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All Journal International Journal of Evaluation and Research in Education (IJERE) Jurnal Pendidikan dan Pengajaran Jurnal Visi Ilmu Pendidikan 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 International Journal of Language Teaching and Education 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 Berkala Ilmiah Pendidikan DINAMIKA ILMU: Jurnal Pendidikan Online Learning in Educational Research 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 ELT Forum: Journal of English Language Teaching Indonesian Journal of English Language Teaching and Applied Linguistics Indonesia Technology-Enhanced Language Learning (iTELL) Journal The Journal of English Literacy Education
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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The Analysis of the Culture-Related Contents in an Indonesian English Textbook Riadini, Ulya Safira; Cahyono, Bambang Yudi
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 5, No 2 (2021): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/ijeltal.v5i2.711

Abstract

This research analyzed the presentation of culture-related contents of the tenth-grade senior high school English textbook. The textbook was published by the Ministry of Education and Culture of Republic Indonesia. The written texts that contain cultural information were identified by employing content analysis based on Cortazzi & Jin (1999) three sources of cultural information, and coded under the eight categories by Byram (1993). Cortazzi & Jin (1999) categorization is used to portray the presentation of culture-related contents in the English textbook. The written texts were classified into those sources, and Byram (1993) checklist was used in the procedure of the content analysis mentioned earlier. The scope of the cultural content and how it meets the needs of cultural teaching in English language teaching are revealed in this checklist. The findings showed that the EFL textbook not only reflects the target cultures, but also source cultures and international cultures. The materials present source cultures as the most frequently depicted cultures and the international cultures are the least frequently depicted cultures. In conclusion, the materials related to culture in this English textbook are well represented to be integrated into the English language teaching and learning process.
College EFL students’ perception toward AI assistance in academic writing assignments Agustin, Navila Zamzam; Cahyono, Bambang Yudi; Agustina, Febrina Rizky
ELT Forum: Journal of English Language Teaching Vol. 14 No. 3 (2025): ELT Forum: Journal of English Language Teaching
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/elt.v14i3.23636

Abstract

The rapid development of Artificial Intelligence (AI) has influenced many sectors, including education, which raises a question about how students interact with AI tools. This study explored the English as a Foreign Language (EFL) college students’ perspectives on AI-assisted tools in academic writing assignments. Implementing a mixed-method approach, this study examined 76 students’ awareness of the benefits of AI and their preference for the types of AI which can assist them in academic writing assignments. The quantitative data were derived through a Likert-scale questionnaire, while the qualitative data were derived through open-ended responses. The findings revealed that most students have perceived positive benefits from AI-assisted writing. The study also highlights ChatGPT, Gemini, and Perplexity as the most preferred AI tools for accessibility and accuracy in assisting the students with their assignments. However, the findings of this study show that while the students perceive AI positively, its use also raises concerns about overreliance and academic integrity. Therefore, it is recommended that future researchers address the negative potential of AI.
Demotivation Level and Demotivators Among EFL Students In Home Online English Learning During The Pandemic Nabila, Azza; Cahyono, Bambang Yudi; Khoiri, Niamika El
JEELS (Journal of English Education and Linguistics Studies) Vol. 8 No. 2 (2021): JEELS November 2021
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v8i2.3567

Abstract

This research is aimed at investigating the level of demotivation and the demotivating factors experienced by Indonesian EFL learners during home online English learning as response to social distancing order amid the COVID-19 pandemic. This research employed quantitative and qualitative data. Questionnaire with 27 items was the main instrument used to obtain data about learners’ level of demotivation and demotivators as well as to identify the frequency of each demotivator. An open-ended question was attached at the end of the questionnaire to dig other additional demotivators. An interview was also conducted to gain supporting data for in-depth analysis. The results showed that the level of the 198 students’ demotivation was 2.9, categorized as lowly demotivated. The most-frequently rated demotivators in home online English learning were lack of interaction with 78.9% responses followed by 66.2% for increasing assignments and 62.1% for slow Internet connection. In terms of content and material, expectation to use grammatically correct English was the most demotivating factor with 59.6% responses. The study also revealed additional demotivators namely unsupportive parents, doing house chores, and Wi-fi absence.
An Error Analysis of Writing Products Made By Indonesian Islamic University Students Suhono 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.
Integrating Technology in English Language Teaching: A Study on Teachers' Digital Competencies Lailatul Nurjanah; Bambang Yudi Cahyono; Nunung Suryati; Muhammad Idris Effendi
Didaktika: Jurnal Kependidikan Vol. 14 No. 3 Agustus (2025): Didaktika Jurnal Kependidikan
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 Learner Contexts and Influencing Factors in Language Learning Strategy Research: A Systematic Literature Review Irhas Rahmat Syarif; Bambang Yudi Cahyono; Lestari Setyowati
Didaktika: Jurnal Kependidikan Vol. 14 No. 3 Agustus (2025): Didaktika Jurnal Kependidikan
Publisher : South Sulawesi Education Development (SSED)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58230/27454312.2891

Abstract

This Systematic Literature Review explores the context, internal factors, and external factors that influence the use of Language Learning Strategies (LLS) in English as a foreign language (EFL) learners. This study aims to: (1) identify EFL learner contexts that have been studied in previous LLS research, and (2) analyze the internal and external factors that influence LLS use by EFL learners in various contexts. A total of 32 empirical articles published between 2021 and 2025 were analyzed using the Systematic Literature Review procedure guided by PRISMA 2020, which includes the stages of identification, screening, eligibility, and inclusion. The literature search was conducted in the Scopus and ERIC databases using a combination of keywords related to language learning strategies, learner contexts, influencing factors, and English language learning. Inclusion criteria included empirical journal articles in English, published between 2021 and 2025, focusing on EFL learners and referring to the Oxford (1990) taxonomy. The analysis revealed variations in learner contexts across five key dimensions: culture, social, educational, identity, and learning environment. The results showed that the majority of research conducted in that year focused on young university students (N=25), in face-to-face learning (N=26), located in Asia or the Middle East. Furthermore, internal factors such as motivation (N=10), language proficiency (N=7), and learning autonomy (N=6) were more influential than external factors such as strategy training (N=6) and academic context (N=4). These findings highlight the importance of extending research to learners at lower levels of education, with more diverse cultural backgrounds, and in online or hybrid learning models, to develop more inclusive and context-appropriate language learning strategies.
Technological Tools Used in the EFL Teaching in Indonesia Bambang Yudi Cahyono
Indonesia Technology-Enhanced Language Learning (iTELL) Journal Vol. 1 No. 1 (2024)
Publisher : Indonesia Technology Enhanced Language Learning (iTELL) Association

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66611/700099

Abstract

Nowadays, technology has developed tremendously, and various technological tools have been applied in education, more particularly in English as a foreign language (EFL) teaching. However, there has been no comprehensive report on the types of technological tools that have been used so far and how beneficial they have been. This article aims to review the development and application of technological tools by connecting them to the development of the stages of the World Wide Web, starting from Web 1.0 to Web 4.0 entailing Artificial Intelligence, and the outbreak of the Covid-19. The exploration of the varieties of the technological tools used in the EFL teaching will give insights to EFL teachers on the varieties of technological tools and their benefits for EFL teaching, especially in Indonesia. Reflecting upon the results of the exploration, it is suggested that EFL teachers consider any of the technological tools in their classrooms either for practical purposes or research.
EFL TEACHER’S REFLECTION ON USING BAAMBOOZLE: BENEFITS, CHALLENGES, AND FUTURE IMPLEMENTATION Lailatun Nisvi Rizki Amalia; Bambang Yudi Cahyono
The Journal of English Literacy Education: The Teaching and Learning of English as A Foreign Language Vol. 11 No. 2 (2024): The Journal of English Literacy Education: The Teaching and Learning of Englis
Publisher : ENGLISH EDUCATION STUDY PROGRAM, FACULTY OF TEACHER TRAINING AND EDUCATION, UNIVERSITAS SRIWIJAYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36706/jele.v11i2.46

Abstract

This study investigated an EFL teacher's reflection on benefits, challenges, and future implementation after integrating Baamboozle in the teaching of English to EFL students as reflected in the research questions: (1) what are the perceived benefits of using Baamboozle in teaching English to the sixth graders?; (2) What challenges does the teacher face when integrating Baamboozle into English lessons for the sixth graders?; and (3) How does the teacher plan to apply Baamboozle in future English language instruction?. A case study design was employed involving an EFL elementary school teacher in Malang, East Java, Indonesia. The data were collected through the teacher’s reflective journals which documented his daily experiences and observations related to using Baamboozle, and a semi structured interview designed to explore the teacher’s perspectives on its benefits, challenges, and future implementation. The findings show that Baamboozle boosted students’ engagement and motivation as the students became more active during the four lessons. However, challenges in relation to preparation time, giving instruction, managing effective grouping, ensuring students’ equal participation, and helping students regulate their emotions were encountered. Despite the challenges, Baamboozle was preferred to be used in the future as an engaging platform that can avoid students’ boredom.
The Use of Differentiated Instruction with Technological Support for Teaching English in Primary School Hanif Maulaniam Sholah; Bambang Yudi Cahyono; Suhono, Suhono
Berkala Ilmiah Pendidikan Vol. 5 No. 3 (2025): Berkala Ilmiah Pendidikan
Publisher : Scidac Plus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51214/bip.v5i3.1864

Abstract

In the era of personalized learning, Differentiated Instruction (DI) has emerged as a pedagogical approach that accommodates the diverse needs, readiness, and learning preferences of students. However, available research about the practice of DI, especially when integrated with technology in English language teaching, remains limited, leaving its practical implementation unclear. This study aims to investigate the use of DI supported by technology in teaching English in Indonesian primary schools. Employing a qualitative case study design across three school settings, data were collected through classroom observations, document reviews, and in-depth interviews with English teachers and headmasters. Thematic analysis was used to explore DI strategies, the supporting factors, and the challenges in implementing DI. Findings revealed that DI was applied in stages, starting from initial assessments, grouping students based on learning readiness, and delivering tiered materials using various digital tools such as Kahoot, Duolingo, and Padlet. The implementation was supported by school leadership, national curriculum mandates, and teacher collaboration, but hindered by time constraints, preparation complexity, and potential perceptions of unfairness. This study provides practical insights and a model for applying DI in primary EFL classrooms using technological tools to enhance inclusive and student-centered instruction.
Digital Literacy and Digital Competence among EFL Teachers: A Systematic Literature Review Suhono Suhono; Bambang Yudi Cahyono; Evi Eliyanah; Maria Hidayati; Raga Driyan Pratama; Sahyoni Sahyoni; M. Hilmy Hidayatullah
Online Learning In Educational Research (OLER) Vol. 5 No. 2 (2025): Online Learning in Educational Research
Publisher : CV FOUNDAE

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58524/oler.v5i2.798

Abstract

Research on digital literacy and digital competence in English teacher education has expanded substantially over the past decade, reflecting growing scholarly attention to teachers’ roles in digitally mediated learning environments. This study systematically maps publication trends, collaboration patterns, and thematic emphases in this research domain, identifying how digital literacy and digital competence are conceptualized and empirically addressed. A Systematic Literature Review (SLR) was conducted following the PRISMA framework, drawing on Scopus-indexed publications from 2015 to 2025. Bibliometric analysis examined publication growth, co-authorship networks, country contributions, and keyword co-occurrences, complemented by thematic synthesis to interpret conceptual and pedagogical patterns. VOSviewer was used to visualize bibliometric linkages. Findings indicate steady publication growth with limited international collaboration and regional concentration, particularly in Southeast Asia. Thematic synthesis reveals that digital literacy is commonly framed as foundational skills that include information access, communication, and basic technology use, while digital competence emphasizes pedagogical integration, professional development, and context-responsive teaching. Advanced aspects such as AI-supported pedagogy, critical digital engagement, and transformative digital practices remain less explored. Overall, both constructs are central in English teacher education but are addressed with varying conceptual depth.
Co-Authors Achmad Effendi Kadarisman Agustin, Navila Zamzam Agustina, Febrina Rizky Ajeng Inayatul Ilahiyah Andina, Diah Maya Ani Susanti Anik Nunuk Wulyani Anisatul Faizah Anisatul Faizah Asy’ari, Nafiatun Ainia Atik Umamah Atika Kumala Dewi, Atika Kumala Aulia Apriana Azza Nabila Azza Nabila Bagio Tjahjadi Cahyani, Hilda Delsa Miranty Devinta Puspita Ratri Diah Maya Andina Diah Maya Andina DWIYOGA DANISWARA, LANDRY Ekaning Dewanti Laksmi El Khoiri, Niamika Elva Yohana Evi Eliyanah Fahmi, Mohammad Amiqul Falentinus Ndruru Fardhila Sheli Rahmawati Fatimatus Suhroh Fibrie Permata Sari Francisca Maria Ivone Gunadi Harry Sulistyo Hanif Maulaniam Sholah Happy Prasida Ningtyas Hasti Rahmaningtyas Henry Praherdhiono Hikmah Zalifah Putri I Nyoman Sudana Degeng Ichwany, Salsabila Saifa Fitra Ikrima Halimatus Sa'diyah Indri Astutik Irhas Rahmat Syarif Johannes Ananto Prayogo Jonathans, Peggy Magdalena Kasihani K.E. Suyanto Khoiriyah Lailatul Nurjanah Lailatun Nisvi Rizki Amalia Lestari Setyowati Livianni Lambe Lulu Laela Amalia M. Hilmy Hidayatullah M. Hilmy Hidayatullah Made Frida Yulia Mafulah, Siti Maria Hidayati Merliyani Putri Anggraini Metaria, Metaria Miftahul Janah Mirjam Anugerahwati Moh. Taufik Mubarok, Ahsin Fahmi Mubarok, Ahsin Fahmi Much Deiniatur Much Deiniatur, Much Muhammad Idris Effendi Muhana Gipayana Nabila, Azza Nadrotin Mawaddah Nanang Zubaidi Ninuk Indrayani Nunung Suryati Nur Afifah Rustan Nur Mukminatien Nur Setyo Wulandari Nurisma, Radina Anggun Nurmalinda Maharani Farizka Oki Dwi Ramadian Panggalih, Wahyun Bardianing Pechinthorn, Komm Pradikta, Rahma Dian Punggulina Andawaty Tiven Putri, Elsa Desi Raga Driyan Pratama Rahmawati, Fardhila Sheli Ramadian, Oki Dwi Ramli, Astri Mardilla Ratih Novita Sari, Ratih Novita Riadini, Ulya Safira Roghibatul Luthfiyyah Rohi Qimmahtum Rohmana, Wahyu Indah Mala Rowiyah, Siti Rusdiana Junaid S. V. Sailaja Sabila, Arinas Sahyoni Sahyoni Saida Ulfa Sailaja, S. V. Santi Erliana, Santi Sari Karmina Satriani, Satriani Shirly Rizki Kusumaningrum Sintha Tresnadewi Siusana Kweldju Sri Rachmajanti Suharyadi Suhono Suhono Suhono Suhono Suhono Suhono, Suhono Syamdianita Syamdianita, Syamdianita Syarif, Tengku Intan Suzila Tengku Tengku Intan Suzila bt Tengku Sharif Tengku Intan Suzila Sharif Tengku Intan Suzila Tengku Sharif Tengku Intan Suzila Tengku Sharif Tri Wintolo Apoko Ulya Safira Riadini Utami Widiati Utari Praba Astuti Wahyun Bardianing Panggalih Widyaningsih, Titik Lina Winarti Wulandari, Nur Setyo Yazid Basthomi Yofita Christy Isgiarno Yuli Ani Setyo Dewi Yulia Rahayu, Endah Zakila Mardatila Ersyad Zhenita Deliany