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All Journal International Journal of Evaluation and Research in Education (IJERE) Jurnal Pendidikan dan Pengajaran Jurnal Pendidikan Humaniora Indonesian Journal of Applied Linguistics (IJAL) Jurnal Sekolah Dasar Journal of Education and Learning (EduLearn) Tadris: Jurnal keguruan dan Ilmu Tarbiyah TEFLIN Journal: A publication on the teaching and learning of English IJEE (Indonesian Journal of English Education) Indonesian JELT Celt: A Journal of Culture, English Language Teaching & Literature Journal on English as a Foreign Language (JEFL) JEES (Journal of English Educators Society) EDULITE: Journal of English Education, Literature and Culture Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan JURNAL IQRA´ QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Dinamika Ilmu IJoLE: International Journal of Language Education LEKSIKA Indonesian Journal of English Language Teaching and Applied Linguistics English Language and Literature International Conference (ELLiC) Proceedings Lectura : Jurnal Pendidikan Voices of English Language Education Society Proceedings of ISELT FBS Universitas Negeri Padang Jurnal Onoma: Pendidikan, Bahasa, dan Sastra TLEMC (Teaching and Learning English in Multicultural Contexts) English Language Teaching Educational Journal PANYONARA: Journal of English Education JIIP (Jurnal Ilmiah Ilmu Pendidikan) J-REaLL Didaktika: Jurnal Kependidikan JOLLT Journal of Languages and Language Teaching DINAMIKA ILMU: Jurnal Pendidikan Journal of Language, Literature, and Arts (JoLLA) JEELS (Journal of English Education and Linguistics Studies) Studies in English Language and Education Edutechnium Journal of Educational Technology Language Circle : Journal of Language and Literature
Bambang Yudi Cahyono
Universitas Negeri Malang
Religion Arts Humanities Biochemistry, Genetics & Molecular Biology Education Environmental Science Languange, Linguistic, Communication & Media Library & Information Science Mathematics Public Health Social Sciences Other

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How English Foreign Language Students’ Autonomy and Digital Competence Relate to Their Writing Achievement Andina, Diah Maya; Cahyono, Bambang Yudi; Widiati, Utami
Tadris: Jurnal Keguruan dan Ilmu Tarbiyah Vol 5 No 1 (2020): Tadris: Jurnal Keguruan dan Ilmu Tarbiyah
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/tadris.v5i1.5760

Abstract

This study aimed to examine the correlation between learner autonomy, digital competence, and writing achievement. It involved 92 first-year English as a Foreign Language (EFL) students who were enrolled in an intensive course (IC) program of the English department of a state university in Indonesia. This study used three types of data: learner autonomy level elicited by using a questionnaire, digital competence level elicited by using a questionnaire, writing scores that were obtained from the coordinator of the IC program. The research methodology used in this study was quantitative research. The bivariate Spearman correlation was applied to know the correlations between learner autonomy and writing achievement and the correlation between digital competence and writing achievement. The multiple linear regression was computed to examine the correlation of the combination of learner autonomy and digital competence towards writing achievement. The results of the study confirmed that learner autonomy was strongly correlated with writing achievement and digital competence was moderately correlated with writing achievement. The result also showed that there is a statistically significant correlation between a combination of learner autonomy and digital competence towards writing achievement. Therefore, pedagogically, teachers of EFL writing are suggested to promote autonomous learning and at the same time, use technology to foster EFL students' writing achievement.
An Error Analysis of Writing Products Made By Indonesian Islamic University Students Suhono; Bambang Yudi Cahyono; Falentinus Ndruru
Jurnal Iqra' : Kajian Ilmu Pendidikan Vol. 10 No. 1 (2025): Jurnal Iqra' : Kajian Ilmu Pendidikan
Publisher : Institut Agama Islam Ma'arif NU (IAIMNU) Metro Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25217/ji.v10i1.5808

Abstract

The mismatch between the grammar used in writing English and the structure of Indonesian was often the leading cause of errors in writing. This article further analyzed the error analysis of writing products made by Indonesian Islamic university students of EFL More specifically, this study attempted to describe the types of grammatical errors in written products, the frequent types of grammatical errors, and the students’ awareness of errors. Two methods, quantitative and qualitative, were applied to accomplish this. Written tests and semi-structured interviews were used to collect the data. Students’ written Production was analyzed for errors based on the Surface Strategy Taxonomy Theory proposed by Dulay, Burt, and Krashen. The findings of this study revealed that students from Indonesian Islamic universities displayed a range of errors in their written products. The most prevalent errors identified were Misformation errors within the writing products of these EFL students. The errors committed by the students in their written outputs were further substantiated by the results of interviews, indicating that, whether aware or unaware, the students struggled to recognize and self-correct their grammatical errors in their written product. This study has provided significant insights into teaching English in general and specifically in writing instruction. By understanding the types of sentence errors commonly made by students, educators can focus on critical teaching points and effectively monitor their student’s adherence to the lessons delivered.
A systematic literature review of artificial intelligence in academic writing: Challenges and opportunities Hidayatullah, M. Hilmy; Suryati, Nunung; Cahyono, Bambang Yudi; Mawaddah, Nadrotin
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.v6i2.23821

Abstract

Artificial intelligence (AI) is reshaping academic writing by offering both challenges and opportunities. Numerous studies have discussed this topic and are worth compiling and synthesising.  Based on the topic, several existing studies published from January 2023 to March 2025 were reviewed systematically using the PRISMA (Preferred Reporting Items for Systematic Reviews and Meta-Analysis) framework. After searches in Scopus and Google Scholar yielded 1,024 records, 34 titles were selected based on defined inclusion and exclusion criteria. The findings highlight the two sides of AI in academic writing: 1) presenting ethical issues, training needs, Critical thinking degradation, AI misinformation, AI addiction, weak AI detectors, AI’s rhetorical patterns, users’ negative perceptions, and other challenges, 2) facilitating several opportunities, such as writing quality improvement (accuracy, organization, and style), writing productivity and efficiency, idea development, AI awareness, research support, new insights, writing engagement, and usability. This study contributed to developing guidelines to address ethical, effective, and prudent use of AI in academic writing. It is a foundation for upcoming researchers who delve into AI in academic writing and other related skills in the EFL teaching context. Moreover, investigations across disciplines and educational levels are worth exploring.
Investigating English Language Students’ Difficulties in Research Article Writing Zakila Mardatila Ersyad; Yudi Cahyono, Bambang
PANYONARA: Journal of English Education Vol. 7 No. 2 (2025): PANYONARA: Journal of English Education
Publisher : Institut Agama Islam Negeri Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/panyonara.v7i2.21296

Abstract

This study investigates the difficulties faced by students in the English Language Education program when writing research articles, a mandatory requirement for degree completion. Using an explanatory sequential mixed- methods design, data were collected from questionnaires completed by 66 students and semi-structured interviews with four selected participants from universities in Malang, Indonesia. The study explored the types of writing difficulties experienced by EFL undergraduate students and identified the key factors contributing to these challenges. The findings reveal that language problems, particularly grammar, vocabulary, and sentence structure, are the most significant difficulties in research article writing. Content-related challenges, such as organizing ideas coherently and developing detailed arguments, also significantly affect students. Additionally, students struggle with understanding the structure of research articles and with citation and referencing conventions. Psychological and procedural factors, including limited supervisor feedback and poor time management, exacerbate these difficulties. These results provide valuable insights for educators to develop targeted strategies that address both technical and psychological barriers, thereby supporting students in improving their academic writing skills and succeeding in research article writing.
EFL TEACHERS’ PREFERENCES AND CHALLENGES IN ONLINE TEACHER PROFESSIONAL DEVELOPMENT Ramli, Astri Mardilla; Suryati, Nunung; Wulyani, Anik Nunuk; Cahyono, Bambang Yudi
Language Circle: Journal of Language and Literature Vol. 19 No. 2s (2025): August 2025 Special Issue
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lc.v19i2s.29879

Abstract

Nowadays, English as a foreign language (EFL) teachers have a wide range of options to participate in Online Teacher Professional Development (OTPD) due to the availability of various online learning platforms. This study reports the results of exploring EFL teachers' preferences and challenges in using online learning platforms to elevate their teaching practices. Mixed-methods design with a survey for the quantitative element and semi-structured interviews for the qualitative element were used to obtain the data. The participants of the study were thirty Indonesian EFL teachers with active participation in using online learning platforms. The findings demonstrated that in OTPD, EFL teachers preferred to have synchronous interaction, digital reading materials, individual learning strategies, short course duration, a certificate-granting course, and a cost-free course.  The findings also revealed the challenges that EFL teachers encountered in OTPD were unreliable internet connections, limited internet quota, lack of information about available OTPD, inadequate infrastructure during OTPD, lack of support from employer, and difficulties in sustaning motivation as well as commitment during OTPD. These results could be used as considerations in planning and implementing OTPD programs in the future. New OTPD programs should be specifically tailored to the preferences and challenges that EFL teachers have identified.
Integrating Technology in English Language Teaching: A Study on Teachers' Digital Competencies Nurjanah, Lailatul; Cahyono, Bambang Yudi; Suryati, Nunung; Effendi, Muhammad Idris
Didaktika: Jurnal Kependidikan Vol. 14 No. 3 (2025): Vol. 14 No. 3 Agustus 2025
Publisher : South Sulawesi Education Development (SSED)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/27454312.2073

Abstract

The integration of technology in English Language Teaching (ELT) has emerged as a critical component of modern education, offering innovative tools to enhance learning experiences. This study aimed to explore the role of technology in ELT by examining teachers' digital competencies through a systematic review of 45 peer-reviewed articles published in the last decade. The research identifies key technologies utilized in ELT, such as online learning platforms, language learning applications, and interactive media, highlighting their advantages and challenges. The findings reveal significant variations in teachers' digital competencies, categorized as high, moderate, or low, with the majority requiring additional training to utilize digital tools effectively. Factors influencing technology adoption, including institutional support and teachers' attitudes, were also analyzed. However, the study underscores gaps in the literature, such as the absence of standardized frameworks for assessing digital competencies, limited research on the long-term impact of technology on learning outcomes, and insufficient attention to challenges faced by educators in developing countries. These findings emphasize the need for targeted professional development programs and robust infrastructure to bridge the digital competency gap. While advancing scientific knowledge on technology integration in ELT, the study acknowledges limitations related to geographic focus and reliance on secondary data. Future research should expand to diverse contexts and explore emerging technologies to enhance ELT practices globally.
Exploring writing anxiety in analytical exposition text: A gender-based study of Indonesian high school EFL learners Ichwany, Salsabila Saifa Fitra; Cahyono, Bambang Yudi
Journal on English as a Foreign Language Vol 15 No 2 (2025): Issued in September 2025
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v15i2.9790

Abstract

Students often experience writing anxiety due to limited knowledge and skills in completing writing tasks. Although widely studied, little research has addressed writing anxiety in composing analytical exposition texts among high school students. This study investigated the students’ levels, types, and causes of writing anxiety across gender. It was conducted at one public school in Malang City, Indonesia, and involved 114 eleventh graders. Data were collected using the Second Language Writing Anxiety Inventory (SLWAI) and the Causes of Writing Anxiety Inventory (CWAI). Data were analyzed by using descriptive quantitative analysis and inferential statistics. Findings revealed moderate to high anxiety levels in both gender. Female students’ average score (49.78) was slightly higher than male students (45.79). Statistical difference was found in levels of anxiety across gender. Furthermore, female and male students faced cognitive anxiety, somatic anxiety, and avoidance behavior. Somatic anxiety was at moderate to low levels; however, both groups experienced moderate to high cognitive anxiety and avoidance behavior. Meanwhile, female and male students suffered from anxiety due to linguistic difficulties, fear of evaluation, and insufficient writing practice. These results underscore the need for explicit instruction on linguistic features, constructive feedback, and regular writing practice to reduce students’ anxiety. 
A Prototype of Web-based Supplementary Writing Instructional Media for Upper-Secondary Level Learners Anisatul Faizah; Bambang Yudi Cahyono; Francisca Maria Ivone
Jurnal Onoma: Pendidikan, Bahasa, dan Sastra Vol. 10 No. 1 (2024)
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/onoma.v10i1.3049

Abstract

In an era characterized by a symbiotic relationship between the rapid growth of technology and extensive use of English, English as a Foreign Language (EFL) learners are tremendously exposed to digital forms of the language. Digital writing, consequently, has become a fundamental EFL skill to master. Ironically, it has not proliferated in ways that give access to all, notably for most upper-secondary school learners in Malang, Indonesia, where one might expect that technology is widely accessible. To address such an adverse situation and to support learners in enjoying EFL writing activities, a research and development (R&D) design was carried out to develop a prototype web-based supplementary writing materials that incorporate instructional strategies and learning approaches that enhance EFL writing skills and develop effective writing strategies in an authentic setting. The R&D process implemented Dick and Carrey’s instructional design framework (2001) which was integrated with Lee and Owen's instructional multimedia design framework (2004). The study resulted in the development of an E-Writing Site (EWS) to which the target users are encouraged to enjoy writing texts of their own choice at their own pace, as they engage in free voluntary writing within a social constructivist atmosphere. Experts and target users involved in the formative evaluation of the prototype perceived it to be useful and educative as it provides EFL learners with holistic, authentic, and meaningful writing practice. Moreover, some aspects of the prototype and its principles that require enhancement are addressed.
Co-Authors Achmad Effendi Kadarisman Ajeng Inayatul Ilahiyah Andina, Diah Maya Ani Susanti Anik Nunuk Wulyani Anisatul Faizah Anisatul Faizah Arinas Sabila Asy’ari, Nafiatun Ainia Atik Umamah Atika Kumala Dewi, Atika Kumala Aulia Apriana Azza Nabila Azza Nabila Bagio Tjahjadi Delsa Miranty Devinta Puspita Ratri Diah Maya Andina Diah Maya Andina Effendi, Muhammad Idris Ekaning Dewanti Laksmi El Khoiri, Niamika Elva Yohana Endah Yulia Rahayu Falentinus Ndruru Fardhila Sheli Rahmawati Fatimatus Suhroh Fibrie Permata Sari Francisca Maria Ivone Gunadi Harry Sulistyo Happy Prasida Ningtyas Hasti Rahmaningtyas Henry Praherdhiono Hikmah Zalifah Putri Hilda Cahyani I Nyoman Sudana Degeng Ichwany, Salsabila Saifa Fitra Ikrima Halimatus Sa'diyah Indri Astutik Johannes Ananto Prayogo Jonathans, Peggy Magdalena Kasihani K.E. Suyanto Khoiriyah Khoiriyah Komm Pechinthorn Landry Dwiyoga Daniswara Livianni Lambe Lulu Laela Amalia M. Hilmy Hidayatullah Made Frida Yulia Mafulah, Siti Merliyani Putri Anggraini Metaria Metaria Miftahul Janah Mirjam Anugerahwati Moh. Taufik Mohammad Amiqul Fahmi Mubarok, Ahsin Fahmi Mubarok, Ahsin Fahmi Much Deiniatur Much Deiniatur Muhana Gipayana Nabila, Azza Nadrotin Mawaddah Nanang Zubaidi Ninuk Indrayani Nunung Suryati Nunung Suryati Nur Afifah Rustan Nur Mukminatien Nur Setyo Wulandari Nurjanah, Lailatul Nurmalinda Maharani Farizka Oki Dwi Ramadian Punggulina Andawaty Tiven Radina Anggun Nurisma Rahmawati, Fardhila Sheli Ramadian, Oki Dwi Ramli, Astri Mardilla Ratih Novita Sari, Ratih Novita Roghibatul Luthfiyyah Rohi Qimmahtum Rohmana, Wahyu Indah Mala Rowiyah, Siti Rusdiana Junaid S. V. Sailaja Saida Ulfa Santi Erliana, Santi Sari Karmina Satriani, Satriani Shirly Rizki Kusumaningrum Sintha Tresnadewi Siusana Kweldju Sri Rachmajanti Sri Rachmajanti Suharyadi Suhono Syamdianita Syamdianita, Syamdianita Syarif, Tengku Intan Suzila Tengku Tengku Intan Suzila Tengku Intan Suzila bt Tengku Sharif Tengku Intan Suzila Tengku Sharif Tengku Intan Suzila Tengku Sharif Titik Lina Widyaningsih Tri Wintolo Apoko Ulya Safira Riadini Utami Widiati Utari Praba Astuti Utari Praba Astuti Wahyun Bardianing Panggalih Winarti Wulandari, Nur Setyo Yazid Basthomi Yofita Christy Isgiarno Yohana, Elva Yuli Ani Setyo Dewi Zakila Mardatila Ersyad Zhenita Deliany