: Perceived Usefulness, Perceived Ease of Use, Positive Attitudes, Negative Attitudes, and Behavioral Intention. The results indicated generally favorable perceptions, with students reporting high ease of use and a positive outlook on chatbot-assisted learning, especially for reading and writing. However, they expressed moderate concerns regarding ethical risks, such as academic dishonesty and the need for supervision. Gender analysis revealed that female students reported significantly higher negative attitudes, while no significant differences were found across grade levels. These findings affirm the relevance of TAM in understanding technology adoption in EFL contexts and highlight the need for pedagogical strategies and digital literacy to ensure the ethical and effective integration of AI-based chatbots into formal language learning environments.

INVESTIGATING THE ADAPTABILITY OF CHATGPT FOR GENERATING REFERENCE DIALOGUES FOR HIGHER-LEVEL ENGLISH LEARNERS Maulidyah, Difa Salsa; Anam, Syafi'ul; Nugroho, Him'mawan Adi
EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol. 14 No. 1 (2025): EXPOSURE
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/exposure.v14i1.16702

English proficiency can enhance non-native speakers' educational experience by providing them access to a wide range of materials, international conferences, and chances for collaboration. However, acquiring a language can present significant challenges, especially for people who are not native English speakers and those who enter the education system from other nations. The utilization of Artificial Intelligence (AI) and fully automated interactive spoken language (SDS) has the potential to enhance student engagement and facilitate improvements in oral contact and communication. The Chatbot feature of ChatGPT, an AI website, has the potential to enhance language learning by promoting active participation and improving educational achievements. Nevertheless, the efficacy of ChatGPT in catering to the needs of second language (L2) learners can be constrained by their distinct linguistic demands. This project aims to investigate the capacity of ChatGPT to produce reference dialogues tailored for advanced English learners and examine the potential enhancement of dialogue quality through prompting strategies. This study used a mixed method study, which distributed a survey questionnaire and conducted semi-structured interviews with the responders to determine the best prompting technique used in ChatGPT for generating reference dialogue. Then, the finding of this research showed that most students had a positive perception of using ChatGPT to generate dialogue references. However, some of them had a negative perception in some parts of using ChatGPT to generate dialogue references. Furthermore, ChatGPT was valuable and helpful in generating dialogue references, which helped the students be more confident when they wrote a conversational dialogue.

Perspectives of Pre-Service English Teachers on AI Chatbots in ESP Worksheet Development Savitri, Wiwiet Eva; Nugroho, Him'mawan Adi; Munir, Ahmad; Pusparini, Ririn; Kurniasih, Esti; Arinda, Desi
Journal of Languages and Language Teaching Vol. 13 No. 1 (2025): January
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i1.12964

The current existence of AI is unstoppable. Many parties consider AI to be a serious threat to the world of education, including universities. The use of AI by students in doing tasks often causes anxiety among lecturers. There is concern that AI reduces studentsâ€™ creativity in exploring their own ideas in making essays or designing learning materials (worksheets). One of the courses that require students to explore their creativity is ESP Material Development. In this course, students are required to learn to develop teaching materials in the form of worksheets in accordance with the needs analysis results identified in the ESP Program Design course. This research is designed to find out students' tendencies in using AI for developing ESP worksheet, while also finding out whether they think that AI chatbot is really useful for them so that they can yield an ESP worksheet whose activities are in accordance with the learning objectives and having an attractive and professional appearance in the same time. The methods used were questionnaires for and FGD with 40 ESP Material Development class students. It was found that most students tried to use AI chatbot for getting inspiration whenever they get stuck in finding more ideas for their worksheets. Most students admitted that AI helped them in that situation. However, they did not recommend the use of AI from the very beginning of developing worksheets. They confessed that using AI would cause confusion and reduce creativity when it is used since very beginning.

Promoting Critical Thinking in Junior High School: Challenges and Practices From EFL Teachers Mufidati, Afifah; Retnaningdyah, Pratiwi; Nugroho, Him'mawan Adi
EduInovasi: Journal of Basic Educational Studies Vol. 4 No. 2 (2024): EduInovasi: Journal of Basic Educational Studies (In Press)
Publisher : Intitut Agama Islam Nasional Laa Roiba Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47467/edu.v4i2.2701

Critical thinking skills is highly encouraged by educators for their students to challenge their students to achieve critical values, the sense of creativity, and the requirement of high order thinking. The purpose of this study is to explore how English teachers as a foreign language promote critical thinking skills in junior high school and the barriers they face. This study adopts an exploratory, descriptive, and qualitative research design. Barriers included student and parental attitudes, teacher and institutional issues, and cultural constraints. Participants noted a lack of cultural value for critical thinking. Recommendations emerged, such as tailored teacher training programs, a shift towards critical thinking in curricula, pedagogical support emphasizing critical thinking, and enriched textbooks with activities encouraging critical thought. The novelty of this research lies in its focus on English language teaching from the perspective of teachers' perceptions, particularly regarding the role of textbooks and the enhancement of critical thinking skills among students.

Inovasi Pembelajaran Membaca Bahasa Jepang (Dokkai) melalui Penerapan Task-Based Language Teaching (TBLT) Berbasis Digital Kocimaheni, Amira Agustin; Soepardjo, Djodjok; Nurhadi, Didik; Nugroho, Him'mawan Adi; Diner, Lispridona
GHANCARAN: Jurnal Pendidikan Bahasa dan Sastra Indonesia SPECIAL EDITION: LALONGET VI
Publisher : Tadris Bahasa Indonesia, Fakultas Tarbiyah, Institut Agama Islam Negeri Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/ghancaran.vi.21646

This article aims to identify the characteristics of the TBLT approach and its potential integration in learning to read Japanese (dokkai); describe the digitization of learning that can support the effectiveness of TBLT in Japanese reading skills (dokkai); and prepare a conceptual design for the implementation of digital-based TBLT that can be implemented in the context of dokkai learning in higher education. Using a conceptual research approach and literature review, this article provides a theoretical basis and direction for the implementation of digital task-based reading learning. The results show that in the context of dokkai, tasks designed according to the characteristics of the TBLT approach can be activities such as responding to Japanese news by making personal opinions, compiling a summary of a group reading, comparing two informational texts, or compiling a concept map based on the content of the reading. Then the use of digital technology is able to strengthen the implementation of TBLT, especially in the context of reading learning. Technology allows students to access authentic texts in multimodal form (text, videos, infographics), process information collaboratively, and express the results of understanding in creative formats such as blogs, podcasts, or videos. Furthermore, a conceptual model for the application of digital-based TBLT in dokkai learning in higher education was formulated. The model includes five main components: (1) authentic reading task selection, (2) integration of task support technologies, (3) collaboration in task completion, (4) reflection and metacognition, and (5) formative feedback.

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