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All Journal Jurnal Bahasa dan Sastra Indonesian Journal of Applied Linguistics (IJAL) Journal of Education and Learning (EduLearn) International Journal of Education Journal of English and Education ELT Forum: Journal of English Language Teaching Indonesian EFL Journal ACITYA Journal of Teaching & Education Inspiring: English Education Journal CONCEPT Interference: Journal of Language, Literature, and Linguistics English Language Education Reviews International Journal of Learning and Instruction (IJLI) JEPAL (Journal of English Pedagogy and Applied Linguistics) Academic Journal Perspective : Education, Language, and Literature Tamaddun UNNES International Conference on ELTLT
Agung Ginanjar Anjaniputra
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Arts Humanities Education Languange, Linguistic, Communication & Media Library & Information Science Mathematics Physics Social Sciences Other

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A Combination of Google Translate and Grammarly App for a Better Translation Quality of Academic Papers Hartono, Rudi; Subhan, Subhan; Hetami, Fatma; Anjaniputra, Agung Ginanjar
The Proceedings of English Language Teaching, Literature, and Translation (ELTLT) Vol. 11 (2022)
Publisher : The Proceedings of English Language Teaching, Literature, and Translation (ELTLT)

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Abstract

This research was based on concerns about the quality betterment of the academic paper translations translated from Indonesian to English. The quality of the academic paper translation is still inaccurate and less natural because the authors translated using Google Translation. The combination of Google Translate and Grammarly Application (GTG-com App) as a developed translation application can be one application of translation that gives an effective and fast solution in translating academic papers from Indonesian into English. This app can improve the quality of translation grammatically, syntactically, lexically, and mechanically. The goal of this study is to help translators translate Indonesian academic papers into more accurate and natural English. The research method used is Research and Development (R & D). In this study, first, the researchers did a translation pretest of translating five academic papers done by five lecturers as the participants used Google Translate (GT) from Indonesian into English. Second, we assessed the translation products based on the accuracy and naturalness levels using the translation quality assessment scales. Third, we distributed questionnaire 1 of translators’ responses on GT translation products to five lecturers as the respondents and interviewed them about their needs for a new trans tool that can help them easily, accurately, naturally, and quickly translate their academic papers. Fourth, we developed GTG-Com App. Fifth, we did a translation posttest using GTG-Com App. Sixth, we compared the translation scores of GT translation to the GTG-Com App translation products. Seventh, we distributed questionnaire 2 of translators’ responses on GTG-Com App usage, and Eighth, we interviewed the same respondents about the GTG-Com App effectiveness. The data were analyzed descriptively using the t-Test formula and translation quality assessment scales. The research results show that GTG-Com App produced more accurate and natural translations than Google Translate (GT) did. The translation accuracy of using the GTG-Com App is 2.65 (accurate) while using GT is just 2.00 (less accurate). In this case, there is a difference in the score of 0.65 and the GTG-Com App is more accurate. The translation naturalness of using the GTG-Com App is 2.74 (natural) while using GT is just 2.48 (less natural). Similarly, at the level of naturalness GTC-com App produces a more natural 0.26 than GT.
Kindergarten and elementary school teachers’ numeracy knowledge and understanding Farida, Alief; Agung Ginanjar Anjaniputra; Sri Wuli Fitriati; Issy Yuliasri; Pasca Kalisa
Acitya: Journal of Teaching and Education Vol. 7 No. 1 (2025): ACITYA Journal of Teaching and Education
Publisher : Universitas Muhammadiyah Kalimantan Timur

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30650/ajte.v7i1.4200

Abstract

Numeracy is essential for students to achieve academic success and develop practical problem-solving abilities in their daily lives. This study aims to investigate the integration of numeracy into the teaching practices of different lessons by elementary school and kindergarten teachers in Semarang, Indonesia. The data of this qualitative research were acquired from 26 teachers using a qualitative technique, which involved an open-ended questionnaire and the analysis of lesson plans. The result of the study shows that only two of the four components of numeracy were known by the teachers. Domain I, which pertains to quantitative information, is the most prominent. Still, Domain II, which relates to spatial information, and Domain IV, which encompasses strategies, techniques, and tools, are noticeably lacking. The study emphasizes the need to provide well-rounded teacher training that covers all aspects of numeracy in order to improve the quality of numeracy instruction. The implications indicate the need for specific professional development programs to solve these gaps, thereby enhancing students’ numeracy skills and academic achievement. Keywords: application of numeracy components, elementary education, numeracy
Adapting Form-Focused and Meaning-Focused Instruction in the Digital Post-Pandemic English Classroom Pringgadani, Ridha Muhibbin Amil; Anjaniputra, Agung Ginanjar
Inspiring: English Education Journal Vol 8 No 1 (2025): Inspiring: English Education Journal
Publisher : Institut Agama Islam Negeri Parepare

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35905/inspiring.v8i1.12754

Abstract

Form-Focused Instruction (FFI) and Meaning-Focused Instruction (MFI) have been known in the field of English Language Teaching. However, since the COVID-19 pandemic disrupted education, the learning situations in a classroom can no longer rely on traditional ways. Following the shifts, this study aims to investigate the implementation of FFI and MFI in an English language classroom at a senior high school in Indonesia. This study uses a qualitative case study approach, and the data was collected through semi-structured interviews and then analyzed using thematic analysis based on the characteristics identified by Ellis (2001) and Pawlak (2006). The findings reveal an integrated implementation of FFI and MFI. The use of explicit grammar instruction, corrective feedback, and structured learning based on Kurikulum Merdeka reflects the implementation of FFI. On the other hand, the implementation of MFI is reflected in collaborative and learner-centered activities, real-world examples, and a genre-based approach (GBA). Additionally, due to the pandemic shift, the use of digital tools also facilitated learning beyond traditional situations. The findings also show the adaptability of FFI and MFI in the digital era since the reliance on digital tools has increased post-pandemic situations. The teachers are suggested to adapt to the digitalized era by equipping them with digital literacy. However, the study's scope is limited to a single school, and the context identified is only after the COVID-19 pandemic.
The Alignment of ESP in Teaching Activities and Materials at Vocational High School Aziz, Agda Faisal; Anjaniputra, Agung Ginanjar
Tamaddun Life Vol 24 No 1 (2025): June
Publisher : Fakultas Sastra - Universitas Muslim Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33096/tamaddun.v24i1.918

Abstract

This study aims to analyze the alignment of English for Specific Purposes (ESP) in teaching activities and teaching materials at Vocational High Schools (SMK) in Indonesia, especially in the context of the Merdeka Curriculum. A descriptive qualitative approach was used to explore teachers’ strategies, challenges, and recommendations in implementing ESP. the research participants consisted of three English teachers from three vocational high schools in Magelang City with different expertise programs, namely hospitality, nursing, and engineering. Data were collected through in-depth interviews and analyzed using a systematic thematic analysis model. The results show that teachers apply several strategies to align ESP with students’ needs, such as collaborative needs analysis with vocational teachers and industry professionals, work context-based activity design (e/g/ VR simulation in hospitality, role-play in nursing, and engineering projects), and diversification of material sources by utilizing digital technology. However, the main challenges include the mismatch of the national curriculum which is still oriented towards General English (EGP), limited ESP support facilities, and the gap in teacher competence in mastering technical content in vocational fields. Teachers recommend the development of a structured ESP curriculum based on majors, increased collaboration with industry, and hybrid training to strengthen teacher capacity. This finding confirms the need for multi-stakeholder synergy to optimize ESP learning in vocational high schools to be relevant to the needs of the world of work.
Depictions of feminism in Barbie film teasers and trailers Fajri, Karunia Octaviani; Anjaniputra, Agung Ginanjar
The Proceedings of English Language Teaching, Literature, and Translation (ELTLT) Vol. 13 (2024)
Publisher : The Proceedings of English Language Teaching, Literature, and Translation (ELTLT)

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Abstract

The present study scrutinises the depictions of feminism in Barbie’s teasers and trailers, which breaks through the perspective of three meta-functions which are representation, interaction, and composition. The grammar of visual design (GVD) of Kress and Van Leeuwen (2021) is employed as the theoretical framework of the study. Secondary data are drawn on the YouTube channel of Warner Bros. Pictures for being applied to inclusion and exclusion criteria to qualify for the feminism features. A total of 43 frames from 7 selected videos are gathered to reveal that feminism is depicted in teasers and trailers of Barbie. Through narrative representation possessed by all the collected frames, women’s empowerment followed by the physique of beauty are the dominant features of feminism in teasers and trailers of Barbie 2023. The three meta-functions that are employed to explore how Barbie teasers and trailers convey the tropes of feminism are discussed. Through discourse intermediation (Fowler & Mountz, 2024), which in this context is the discourse of feminism, the current study constitutes a miniscule endeavor to equip educators and academics by applying language skills and attitudes to facilitate inclusive opportunities.
ARTIFICIAL INTELLIGENCE (AI) USE IN ACADEMIC WRITING FOR EFL/ESL STUDENTS IN HIGHER EDUCATION: A SYSTEMATIC REVIEW Atya Nur Ramadhanti; Agung Ginanjar Anjaniputra
Academic Journal PERSPECTIVE: Education, Language, and Literature Vol 13 No 2 (2025)
Publisher : Lembaga Penelitian (The Institute of Research) Universitas Swadaya Gunung Jati

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33603/perspective.v13i2.11142

Abstract

The emergence of Artificial Intelligence (AI) as a large language model (LLM) gives new hopes for addressing challenges faced by higher education students who learn English as Foreign Language (EFL) and Second Language (ESL) in writing scientific papers. However, assuming AI as a new hope in education is imprudent since its advancement could give both challenges and affordances in students’ academic writing. To date, studies that mainly focused on this area are limited, highlighting a need for further exploration. Hence, this study aims to examine to what extent AI could enhance EFL and ESL students in academic writing and its impacts to their writing. Systematic literature review was conducted, following the Preferred Reporting Items for Systematic Reviews and Meta Analysis (PRISMA) 2020 guidelines to synthesize studies over the past year (2023-2025). The findings revealed that AI can significantly assist students particularly in offering personalized feedback, facilitating ideas and content development, as well as providing automated tools. However, it also gives challenges such as plagiarism and disengagement. Therefore, AI integration should be followed by ethical regulations that are updated and dynamics following the fast-moving AI systems and are monitored regularly for its implementation. It is also important to build students’ academic integrity by positioning students’ critical thinking and commitment in academic principles and ethics as a central role in research.
Content Knowledge Among Prospective English Teacher in Developing Lesson Plans: A Systematic Review Rahmawati, Aprilia Afifatur; Anjaniputra, Agung Ginanjar
International Journal of Learning and Instruction (IJLI) Vol 7, No 2 (2025): Oktober 2025 Volume 7 Number 2 2025
Publisher : Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/ijli.v7i2.93831

Abstract

This study conducted a literature review of the role of knowledge teachers using the PRISMA 2020 statement guidelines. The 311 articles were initialed from Scopus and ERIC databases and published from 2006 to 2025. The samples include prospective teachers' content knowledge divided into inclusion and exclusion criteria for lesson plans. Twenty-three papers were gained for the central paper review to answer the issue of this current study on how content knowledge aids prospective teachers in preparing lessons and what the challenges are. The findings indicate the development of lesson plans integrating knowledge teachers linked to pedagogy (i.e., teaching techniques, strategies, activities, and materials probably a connection to curricular knowledge), technology (digital tools, i.e., Kahoot, Quizlet), and students' knowledge (i.e., need, interest, and proficiency level). These findings paper highlighted teachers' knowledge, competence, and time management challenges. Still, these findings show that content knowledge is frequently marginalized or treated as a silent prerequisite rather than an active guiding force in lesson planning by only focusing on pedagogy and technology. This current study suggests CK must be reestablished as the guiding force behind instructional decision-making by emphasizing the need for in-depth research experience and knowledge for prospective English teachers.
Navigating Challenges in EFL Writing: A Case Study on Technology Integration in Online Classrooms Hapsari, Christianti Tri; Anjaniputra, Agung Ginanjar
Jurnal Bahasa dan Sastra Vol 13, No 3 (2025): In Press
Publisher : Faculty of Languages and Arts, Universitas Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/jbs.v13i3.132691

Abstract

Teachers and educators have prioritized technological integration. Despite its necessity, it can cause many context-specific concerns for teachers and students, which differ from those caused by the rapid development of the Internet of Things. Additionally, few studies exist on writing skills. This study aims to portray emerging problems in integrating digital media into the classroom, particularly in EFL writing. The data were collected by involving an English teacher under the umbrella of qualitative research with a case study design. The research instruments comprise a semi-structured interview, a questionnaire, and classroom observation, all of which are then triangulated. The findings showed that the teacher’s barriers concerning certain aspects of incorporating technology were related to Relative Advantage, Compatibility, Complexity, Observability, and Faultability. The unique focus of this study is faultability, that is, the way technical limitations in the use of technology impact teacher performance. Thus, the integration of online media in teaching writing must consider automatic saving, history, and demonstration. It is suggested that stakeholders facilitate teachers’ concerns regarding the use of technology in the classrooms and that teachers utilize technology not only to replace non-digital media but also to optimally enhance students’ writing skills. The contribution of this study lies in how the specific challenges faced by teachers in using online media for writing can offer practical insights for teachers and policymakers to improve the effectiveness of technology-supported pedagogy.
How English Texts Work for Deaf Learners: A View from Systemic Functional Linguistics’ Transitivity System Zharfa, Ratri Izzati; Anjaniputra, Agung Ginanjar
ELE Reviews: English Language Education Reviews Vol. 5 No. 2 (2025): November
Publisher : Universitas Islam Negeri Raden Mas Said Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/elereviews.v5i2.13090

Abstract

This study examines how experiential meaning is realized in an Indonesian government-published English textbook for eleventh-grade deaf students in Special Senior High Schools (SMALB). While this meaning concerns who is doing what in certain circumstances, it can also investigate what happenings are involved, given that aural happenings pose significant linguistic and pedagogical difficulties among deaf students in accessing learning materials. However, little is known about the instructional content in such a textbook. Using the transitivity system from Systemic Functional Linguistics (SFL) to capture the language realizations and insights of the social model of disability in coping with structural barriers, this study examined clauses as the unit of analysis, comprising 176 short commands and 87 brief dialogues. The findings highlight the need to accommodate the nature of deaf students, as both text types lack adequate linguistic diversity and multimodal support, thereby limiting accessibility and engagement. These findings reflect structural barriers in the textbook design. This study recommends revising the command structure, diversifying participant roles and circumstantial elements, and integrating visual strategies such as sign language models, gestures, and contextual images. This study highlights that transitivity analysis can be harnessed to inform appropriate doings and experiences related to learning, contributing to inclusive English language instruction and equitable learning experiences for deaf students.
Co-Authors Anam, Zuhrul Atya Nur Ramadhanti Aziz, Agda Faisal Devi Fatmala Elis Homsini Maolida Fajri, Karunia Octaviani Farida, Alief Fatma Hetami Hapsari, Christianti Tri Hartono, Rudi Ilma Fitriyana Issy Yuliasri Khoirunnisa, Firda Natasya Nia Kurniawati Pasca Kalisa Pringgadani, Ridha Muhibbin Amil Rahmawati, Aprilia Afifatur Solihah, Nining Ma'rifatus Sri Wuli Fitriati Subhan Subhan Vina Aini Salsabila Zharfa, Ratri Izzati