Article Per Year (5 Year)
p-Index From 2021 - 2026
6.721
P-Index
This Author published in this journals
All Journal Lensa: Kajian Kebahasaan, Kesusastraan, dan Budaya Cakrawala Pendidikan Jurnal Celtic English Review: Journal of English Education JEES (Journal of English Educators Society) IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature JELLT (Journal of English Language and Language Teaching) Langkawi: Journal of The Association for Arabic and English Jurnal SOLMA SELAPARANG: Jurnal Pengabdian Masyarakat Berkemajuan Martabe : Jurnal Pengabdian Kepada Masyarakat English Language and Literature International Conference (ELLiC) Proceedings Kontribusia : Research Dissemination for Community Development Journal of English Teaching, Literature, and Applied Linguistics Budapest International Research and Critics Institute-Journal (BIRCI-Journal): Humanities and Social Sciences Didaktika: Jurnal Pemikiran Pendidikan Journal of English Teaching and Learning Issues Jendela Pendidikan JURNAL CERDAS PROKLAMATOR DedikasiMU: Journal of Community Service Journal of English Development Academic Journal Perspective : Education, Language, and Literature JEELS (Journal of English Education and Linguistics Studies) TELL - US JOURNAL Prosiding Seminar Nasional Pascasarjana Proceeding of International Conference on Science, Education, and Technology GLENS: Global English Insights Journal English Review: Journal of English Education Indonesian EFL Journal
Yudhi Arifani
English Education Department, Post Graduate Program, Universitas Muhammadiyah Gresik
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Control & Systems Engineering Economics, Econometrics & Finance Education Electrical & Electronics Engineering Engineering Environmental Science Health Professions Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Medicine & Pharmacology Nursing Public Health Social Sciences Other

Published : 57 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 57 Documents
Search

 2   3   4   5   6 
PENINGKATAN KOMPETENSI GURU DAERAH TERPENCIL MELALUI PELATIHAN PENGEMBANGAN KONTEN E-LEARNING Suryanti, Sri; Sutaji, Deni; ., Muyasaroh; Arifani, Yudhi; Zamzamy, Muhammad
Martabe : Jurnal Pengabdian Kepada Masyarakat Vol 4, No 1 (2021): Martabe : Jurnal Pengabdian Kepada Masyarakat
Publisher : Universitas Muhammadiyah Tapanuli Selatan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31604/jpm.v4i1.85-93

Abstract

This Community Service activity was backgrounded by three things namely 1) obtained SPADA Grant for the development and impelementation of online learning in 2018; 2) the results of evaluation of devotion activities in 2018 and 2019 namely 80% of teachers understand mobile learning based on Augmented Reality; 3) the fact that there is a gap in the quality of education that occurs in remote areas with urban areas, so it is necessary to increase the competence of teachers in terms of learning innovation through the development of e-learning content for teachers in remote areas of Bawean Island located 80 miles or 135 km north of Java island. The geographical location and transport conditions connecting Bawean island with Gresik are the main obstacles for teachers on Bawean island to keep up with the development of science and technology.This Community Service Program  was implemented through the stage of Strengthening the concept of e-learning followed by needs analysis workshop, e-learning system design workshop, e-learning content development workshop, Upload development results to LMS system, then implementation with assistance from the service team and continued implementation independently by the school. The result of this activity were 1) increased teacher understanding of e-learning and examples of its implementation; 2) produced an e-learning design consisting of the design of the materials of each meeting, video tutorials, discussion activities for students, and evaluation tools; 3) teachers are able to implement e-learning independently.
Corpus Analysis of Collocation Errors and Corpus Informed Instruction Outcomes in Indonesian Junior High EFL Learners Nurul Aeni; Yudhi Arifani; Morve Roshan Khalil
GLENS: Global English Insights Journal Vol. 3 No. 2 (2026): GLENS, April 2026
Publisher : PT. Global Research Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66314/glens.v3i2.671

Abstract

Lexical collocation errors persist among Indonesian Junior High School EFL learners (A1–A2 CEFR), mainly due to L1 transfer and limited authentic input. These errors appear in unnatural verb–noun (e.g., do mistake), adjective–noun (e.g., strong rain), and verb–preposition pairings. This sequential mixed-methods study investigates error patterns and the effects of corpus-informed instruction. Twenty learners generated a 10,000-word descriptive corpus, analyzed via AntConc 4.0 (MI > 3.0, 5L:5R span, min. freq. = 3) against British National Corpus benchmarks to spot deviant collocations. A six-session (60-min each) intervention used data-driven activities like concordance lines, matching games, and guided tasks targeting verb–noun and adjective–noun pairs. Pre/post-tests (30 items; α = 0.87–0.89) and questionnaires assessed outcomes. Errors dropped 53.7% (95 to 44), with verb–noun errors down 55.6% (45 to 20). Scores rose from M = 52.3 (SD = 9.2) to 72.1 (SD = 8.5); t (19) = −8.42, p < 0.001, d = 1.62. ANCOVA showed strong intervention effect: F (1,18) = 12.45, p = 0.002, η² = 0.41. Learners reported better error awareness and confidence. This advances corpus pedagogy for beginner EFL contexts in resource-limited settings.
The Students’ Voice on the Potential Contribution of ChatGPT-integrated Debate Coursebook: Matter, Manner, and Method Suciati; Zulfa Sakhiyya; Novia Trisanti; Yudhi Arifani
Langkawi: Journal of The Association for Arabic and English Vol. 12 No. 1 (2026)
Publisher : Institut Agama Islam Negeri (IAIN) Kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/lkw.v12i1.13404

Abstract

Although ChatGPT is commonly used to improve writing skills, its potential to improve speaking, especially English debate, remains understudied. This study aims to explore students' perceptions on the contributions of the Debate Coursebook with ChatGPT-supported learning activities for studying Matter (content), Manner (delivery, confidence, and pronunciation), and Method (structure, flow, rebuttal, and Point of Information). This qualitative research focuses on exploring the experiences of 10 students performing as debaters, moderator, timer, adjudicator, and audience through the interview, documentation, and observation. Each participant was given a unique code to guarantee anonymity and preserve the confidentiality of their identities throughout the research process, and the gathered data was examined using a thematic analysis technique. This technique was implemented to identify how they learn matter, manner, and method aspects (Freeley & Steinberg theory). The results showed that in the matter aspect, ChatGPT helped students construct more logical and relevant arguments, but some felt overly dependent on AI suggestions. For manner aspect, it is contributive for pronunciation, intonation, and confidence. Meanwhile, for method aspect, the debate structure and rebuttal skills became clearer, although some still had difficulty adapting the flow to the real-life debate format. ChatGPT-integrated debate coursebook is contributive for debate practice, especially big class, but it must be under the lecturer guidance. Instructors are advised to integrate ChatGPT as a supporting tool, not a replacement for conventional debate practice.
THE EFFECTIVENESS OF MOBILE-ASSISTED LANGUAGE LEARNING IN IMPROVING VOCABULARY AND SPEAKING SKILLS OF JUNIOR HIGH SCHOOL STUDENTS OF SMP AS-SYAKUR SAMPANG Abd. Sakur; Yudhi Arifani
English Review: Journal of English Education Vol. 14 No. 2 (2026)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/englishreview.v14i2.237

Abstract

Mobile-Assisted Language Learning (MALL) has shown promise in English language education, yet empirical evidence from rural junior high school contexts remains limited, particularly regarding integrated vocabulary and speaking instruction. This quasi-experimental study investigated the effectiveness of MALL in improving vocabulary and speaking skills among eighth-grade students at SMP AS-Syakur Sampang, Indonesia. Fifty students were divided into experimental (n=25) and control (n=25) groups. The experimental group received six weeks of MALL instruction using WhatsApp, Quizizz, Duolingo, YouTube, and Google Translate, while the control group received conventional instruction. Pre-test and post-test scores were analyzed using independent-sample t-tests. The experimental group significantly outperformed the control group in vocabulary achievement (post-test means: 84.3 vs 71.2; p<0.001) and speaking skills (82.6 vs 70.5; p<0.002). Effect sizes were large (vocabulary d=1.24; speaking d=1.18). Questionnaire results showed high student motivation (4.32) and engagement (4.25). Observations revealed increased student participation and confidence in speaking activities. MALL effectively improves vocabulary mastery and speaking skills in rural junior high school EFL contexts. Mobile applications provide repeated practice, multimodal exposure, collaborative interaction, and flexible learning opportunities that are less available in conventional instruction. Future research should employ longitudinal designs, larger samples, and comparative analyses of specific AI-assisted mobile platforms to further understand technology-mediated language learning effectiveness.
INTEGRATING DIGITAL TOOLS IN EFL CLASSROOMS: TEACHERS’ PRACTICES Hidayatul Badi’ah; Yudhi Arifani
Indonesian EFL Journal Vol. 12 No. 2 (2026)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v12i2.147

Abstract

This study investigates EFL teachers' practices and experiences in integrating digital tools into classroom introduction. An explanatory squential mixed-methodes design was employed, consisting of quantitative survey followed by qualitative semi-structured interviews. The survey involved thirty EFL teachers from secondary schools, with varying years of teaching experience and level of digital proficiency. Quantitive finding indicate that teacher fequently utilize learning management systems (M = 3.5), multimedia resources (M = 3.4), and interactive applications (M = 3.3) to support student engagement and language learning. However, lower mean scores were observed in areas related to advance digital pedagogy and tool integration (M = 3.0), suggesting uneven implementation. Qualitative analysis of interview data revealed several key themes: (1) the preceived benefit of digital tools in enhancing student motivation and interaction, (2) challenges related to limited technical skills and training, (3) infrastructural constraints such as unreliable internet access, and (4) time limitations affecting lesson preparation and tool integration. The finding suggest the effective digital integration  in EFL classrooms depends not only on the availability of technological tools but also on teachers competencies, pedagogical beliefes, and institutional support. The study concludes that sustained professional development and supportive educational policies are essential to promote meaningful and sustainable use of digital tools in language teaching.
Gamification in a Flipped Classroom Using Articulate Storyline for Junior High School Students’ Vocabulary Mastery Agustin Putri Intan Permata; Yudhi Arifani; Slamet Asari
JEELS (Journal of English Education and Linguistics Studies) Vol. 12 No. 1 (2025): JEELS May 2025
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v11i2.3803

Abstract

This study aims to design gamification-based- instructions using articulate storyline in a flipped classroom setting to improve vocabulary mastery of junior high school students and to examine how students’ perspective on this approach compared to traditional methods. The study employs a Research and Development (R&D) methodology, guided by the ADDIE model (Analysis, Design, Development, Implementation, Evaluation). The results show that there is a significant improvement in students’ vocabulary mastery, with an average gain of 30%, and over 85% of students found the gamified activities significantly more engaging and motivating. The study concludes that using the Articulate Storyline in conjunction with gamification in a flipped classroom environment significantly improves both student engagement and vocabulary mastery. These findings provide not only insightful information that positions gamified learning as a strong substitute for conventional pedagogy but also further advancements in instructional design.
ChatGPT-Based Debate Coursebook for Enhancing Islamic University Students’ Argumentative Skills: Strengths, Challenges, and Alternatives Suciati, Suciati; Sakhiyya, Zulfa; Trisanti, Novia; Arifani, Yudhi
Journal of English Teaching and Learning Issues Vol 9, No 1 (2026): June
Publisher : Institut Agama Islam Negeri Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/jetli.v9i1.34960

Abstract

The rapid advancement of generative Artificial Intelligence has opened new possibilities for improving speaking and debate instruction in higher education. This study aimed to investigate the implementation of “ChatGPT-based Debate Coursebook” in a second-semester Debate and Critical Thinking class, focusing on its strengths, challenges, and proposed improvements from both students and classroom observers. This research employed a qualitative case study design, involving 7 student participants and 2 observers from the English Education Department at a State Islamic University in Indonesia. Data were collected through semi-structured interviews, classroom observations, document analysis, and field notes. In addition, data analysis involved thematic coding, frequency analysis, and triangulation of data sources to ensure trustworthiness. The findings indicated that the coursebook provided clear structure, strengthened argumentation skills, and increased engagement, particularly through the integration of ChatGPT for independent practice and feedback. Nevertheless, several challenges emerged, including limited class time, initial difficulty understanding the Australasian Parliamentary Debate format, uneven or excessive reliance on ChatGPT, and limited live feedback. Students and observers recommended the addition of multimedia support, clearer scaffolding for ethical AI use, structured practice schedules, improved pronunciation and fluency activities, and more explicit assessment rubrics. Based on these insights, the study recommends developing AI-assisted materials that are multimodal, ethically guided, and supported by stronger lecturer scaffolding to balance AI use and foster deeper critical thinking.
Co-Authors Abd. Sakur Abdurrahman Faridi Abdurrahman Faridi Achmad Fauzi Masyhadi admin admin Agustin Putri Intan Permata Aini, Jihan Nawal Ali Saukah Annisa Armadani Anyanwu, Clinton Chidiebere Asmana, Candra Hadi Bawanti, Putri Karya Dwi Candra Hadi Asmara Daniatussalma Daniatussalma Deni Sutaji Djoko Soelistya Endah Pangastuti Eva Desembrianita Gadis Dinda Finissha Harunur Rosyid Hasan basri Hidayatul Badi’ah Indyra Mahdiana Januarius Mujiyanto Khoirul Anwar Khoirul Anwar Kusumo Hadi Santoso Lia Budi Tristanti Like Ayu Saputri Like Ayu Saputri Lilis Kartika Dewi Linda Ratna Susila Mahjudin Mahjudin Marianne Putri Talimbekas Morve Roshan Khalil Muhammad Zamzamy Muhammad Zamzamy Muyasaroh Nirwanto Maruf Novia Trisanti Novia Trisanti Noviatul Rochmah Nur Khomariyah Nurul Aeni Nurul Hidayah Almubarokah Nurul Masrifah Ode Mohammad Man Arfa Paulina Paulina Perdana, Malik Fajar Anjang perwita, Tri Qomariyah, Nur Laili Risca Hidayanti Qurani Rohmy Husniah Ruruh Mindari Sahiruddin Sahiruddin Saputri, Like Ayu Shofiyatul Najah Silviana Putri Indah Sari Slamet Asari Sri Suryanti Sri Suryanti Sri Suryanti Sri Suryanti Sri Suryanti Sri Suryanti Sri Suyanti Standsyah, Rahmawati Erma Suciati Suciati Suciati Suciati Suciati Suciati Suciati Sumarsono Sumarsono Supiani, munjaroh Dwi Suryanto, Jati Tri Febrianti Valentina Trishna Nanda Barianty Ulfatul Ma’rifah Ummah, Fadlilatul Wahyu Restu Indayani Yazid, M Yunita Aliffia Zamzamy, Muhammad zulfa Sakhiyya