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All Journal LiNGUA: Jurnal Ilmu Bahasa dan Sastra IJEE (Indonesian Journal of English Education) PREMISE: Journal of English Education and Applied Linguistics English Review: Journal of English Education Abjadia, International Journal of Education IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature JMM (Jurnal Masyarakat Mandiri) Voices of English Language Education Society EDUTEC : Journal of Education And Technology Amalee: Indonesian Journal of Community Research & Engagement AS-SABIQUN: Jurnal Pendidikan Islam Anak Usia Dini J-REaLL Ethical Lingua: Journal of Language Teaching and Literature Tafkir: Interdisciplinary Journal of Islamic Education Munaddhomah: Jurnal Manajemen Pendidikan Islam International Journal of Islamic Education, Research and Multiculturalism (IJIERM) Fikruna : Jurnal Ilmiah Kependidikan dan Kemasyarakatan Jurnal Penelitian, Pendidikan, dan Pembelajaran TELL - US JOURNAL Proceeding of International Conference on Humanity Education and Society Jurnal Penelitian Pendidikan Reflektika
Alfan Zuhairi
Universitas Islam Malang
Religion Aerospace Engineering Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Public Health Social Sciences Other

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Journal : J-REaLL

 1 
Who programs the teacher? Rethinking bias and inclusion in AI-powered Indonesian classrooms Hasanah, Uswatun; Putra, Rizal Wahid Permana; Dzulfikri, Dzulfikri; Mistar, Junaidi
Journal of Research on English and Language Learning (J-REaLL) Vol. 6 No. 2 (2025): Journal of Research on English and Language Learning (J-REaLL)
Publisher : Universitas Islam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33474/j-reall.v6i2.23880

Abstract

Despite the growing use of artificial intelligence (AI) in education, research often emphasizes its efficiency while overlooking its ethical implications, particularly with respect to algorithmic bias and teacher agency. This study aims at examining how junior high school teachers in Lumajang Regency, East Java, Indonesia perceive the bias and inclusivity of AI systems, and their pedagogical agencies when using AI tools in Indonesian EFL classroom settings. A qualitative approach was employed, involving questionnaire responses from 20 teachers and semi-structured interviews with 12 selected participants. The data revealed that while teachers appreciate AI for streamlining lesson planning and content generation, they are also aware of the limitations in its cultural and linguistic representation in AI-generated content. Many participants actively modify AI-generated materials to reflect their students’ local contexts better. However, only a small proportion reported receiving AI training in educational settings, highlighting a significant gap in institutional support. This study is limited by its localized sample and the reliance on self-reported data, which may affect generalizability. Nonetheless, the findings underscore the need for targeted professional development that includes not only technical training but also ethical and cultural competencies. Practically, this research informs policy on teacher preparation for AI integration. Socially, it contributes to more equitable digital education practices by centering the teacher’s role in mediating AI use. Future studies should expand geographically and include student perspectives to develop a more comprehensive understanding of AI’s impact on education.
From accuracy to fluency: Exploring EFL teachers’ perceptions of speaking assessment in pesantren-based school context Amalia, Andina Silvi; Mistar, Junaidi
Journal of Research on English and Language Learning (J-REaLL) Vol. 7 No. 1 (2026): Journal of Research on English and Language Learning (J-REaLL)
Publisher : Universitas Islam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33474/j-reall.v7i1.24461

Abstract

This study was motivated by the gap between the ideal framework of speaking assessment, which emphasizes grammatical accuracy as a primary indicator, and classroom practice in Islamic boarding schools (pesantren), where fluency and confidence are often prioritized over linguistic accuracy. Accordingly, this study explores EFL teachers’ perceptions of grammatical accuracy in speaking assessment and how these perceptions influence the design and implementation of assessment rubrics. Employing a descriptive qualitative approach, data were collected through semi-structured interviews with three EFL teachers teaching at the elementary, intermediate, and advanced levels. The findings reveal that although grammatical accuracy is acknowledged as important, teachers tend to prioritize effective communication, fluency, and speaking confidence. The assessment rubrics applied are flexible and adapted to students’ backgrounds, proficiency levels, and learning needs. The study also confirms that teachers’ prior learning experiences, professional training, and personal beliefs significantly shape their assessment practices. However, the limited number of participants and the specific institutional context restrict the generalizability of the findings. The study highlights the importance of teacher training that promotes a holistic and contextual approach to speaking assessment, as such an approach may enhance learners’ communicative confidence, reduce speaking anxiety, and foster more active participation in English use within the pesantren environment. Future research is recommended to examine the long-term effects of improved speaking assessment practices on graduates’ social engagement and future opportunities.
Co-Authors Abu Na’im Rohman Akhmad Sirojuddin Amalia, Andina Silvi Aprilia, Putri Kurniawan Ari Ambarwati Azizah, Nurul Busthomi, Yazidul Dwi Fita Heriyawati Dzul Fikri Dzulfikri Dzulfikri, Dzulfikri Eko Suhartoyo Elfianto, Sonny Elfiyanto, Sonny Eriyanto, Eriyanto Faizah, Maftuhatul Fatimatuz Zahro Hasbullah, Saiyidi Heriyawati, Fita Dwi Huda, M Alamul Ika Hidayanti Imam Wahyudi Karimullah Insani, Afra Nadya Putri Iva Yuanita Andriani Jamil, Awaludin Karmuji, Karmuji Kurniasih Kurniasih Madani Ahmadan Maskuri Maskuri Maskuri Moh.Rozak, Rozak Muhammad Riza Muhammad Waspul Hasyim Muhammad Yunus Mustofa, Mutmainah Mustofa, Mutmainnah Nurhasanah Nurhasanah Paisun Paisun Putra, Rizal Wahid Permana Rafiqi, Iqbal Rahmah, Dita Aulia Riska Ekawati, Dian Tri Rofiatul Hosna Rofiq, Irsyaddur Romadhon, M Galuh Elga Rona Laili Ulil Ishlah Roziqin, Zainul Saiful Anwar Siti Aisyah Siti Sumadiyah Sonny Elfiyanto Sri Wahyuni subarjo, Subarjo Sundari Sundari Sunismi . Syabilla, Zalsa Febrina Syarifah . Syarifah Syarifah, Syarifah Umam, Muhammad Khairul Uswatun Hasanah Wanda Siti Nurchaliza Yazid, S Rizal zafira Ramdayani SA. Kadir Zuhairi, Alfan Zuhairini, Alfan