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All Journal International Journal of Evaluation and Research in Education (IJERE) Jurnal Pendidikan dan Pengajaran Jurnal Visi Ilmu Pendidikan Indonesian Journal of Applied Linguistics (IJAL) 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 Journal of English Language Studies 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 ELT-Lectura 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) Journal of Research on English and Language Learning (J-REaLL) Ethical Lingua: Journal of Language Teaching and Literature 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 INTERNATIONAL JOURNAL OF LANGUAGE PEDAGOGY 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 Jurnal Ilmu Pendidikan
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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EFL students Metaria Metaria; Bambang Yudi Cahyono
Journal on English as a Foreign Language Vol 14 No 1 (2024): Issued in March 2024
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v14i1.6503

Abstract

Nowadays, in the post-pandemic educational landscape, it is intriguing to investigate whether technological supports are still relevant and necessary. This article critically summarizes and reviews the effect of technology utilization on students' engagement presented in a study by Yu et al. (2022). Then, using a mixed-methods design, this study explored English as a foreign language (EFL) students
The management of English as medium of instruction (EMI) policy at an Indonesian technological institution Santi Erliana; Bambang Yudi Cahyono; Utami Widiati; Yazid Basthomi
Journal on English as a Foreign Language Vol 14 No 2 (2024): Issued in September 2024
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v14i2.8306

Abstract

Due to its internationalization agenda, higher education institutions (HEI) in Indonesia adopted English as medium of instruction (EMI) programs despite the absence of a national policy document to regulate EMI. Studies on EMI policy in HEI focused on the effect policy could have on the dominant group and gave less highlight on EMI policy implementation management. This case study examined the management of EMI as language policy at the meso-(institutional) and micro-(classroom) levels. The data sources include the institutional policy document related to the EMI program, and interviews with seven EMI officers and seven EMI teachers at a Technological Institute in Indonesia. Using Spolsky's language management framework for the "sensitizing concept," the result of the thematic analysis of the data shows three major categories of EMI policy management: EMI classroom management mechanism, language-related mechanism, and incentivization mechanism. The EMI teachers practice EMI differently in the classroom. Three teachers used English only, while four teachers used multilingualism for content comprehension. The most highlighted managerial and teaching problems come from the students
College EFL students’ perception toward AI assistance in academic writing assignments Navila Zamzam Agustin; Bambang Yudi Cahyono; Febrina Rizky Agustina
ELT Forum: Journal of English Language Teaching Vol. 14 No. 4 (2025): ELT Forum: Journal of English Language Teaching - Special Issue (November)
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.
Leveraging Podcasts for Reading Comprehension: Students' Perspectives Silfiani Ursula Wago Sina; bambang yudi cahyono; Anik Nunuk Wulyani; Nanang Zubaidi
ELT-Lectura Vol. 13 No. 2 (2026): ELT-Lectura Studies and Perspective in English Language Teaching
Publisher : Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/3d1xtj60

Abstract

Reading comprehension plays a fundamental role in English language learning, yet many university students continue to encounter challenges in understanding academic texts and engaging meaningfully with reading activities. This study aimed to describe students' perspectives on leveraging podcasts for reading comprehension and to identify the challenges and opportunities they experienced during the implementation of the learning activity. Employing a descriptive qualitative design, the study involved six English Department students at a private university in Malang who had completed the Reading course. Participants were selected through convenience sampling. Prior to the podcast sessions, participants independently read assigned texts and watched supporting videos on selected topics. Data were primarily collected through semi-structured interviews following the podcast sessions and analyzed using thematic analysis. The findings revealed that students perceived podcasts as an engaging learning medium that encouraged preparation, active discussion, and meaningful interaction with reading materials. Participants also reported challenges related to time management, technical issues, and speaking confidence during the learning process. Addressing a gap in prior podcast research, this study highlights students’ perspectives on podcasts as an interactive discussion medium following engagement with reading materials. The study suggests that podcasts can serve as an alternative instructional medium to facilitate reading comprehension while encouraging active participation in English language learning.
Enhancing English Scientific Writing through Team-Based Project: EFL Students' Perspectives in Higher Education Tri Wintolo Apoko; Silih Warni; Bambang Yudi Cahyono; Faizahani Ab Rahman
International Journal of Language Pedagogy Vol. 5 No. 2 (2025)
Publisher : Language Pedagogy Study Program, Faculty of Languages and Arts, Universitas Negeri Padang, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/def2x342

Abstract

Team-based project (TBP) is an innovative learning model that promotes students' active participation and collaborative knowledge construction in English language learning. Nevertheless, limited research has examined how TBP facilitates English scientific writing among English as a Foreign Language (EFL) students in higher education. This study investigated EFL students' perceptions of the implementation of TBP in generating English scientific writing. A mixed-methods design was employed involving 62 undergraduate students enrolled in a Scientific Writing course at a reputable private university in Jakarta, Indonesia. Quantitative data were collected through a 20-item Likert-scale questionnaire and analysed using descriptive statistics (means, standard deviations, and percentages), while qualitative data were gathered through semi-structured interviews and analysed using thematic analysis. The findings revealed that students perceived TBP positively across four dimensions: English scientific writing development (M = 3.85), creativity (M = 3.95), learning motivation (M = 3.87), and learning opportunities (M = 4.00), indicating high levels of agreement with the effectiveness of TBP. Interview data further showed that collaborative planning, peer feedback, and shared problem-solving enabled students to produce higher-quality scientific writing and increased their confidence in academic writing. The study recommends integrating TBP into Scientific Writing course to strengthen students' academic writing competence and collaborative learning experiences.
Maintaining Intellectual Autonomy: Self-Regulated Learning Strategies in AI-Chatbot Academic Writing Muh Kusni Mubarok; Bambang Yudi Cahyono; Sari Karmina
Ethical Lingua: Journal of Language Teaching and Literature Vol. 13 No. 2 (2026): Volume 13 No. 2 (2026): Volume 13 No 2 Oktober 2026
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/25409190.1045

Abstract

The rapid integration of Artificial Intelligence (AI) in higher education offers efficient writing support but poses a critical risk of learner dependency, which can decease critical thinking and academic integrity. This study aims to investigate the learning strategies employed by Indonesian EFL postgraduate students to plan, monitor, and evaluate their engagement with AI chatbots during academic writing. Employing a qualitative multiple-case study design, data were collected from eight postgraduate students through semi-structured interviews and stimulated recall sessions based on their authentic AI conversation logs. The findings reveal that the students rigorously applied Self-Regulated Learning (SRL) strategies across three interaction phases to safeguard their intellectual independence. During the Planning phase, learners consciously limited the AI's role to preparatory tasks and brainstorming, strictly preventing the machine from generating full drafts. In the Monitoring phase, participants actively filtered and synthesized the generated content, frequently positioning the chatbot as a mock examiner to rigorously test their academic arguments. Furthermore, within the evaluation phase, the students executed multi-layered evaluations by manually verifying AI-generated citations against reputable academic databases to mitigate hallucinations, followed by consultations with human experts’ validation. Ultimately, the study concludes that strong metacognitive regulation effectively prevents cognitive laziness, ensuring that AI serves strictly as an adaptive linguistic model rather than a replacement for human intellect.
Exploring Students’ Experiences in Project-Based Learning to Improve Their Speaking Performance Huzani Huzani; Bambang Yudi Cahyono
ELT Forum: Journal of English Language Teaching Vol. 15 No. 2 (2026): ELT Forum: Journal of English Language Teaching - Special Issue (August)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/elt.v15i2.42569

Abstract

The purpose of this research is to investigate the experiences of three university students with Project-Based Learning (PjBL) and how it affects their speaking development, in terms of confidence, fluency, and idea organization. This study aims to understand how students respond to PjBL activities, the experiences they gain, and the challenges they face. A qualitative approach was applied using in-depth interviews to collect data. The three participants were purposively selected to gain an in-depth understanding of their experiences rather than generalization. The findings show that PjBL contributes to students’ speaking development, especially in confidence, fluency, and idea organization. It also creates a student-centered learning environment where learners actively engage in meaningful communication. However, students still face challenges such as time management and group coordination. Overall, this study highlights that PjBL can support speaking skill development and emphasizes the importance of teacher guidance and feedback in improving students’ speaking performance in English language learning.
How Australian and Indonesian Universities Treat Plagiarism: A Comparative Study Bambang Yudi Cahyono
Jurnal Ilmu Pendidikan Vol. 12 No. 3 (2005)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um048v12i32005p%p

Abstract

This article is a part of a larger study comparing various aspects of policies on plagiarism in two university contexts. It compares policies on plagiarism in universities in Australia and Indonesia. The results of this comparative study showed that Australian and Indonesian universities treat plagiarism differently. Australian universities treat plagiarism explicitly in their university policies. In Australian universities, plagiarism is defined clearly and forms of plagiarism are explained thoroughly, policies on plagiarism are informed to all university academic members, and there are mechanisms to manage cases related to plagiarism. In contrast, not all Indonesian universities treat plagiarism directly. Some universities depend on religious morality and academic ethics in dealing with plagiarism. Accordingly, this article recommends the explicit treatment of plagiarism in Indonesian universities.
Meminimalkan Kesalahan Gramatika di Kelas Writing melalui Structure-Based Writing Assignments Bambang Yudi Cahyono; Nur Mukminatien
Jurnal Ilmu Pendidikan Vol. 9 No. 2 (2002)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um048v9i22002p%p

Abstract

This study was aimed at examining the effectiveness of Structure-Based Writing Assignments (SBWA) in minimizing learners' grammatical errors in English compositions. The assignments were focussed on grammatical items the learners had found the most difficult. This classroom action research involved 17 students in an advanced writing class. The results show that there were significant differences in the frequency of the learners' grammatical errors in the use of verb phrases, complex sentences, pluralization, and noun determiners before and after the provision of SBWA. The findings suggest that SBWA is an effective remedial program given in a writing class as it contributes to the development of learners' competence in English grammar
Co-Authors Achmad Effendi Kadarisman Ahsin Fahmi Mubarok 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 Azki Izzur Rabbani Azza Nabila Azza Nabila Bagio Tjahjadi Cahyani, Hilda Delsa Miranty Devinta Puspita Ratri Diah Maya Andina Diah Maya Andina DWIYOGA DANISWARA, LANDRY El Khoiri, Niamika Elva Yohana Elva Yohana Endah Yulia Rahayu Evi Eliyanah Fahmi, Mohammad Amiqul Faizahani Ab Rahman Falentinus Ndruru Fardhila Sheli Rahmawati Fatimatus Suhroh Febrina Rizky Agustina Fibrie Permata Sari Francisca Maria Ivone Gunadi Harry Sulistyo Hanif Maulaniam Sholah Happy Prasida Ningtyas Hasti Rahmaningtyas Henry Praherdhiono Hikmah Zalifah Putri Huzani Huzani I Nyoman Sudana Degeng Ichwany, Salsabila Saifa Fitra Ikrima Halimatus Sa'diyah Indri Astutik Irhas Rahmat Syarif Johannes Ananto Prayogo Kasihani K.E. Suyanto Khoiriyah 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 Metaria, Metaria Miftahul Janah Mirjam Anugerahwati Moh Ruzin Moh. Taufik Mubarok, Ahsin Fahmi Much Deiniatur Much Deiniatur, Much Muh Kusni Mubarok Muhammad Idris Effendi Muhana Gipayana Nabila, Azza Nadrotin Mawaddah Nanang Zubaidi Navila Zamzam Agustin Ninuk Indrayani Nunung Suryati Nunung Suryati Nur Afifah Rustan Nur Mukminatien Nur Setyo Wulandari Nurmalinda Maharani Farizka Oki Dwi Ramadian Panggalih, Wahyun Bardianing Pechinthorn, Komm Peggy Magdalena Jonathans Pradikta, Rahma Dian Punggulina Andawaty Tiven Putri, Elsa Desi Radina Anggun Nurisma 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 Rusdiana Junaid S. V. Sailaja Sabila, Arinas Sahyoni, Sahyoni Saida Ulfa Sailaja, S. V. Santi Erliana Santi Erliana, Santi Sari Karmina Sari Karmina Satriani, Satriani Shirly Rizki Kusumaningrum Silfiani Ursula Wago Sina Silih Warni Sintha Tresnadewi Siusana Kweldju Sri Rachmajanti Sri Rachmajanti Suharyadi Suhono Suhono Suhono, Suhono Syamdianita Syamdianita, Syamdianita Tengku Intan Suzila bt Tengku Sharif Tengku Intan Suzila Sharif Tengku Intan Suzila Tengku Sharif Tengku Intan Suzila Tengku Sharif Tengku Intan Suzila Tengku Syarif Titik Lina Widyaningsih Tri Wintolo Apoko Ulya Safira Riadini Utami Widiati Utami Widiati Utari Praba Astuti Utari Praba Astuti Wahyun Bardianing Panggalih Winarti Wulandari, Nur Setyo Yazid Basthomi Yazid Basthomi Yofita Christy Isgiarno Yuli Ani Setyo Dewi Zakila Mardatila Ersyad Zhenita Deliany