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Investigating Aspects Affecting Joe Biden's Speech on the Inauguration of the 46th President of The United States: A Political Discourse Analysis Yunika Triana; Dewi Zulaiha
Ahmad Dahlan Journal of English Studies Vol 8, No 2 (2021): September
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26555/adjes.v8i2.19956

This paper aims to discover the aspects behind the politic historical events of Joe Biden's state speech. The speech, of course, has close relation with some of the historic American events that had just occurred. The research uses political discourse analysis to find the points uttered by the president who was influenced by ideology, status, and various socio-political contexts. At the inauguration on January 21, 2021, President Joe Biden's first national address is interesting to review. He conveyed messages explicitly to American society, but he also conveyed messages implicitly to political opponents. Researchers found some factors why messages spoken by Joe Biden including addressee, contextual situation, the intention of the utterance, speech act, and verbal act. These are the concerns by researchers as to whom the speech was delivered. It is not only aimed at directing the American society; it was also directed at his political rivals.

A Hermeneutical Study of Using Mobile Phone in 4.0 in Writing Skills Dewi Zulaiha; Yunika Triana
ELE Reviews: English Language Education Reviews Vol. 1 No. 1 (2021): May
Publisher : Universitas Islam Negeri Raden Mas Said Surakarta

Mobile phones become an affordable device in our lives since it is ubiquitous and the function is now not only for communication but also beyond that. This study aims to give the readers more insight into the use of a mobile phone in writing skills by using a hermeneutical approach. Participants were undergraduate students at age 18-20 (N=16). The descriptive analysis results reveal that a significant number of students notice that writing is considered the most challenging skill since they have to organize all aspects to produce good writing. Thus, a hermeneutical approach is needed to examine their difficulties in writing skills.

Students’ perception toward the use of open educational resources to improve writing skills Dewi Zulaiha; Yunika Triana
Studies in English Language and Education Vol 10, No 1 (2023)
Publisher : Universitas Syiah Kuala

Open educational resources (OER) can be used by English as a foreign language (EFL) students to improve their language skills, such as writing skills. The purpose of this study was to find out the students’ perception of using OER in improving their writing skills and to identify factors that affected their perception. A quantitative approach in the form of a descriptive survey design was used in this study. The study was conducted at Universitas Islam Negeri Raden Mas Said Surakarta, Indonesia, with 270 EFL students as the participants. The survey adopted two previous studies in which the data were analyzed using descriptive analysis, Pearson product-moment, and multiple regression analysis. The finding revealed that most students had positive perceptions toward using OER to improve their writing skills. Perceptions of using OER were influenced by interest factors (type of writing activity, type of learning writing delivery), experience factors (teaching effectiveness in the writing skills, cost of education), and from the participants, including gender. It is crucial to maximize the use of OER from different aspects, including quality, value, cognitive, affective, and course quality, particularly to increase their perception toward using OER in improving writing skills.

Students’ perception toward the use of open educational resources to improve writing skills Dewi Zulaiha; Yunika Triana
Studies in English Language and Education Vol 10, No 1 (2023)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v10i1.25797

Open educational resources (OER) can be used by English as a foreign language (EFL) students to improve their language skills, such as writing skills. The purpose of this study was to find out the students’ perception of using OER in improving their writing skills and to identify factors that affected their perception. A quantitative approach in the form of a descriptive survey design was used in this study. The study was conducted at Universitas Islam Negeri Raden Mas Said Surakarta, Indonesia, with 270 EFL students as the participants. The survey adopted two previous studies in which the data were analyzed using descriptive analysis, Pearson product-moment, and multiple regression analysis. The finding revealed that most students had positive perceptions toward using OER to improve their writing skills. Perceptions of using OER were influenced by interest factors (type of writing activity, type of learning writing delivery), experience factors (teaching effectiveness in the writing skills, cost of education), and from the participants, including gender. It is crucial to maximize the use of OER from different aspects, including quality, value, cognitive, affective, and course quality, particularly to increase their perception toward using OER in improving writing skills.

ISLAMIC EDUCATION MANAGEMENT: INTEGRATION OF HOLISTIC APPROACHES IN FORMAL AND NON-FORMAL EDUCATION Nuryahman, Muhammad; Majeed, Muhammad Kashif; Zulaiha, Dewi
Leadership:Jurnal Mahasiswa Manajemen Pendidikan Islam Vol 6 No 1 (2024): Desember
Publisher : STAI Ma'had Aly Al-Hikam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32478/leadership.v6i1.2772

Every educational institution requires effective management in its operations. Good management ensures that the institution achieves success and is capable of delivering optimal educational quality. This study discusses factors that affect the implementation of Islamic Education management across various educational levels, particularly in both formal and non-formal education. The research employs a qualitative approach by combining various methodologies and data sources to provide a deeper understanding of Islamic Education management, utilizing descriptive analysis. The findings indicate several factors that influence the success of Islamic Education management, including leadership, human resources (HR), infrastructure, curriculum, and stakeholders. Meanwhile, non-formal education plays a significant role in the overall education system, particularly in meeting the needs of communities that are not reached by formal education. Formal and non-formal education complement each other in shaping competent and qualified individuals. Although both differ in structure, curriculum, and implementation methods, they share the same goal: to enhance the potential of individuals and society. Keywords: Islamic Education Management; Holistic Approach; Formal Education; Non-formal Education; Qualitative Research. Abstrak Setiap lembaga pendidikan memerlukan manajemen yang efektif dalam operasionalnya. Manajemen yang baik akan menjamin keberhasilan lembaga dan mampu memberikan mutu pendidikan yang optimal. Penelitian ini membahas faktor-faktor yang mempengaruhi penerapan manajemen Pendidikan Islam di berbagai jenjang pendidikan, khususnya pada pendidikan formal dan nonformal. Penelitian ini menggunakan pendekatan kualitatif dengan menggabungkan berbagai metodologi dan sumber data untuk memberikan pemahaman yang lebih mendalam tentang manajemen Pendidikan Islam, dengan menggunakan analisis deskriptif. Hasil penelitian menunjukkan beberapa faktor yang mempengaruhi keberhasilan manajemen Pendidikan Islam, antara lain kepemimpinan, sumber daya manusia (SDM), sarana prasarana, kurikulum, dan pemangku kepentingan. Sementara itu, pendidikan nonformal memegang peranan penting dalam sistem pendidikan secara keseluruhan, khususnya dalam memenuhi kebutuhan masyarakat yang tidak terjangkau oleh pendidikan formal. Pendidikan formal dan nonformal saling melengkapi dalam membentuk individu yang kompeten dan berkualitas. Meskipun keduanya berbeda dalam struktur, kurikulum, dan metode pelaksanaan, keduanya memiliki tujuan yang sama, yaitu meningkatkan potensi individu dan masyarakat. Kata Kunci: Manajemen Pendidikan Islam; Pendekatan Holistik; Pendidikan Formal; Pendidikan Nonformal; Penelitian Kualitatif.

AI as a Study Partner: Exploring Homework Practices, Challenges, and Potentials Among Non-EFL University Students Yunika Triana; Dewi Zulaiha
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.v12i2.17549

The rapid integration of generative Artificial Intelligence (AI) in higher education has created a new landscape filled with both opportunities and challenges, especially in the context of language learning. While AI offers undeniable convenience for English language tasks, its independent use creates significant ethical and pedagogical dilemmas. This study, therefore, aims to explore these challenges and the potential of AI in completing English language course homework. This case study utilized semi-structured interviews and thematic analysis to describe and explain the revealed duality in the role of AI. The research reveals a duality in the role of AI. As a positive catalyst, AI serves as an effective cognitive assistant, providing ideational frameworks, initial concepts, and instant feedback that empower students to learn independently (self-directed learning). However, as a source of challenges, AI has been shown to produce biased and inaccurate data, and its unwise use raises serious ethical issues. These issues extend beyond plagiarism to include the erosion of critical thinking skills and a decline in intellectual originality when students use it indiscriminately as a substitute for cognitive effort. This study recommends using AI as a tool for self-learning, but it is necessary to limit students' use of AI. Furthermore, institutions are recommended to adapt AI but need to strengthen students’ digital literacy through structured AI usage guidelines.

Digital Readiness Amidst Rural Realities: A Phenomenological Inquiry into Papuan Pre-service Teachers’ Experiences Dewi Zulaiha
Academica: Journal of Multidisciplinary Studies Vol. 9 No. 2 (2025): July-December 2025
Publisher : Universitas Islam Negeri Raden Mas Said Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/academica.v9i2.12142

The digital transformation of Indonesian education faces severe geographical and infrastructural hurdles, particularly within the Papua region, where a persistent digital divide complicates the implementation of modern educational standards. This phenomenological study explores how 26 Papuan pre-service teachers navigate the demands of the digital age alongside the mandates of the Kurikulum Merdeka (Independent Curriculum). Utilizing a qualitative approach, the research analyzes data collected from students across various districts in Biak to reveal the lived experiences of future educators in underdeveloped areas. The findings highlight a sharp contrast between professional idealism and structural reality; while these pre-service teachers demonstrate high levels of resilience by prioritizing "offline-first" pedagogy and the integration of local wisdom, their readiness is severely constrained by a lack of stable internet access, electricity, and essential digital devices. Furthermore, professional development is significantly hindered by limited access to training and workshops in these remote locations. This study concludes that the readiness of pre-service teachers is structurally limited rather than a result of personal capability. Consequently, the findings contribute to the field by emphasizing that policy interventions must shift from mere curriculum updates to prioritizing foundational infrastructure and localized training. Such targeted efforts are essential to ensure equitable educational progress and to bridge the gap between national digital expectations and the reality of rural Papuan classrooms.

DIGITAL TEACHING AWARENESS AND PRACTICE: NARRATIVES FROM INDONESIAN ESP TEACHERS Arif Nugroho; Yunika Triana; Dewi Zulaiha
ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol. 7 No. 1 (2022): JUNE
Publisher : IAIN Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eltecho.v7i1.9905

Research on the integration of digital technology in English language teaching has enormously been conducted. However, studies exploring digital teaching awareness and practice among English for specific purposes (ESP) teachers still remain a paucity of evidence. The present study aims to examine Indonesian ESP teachersâ€™ digital teaching awareness and technology-based classroom activities. To reach the objective, qualitative approach under the procedure of narrative inquiry is applied. Semi-structured interview, observation, and document analysis are employed to obtain the required data from 14 Indonesian ESP teachers teaching at various fields of study. The results reveal that the Indonesian ESP teachers develop their digital teaching competence and awareness through professional training programs (e.g. joining workshop, seminar, and conference) and personal practice (e.g. learning from Youtube and other platforms). The results further depict that they utilize Social Networking Sites (e.g. Facebook, WhatsApp, and Instagram) and web-based materials (web-blog, Kahoot, Canva, and Edmodo) to assist their digital teaching practices. The results contribute to offering valuable insight and reference for English teachers to conduct interactive technology-based teaching and learning activities. In addition, the results can be used as a reference for school/college policymakers to ensure the efficacy of digital language learning practice.

English students’ narratives of AI integration in learning: Cognitive benefits, ethical challenges, and impact on student autonomy Dewi Zulaiha; Yunika Triana
Journal of Educational Management and Instruction (JEMIN) Vol. 6 No. 1 (2026): January - June 2026
Publisher : UIN Raden Mas Said Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/jemin.v6i1.12885

Despite the rapid adoption of Artificial Intelligence (AI) in higher education, limited research has explored how students in English for Specific Purposes (ESP) courses, particularly within non-English disciplines, perceive AI-assisted language learning and the pedagogical as well as ethical implications of its integration. This study aims to explore students’ perceptions of AI utilization in an ESP classroom as a means of scaffolding language learning. The study was conducted in the Environmental Science Study Program at an Islamic university in Surakarta, Indonesia. Employing a qualitative narrative inquiry design, data were collected through semi-structured interviews with nine second-semester students who had prior experience using AI tools for academic purposes. The findings indicate that students generally hold positive perceptions of AI integration in ESP learning, with ChatGPT, Gemini, and Grammarly identified as the most frequently used AI applications. Thematic analysis revealed five major themes: AI as a cognitive support tool, patterns of AI usage, perceived learning benefits, implementation challenges, and ethical-cultural considerations. Participants reported that AI enhanced writing quality, vocabulary development, reading comprehension, and content summarization while facilitating personalized learning, simplifying complex concepts, and increasing learning confidence and motivation. However, concerns were also raised regarding information inaccuracy, miscommunication, excessive dependency on AI, and the potential decline of critical thinking skills. The study highlights the importance of integrating AI into ESP instruction through pedagogically sound practices supported by ethical guidance and digital literacy. These findings contribute to the growing body of literature on AI-assisted language learning by providing context-specific insights that can inform the design of responsible, effective, and ethically grounded AI-enhanced ESP instruction.

Collective Online Learning Practice in Higher Education in Biak, Indonesia: Navigating Digital Disparity Dewi Zulaiha; Pegiawan Basopi
Journal of Islamic Studies and Education Vol. 4 No. 3 (2026)
Publisher : Presscience

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63120/jise.v4i3.139

Digital disparity significantly challenges online learning implementation in remote area in Indonesia, particularly in Papuan context. This study explores the unique online learning model adopted by English Education (PBI) students in private university in Biak, Papua as a resilient response to infrastructure limitations. Using a qualitative case study approach, data were gathered through semi-structured interviews and field observations. The study involved 25 students, along with key stakeholders and lecturers, to provide a comprehensive perspective on the local educational ecosystem. The results reveal that students navigate digital gaps through "collective online learning" practices, characterized by resource sharing, group-based digital access, and a hybrid synchronization of offline-online interactions. This model transcends simple technical usage, reflecting a socio-cultural adaptation to geographical and connectivity constraints. These findings suggest that in areas with high digital disparity, a collective approach is essential for educational sustainability. The study offers practical insights for policymakers to design hybrid frameworks that are culturally and technically situated for the Papuan context.

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