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All Journal EXPOSURE JOURNAL IJoLE: International Journal of Language Education Paramasastra: Jurnal Ilmiah Bahasa Sastra dan Pembelajarannya JOLLT Journal of Languages and Language Teaching Continuous Education : Journal of Science and Research Journal of English Language and Education EduInovasi: Journal of Basic Educational Studies E-CLUE Journal of English Culture, Language, Literature and Education Musyawarah: Jurnal Pengabdian Masyarakat
Nugroho, Him'mawan Adi
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Religion Arts Humanities Education Languange, Linguistic, Communication & Media Library & Information Science Social Sciences Other

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PELATIHAN BAHASA DAN BUDAYA INDONESIA BAGI SISWA SEKOLAH INDONESIA KUALA LUMPUR SEBAGAI UPAYA PENANAMAN CINTA TANAH AIR Hasan, Latif Nur; Amri , Miftachul; Julaikah , Dwi Imroatu; Rusmiyati , Rusmiyati; Kurniawati , Wisma; Mustofa , Ali; Ahmadi , Anas; Hartanti , Lina Purwaning; Nugroho, Him'mawan Adi; Parmin , Parmin; Suhartono , Suhartono
Musyawarah: Jurnal Pengabdian Masyarakat Vol. 3 No. 1 (2025): Musyawarah: Jurnal Pengabdian Masyarakat
Publisher : Anfa Mediatama

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Abstract

Program pengabdian kepada masyarakat ini bertujuan untuk menanamkan rasa cinta tanah air pada siswa Sekolah Indonesia Kuala Lumpur (SIKL) melalui pelatihan bahasa dan budaya Indonesia. Latar belakang kegiatan ini adalah adanya indikasi menurunnya kebanggaan siswa diaspora terhadap bahasa dan budaya Indonesia, serta minimnya materi pembelajaran yang menekankan nasionalisme. Pelaksanaan program dibagi menjadi dua tahap: (1) pelatihan tatap muka interaktif yang mencakup permainan edukatif, lagu kebangsaan, dan pengenalan budaya lokal, serta (2) pendampingan daring dalam pembuatan proyek video tematik sebagai wadah ekspresi kecintaan terhadap Indonesia. Metode pelaksanaan meliputi ceramah, diskusi partisipatif, praktik langsung, dan tugas proyek yang dipantau secara berkala. Hasil kegiatan menunjukkan peningkatan pemahaman siswa mengenai bahasa dan budaya Indonesia serta tumbuhnya semangat kebangsaan mereka. Respon peserta sangat positif; sebagian besar merasa materi yang disajikan baru dan bermanfaat, serta mampu memberi gambaran konkret mengenai budaya Indonesia. Luaran kegiatan mencakup laporan pengabdian, publikasi media, video pembelajaran di kanal digital, dan publikasi ilmiah. Temuan ini mengindikasikan bahwa pelatihan terstruktur dan pendampingan berkelanjutan dapat menjadi strategi efektif dalam menumbuhkan rasa bangga dan cinta tanah air pada generasi muda diaspora.
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

Abstract

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 < p>
Perceptions of Teachers Using AI-Based Tools in English Language Teaching at Elementary Schools Fatimina, Comodor Leo; Abdullah, Muhaimin; Nugroho, Him'mawan Adi
Continuous Education: Journal of Science and Research Vol. 7 No. 1 (2026): IN PRESS
Publisher : Pusdikra Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51178/ce.v7i1.3284

Abstract

This qualitative case study investigates elementary school English teachers’ perceptions of and challenges in integrating Artificial Intelligence (AI)-based tools into English language teaching. Although the rapid development of AI technologies offers new opportunities for enhancing language learning, limited research has focused on how elementary school teachers perceive and experience the use of these tools in classroom practice. Therefore, this study aims to explore teachers’ attitudes toward AI-based tools and to identify the challenges they encounter during implementation. Data were collected from six elementary school English teachers through semi-structured interviews, classroom observations, and document analysis. The data were analyzed using thematic analysis to identify recurring patterns and key themes related to AI integration in English language teaching. The findings indicate that teachers generally perceive AI-based tools as beneficial for increasing student engagement, supporting individualized learning, and improving teaching efficiency. AI tools such as ChatGPT, Google Translate, Canva, and Quizizz were commonly used to assist lesson planning, material development, and interactive learning activities. However, several challenges were also identified, including limited technological infrastructure, insufficient teacher training, students’ over-reliance on AI tools, and concerns related to data privacy and content accuracy. In conclusion, the study highlights that the effective integration of AI in elementary English language teaching requires not only access to technology but also continuous professional development and institutional support. The findings provide practical implications for teachers, school administrators, and policymakers in developing balanced and responsible strategies for AI adoption in primary English language education.
Co-Authors Abdullah, Muhaimin AHMAD MUNIR Ahmadi , Anas Amri , Miftachul Anam, Syafi'ul Andreansyah, Mochamad Rizky Arinda, Desi ESTI KURNIASIH Fatimina, Comodor Leo Hartanti , Lina Purwaning Hasan, Latif Nur Julaikah , Dwi Imroatu Kurniawati , Wisma Maulidyah, Difa Salsa Mufidati, Afifah Mustofa , Ali Parmin , Parmin Pratiwi Retnaningdyah, Pratiwi RIRIN PUSPARINI Rusmiyati , Rusmiyati Suhartono , Suhartono Talitha Ayu Ramadhani Wibowo, Raihana Tsabita WIDYASTUTI Wiwiet Eva Savitri