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All Journal English Review: Journal of English Education IJIET (International Journal of Indonesian Education and Teaching) IJoLE: International Journal of Language Education EDUTEC : Journal of Education And Technology MEDIASI Jurnal Kajian dan Terapan Media, Bahasa, Komunikasi Jurnal Kewarganegaraan Yayasan Cita Cendikiawan Al Khwarizmi Dharmas Education Journal (DE_Journal) International Journal of Education, Social Studies, And Management (IJESSM) Multidiciplinary Output Research for Actual and International Issue (Morfai Journal) BABASAL English Education Journal APPA : Jurnal Pengabdian Kepada Masyarakat JLE: Journal of Literate of English Education Study Program SWARNA: Jurnal Pengabdian Kepada Masyarakat
Yawan, Hendri
Universitas Sembilanbelas November Kolaka
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Journal : JLE: Journal of Literate of English Education Study Program

 1 
Challenging Native Speakerism: TEFL in Indonesia Beyond Native Speaker Fallacy Yawan, Hendri; Marhamah
JLE: Journal of Literate of English Education Study Program Vol 5 No 1 (2024): Volume 5 Number 1 July 2024
Publisher : Universitas Islam Ahmad Dahlan (UIAD)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47435/jle.v5i1.2692

Abstract

This article examines the English native speaker fallacy and its implications in the field of Teaching English as a Foreign Language (TEFL) in Indonesia. The NS fallacy refers to the belief that Native English-Speaking Teachers (NESTs) are inherently superior and more competent in teaching English, disregarding the importance of their Pedagogical Content Knowledge (PKC). Through a synthesis research methodology, this article involves examining, integrating, and synthesizing existing conceptual and empirical studies related to teacher professional identity, NESTs, TEFL, and its implementation in Indonesia. The findings suggest that the notion of standard English taught in EFL classrooms should be questioned, as it is influenced by linguistic imperialism and marginalizes World Englishes. In Indonesia, the dominance of standardized English tests further reinforces the perception that NESTs are more competent in teaching standard English. To challenge native speakerism, the article argues for a shift in focus from linguistic proficiency to pedagogical expertise when evaluating NESTs' qualifications. Emphasizing the value of Pedagogical Content Knowledge can lead to a more inclusive and equitable hiring process, where NESTs are assessed based on their teaching capabilities and experience. By prioritizing pedagogical expertise, educational institutions can promote a culturally responsive learning environment that embraces linguistic diversity and enhances the quality of English language education in a globalized world.
Designing an AI-Integrated LMS: EFL Teachers’ Views on Affordances and Challenges Yawan, Hendri; Abin, Rais; Marhamah; Maharani, Puan
JLE: Journal of Literate of English Education Study Program Vol 6 No 1 (2025): Volume 6 Number 1 July 2025
Publisher : Universitas Islam Ahmad Dahlan (UIAD)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47435/jle.v6i1.3867

Abstract

The integration of generative artificial intelligence (GenAI) into English as a Foreign Language (EFL) learning is an emerging area of inquiry, particularly in contexts undergoing curriculum reform. This study explores how embedding ChatGPT into a Learning Management System (LMS) can support secondary EFL teachers’ instructional practices. Despite national efforts to improve digital infrastructure and pedagogical innovation, many EFL teachers still struggle with effectively using LMS platforms for language instruction. The study adopted a Design-Based Research (DBR) guided by the Software Development Life Cycle (SDLC) Waterfall model, to design, implement, and evaluate an AI-integrated LMS. Data were collected through surveys, interviews, and user walkthroughs with six secondary EFL teachers. Findings show that the AI-enhanced LMS improved usability, instructional planning, language material development, and teacher confidence. Teachers described the AI chatbot as a supportive thinking partner for generating lesson ideas, workload and encouraged pedagogical reflection. At the same time, they raised concerns about student overreliance, content accuracy, and the ethical boundaries of AI use. These insights highlight the importance of co-design, context-sensitive implementation, and critical digital literacy in GenAI integration. This study contributes to growing conversations on AI in secondary education by emphasizing the role of teacher agency, ethical awareness, and system adaptability. It suggests that GenAI, when grounded in local practice, can act not only as a technical tool but as a catalyst for language pedagogical instruction.
Co-Authors Abin, Rais Agus Nasir Agus Nasir, Agus Al Furqan, Al Alifiah Pratiwi Amisbah Ramly Aninsih, Putri Anwar Hidayatulloh Ashari Ashari Claudien Ezra Yosaputri Dandy Ramadhan Faisal Ade Putra Fazli Rachman Halil, Nur Ihsan Hariadi Syam Hariadi Syam Heri Alfian Herlan Firdaus Ichwandri Iyan Nurdiyan Haris Kadaruddin Kadaruddin, Kadaruddin Karman karman karman Lina Anisah Lisda Pebriyanti Maharani, Puan Marhamah Marhamah Marhamah Moh Riefqy Abbas Muh Nurtanzis Sutoyo Muh. Nurtanzis Sutoyo Netty Huzniati Andas, Netty Huzniati Nining Syafitri Pratiwi, Alifiah Ramadhani, Asti Raslan Riadi Ray Suryadi, Ray Reskiawan, Bimas - S. Samsuddin Saifullah Saifullah Saifullah Saifullah Saputra, I Gede Purwana Edi Sarmadan Sarmadan Sarmadan Sarmadan, Sarmadan Sitti Nurhaliza Solly Aryza Sufri Mashuri Sukmawati, Sukmawati Sumarlin Rengko HR Suriaman Suriaman Sutoyo, Muh Nurtanzis Takwa Takwa, Takwa Tundreng, Syarifuddin Yuliati Yuliati Z. Zakaria Zakaria Zakaria