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All Journal Lingua Cultura EXPOSURE JOURNAL IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Al Ishlah Jurnal Pendidikan LLT Journal: A Journal on Language and Language Teaching Indonesian EFL Journal IRJE (Indonesian Research Journal in Education) VISION Martabe : Jurnal Pengabdian Kepada Masyarakat JURNAL PENDIDIKAN TAMBUSAI Jurnal Basicedu Scope: Journal of English Language Teaching English Education: English Journal for Teaching and Learning Didaktika: Jurnal Kependidikan ELTALL: English Language Teaching, Applied Linguistic and Literature Journal Of Human And Education (JAHE) Journal of General Education and Humanities Frasa: English Education and Literature Journal TELL - US JOURNAL English Education: English Journal for Teaching and Learning Jurnal Pendidikan dan Sastra Inggris The Journal of English Literacy Education
Utami Dewi
Universitas Islam Negeri Sumatera Utara
Agriculture, Biological Sciences & Forestry Arts Humanities Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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Indonesian EFL Teachers’ Professional Development: Views and Current Practices Dewi, Utami; Fithriani, Rahmah; Berutu, Hotma
Indonesian Research Journal in Education |IRJE| Vol. 8 No. 2 (2024): IRJE |Indonesian Research Journal in Education|
Publisher : Universitas Jambi, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/irje.v8i2.39425

Abstract

Teachers play a critical role when it comes to impacting student achievement. Consequently, the matter of teacher quality is currently being tackled through the implementation of professional development (PD) initiatives. PD in English as a foreign language (EFL) teaching and learning context has gained burgeoning attention in the last decade. However, it is not known how Indonesian EFL teachers perceive and practice PD for their professional development. The objective of this research was to investigate the viewpoints of EFL teachers in Indonesia towards the importance of professional development (PD) and ascertain their existing PD practices, if any. A total of 70 teachers participated in this study by completing the survey, with 37 of them subsequently invited to participate in the forum group discussion (FGD) on a voluntary basis.  The analysis of the collected data revealed that the participants perceived PD as significant for their professional development in three areas: knowledge, pedagogy, and language proficiency. Conversely, the findings also reveal a low degree of participation in professional development activities (PDAs), despite their common engagement in these activities. This study concludes by highlighting the significance of addressing certain areas that require particular attention to effectively support teachers in their continuous professional development endeavors.
UNDERGRADUATE STUDENTS’ PREFERENCE AND PERCEPTIONS ON THE USE OF QUILLBOT AND GRAMMARLY AS PARAPHASING TOOLS Ade Risya Fitri; Utami Dewi
Indonesian EFL Journal Vol. 10 No. 2 (2024)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v10i2.9868

Abstract

Several investigations have studied how using Grammarly and QuillBot as paraphrase tools affects EFL students' writing and attitudes. However, students' preferences regarding these tools for paraphrasing students' writing in Indonesia still seem few and have not been explored much. This research aimed to determine which paraphrasing tools undergraduate students prefer for translating their text. This study used a qualitative case study approach. Questionnaires and in-depth interviews were used to investigate students' preferences as data collection tools. Fifteen students were selected by purposive sampling and were administered an online questionnaire. Then, students participated in in-depth interviews and obtained further information from an online questionnaire. The writer then analyzed the data using frequency and thematic analysis. The findings reveal that students prefer QuillBot over Grammarly for three reasons. First, they consider QuillBot to be an easy-to-access and time-saving tool. Second, QuillBot is a paraphrasing tool with various features that help students to paraphrase their writing. Third, QuillBot helps students avoid plagiarism and keep the originality of their writing. However, Grammarly also received high marks because it uses proper grammar when paraphrasing students' writing. Therefore, combining these two paraphrasing tools will make the students' writing process more efficient and effective.
THE EFFECT OF PROJECT BASED LEARNING ON MIDDLE SCHOOL STUDENTS WRITING ABILITY IN SMP IT DAARUL ISTIQLAL MARINDAL I Fajar Aldiansyah; Utami Dewi
Indonesian EFL Journal Vol. 10 No. 2 (2024)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v10i2.10207

Abstract

This study examines the impact of Project-Based Learning (PBL) on middle school students' writing abilities. Writing proficiency is a crucial skill, yet traditional methods often fall short in engaging students and providing authentic contexts for practice. The objective of this research is to investigate whether PBL can effectively enhance students' writing skills. Using a quantitative approach, a pre-test and post-test experimental design was employed, involving 42 students at SMP IT Daarul Istiqlal Marindal I. The participants were divided into experimental and control groups, with the experimental group taught using PBL and the control group using traditional methods. Data collection included pre-tests and post-tests, with statistical analysis conducted using SPSS for normality, homogeneity, reliability, T-tests, and ANOVA. The results demonstrated that PBL significantly improved students' writing abilities, as evidenced by higher post-test scores in the experimental group compared to the control group. These findings suggest that PBL is an effective instructional methodology for enhancing writing proficiency, providing authentic contexts for practicing writing skills, and increasing student engagement and motivation. Keywords: Project-Based Learning, writing abilities, experimental design, instructional methodology, student engagement.
Quillbot As An AI-powered English Writing Assistant: An Alternative For Students to Write English Amanda Amanda; Elsa Muliani Sukma; Nursyahrina Lubis; Utami Dewi
Jurnal Pendidikan dan Sastra Inggris Vol. 3 No. 2 (2023): Agustus : Jurnal Pendidikan dan Sastra Inggris
Publisher : Lembaga Pengembangan Kinerja Dosen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/jupensi.v3i2.2026

Abstract

Quillbot is one of the modern era technologies that many students use in learning, it is also one of the online applications to improve writing. Quillbot can help students find writing errors such as punctuation and grammar and others. The purpose of this article is to find out students' perceptions of the use of quillbot as an alternative for students in writing English. This study uses a quantitative method, to find how the use of quillbot in helping English Foreign Language (EFL) to write English. data was collected through questionnaires and interviews that have been calculated and analyzed. The results show that students have a lot of positive perceptions of the use of quillbot in improving writing, as well as found advantages in quillbot that are very helpful to students. With this paper, students are expected to be able to apply it in learning activities related to English writing thus that the resulting writing becomes better.
‘STELLER’ AS DIGITAL STORYTELLING APP: COLLEGE STUDENTS’ PERCEPTIONS IN EFL WRITING CLASSROOMS Arya Wiranda; Utami Dewi
The Journal of English Literacy Education: The Teaching and Learning of English as A Foreign Language Vol. 12 No. 1 (2025): 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.v12i1.63

Abstract

The integration of digital storytelling in EFL writing instruction has been widely explored due to its potential to enhance student engagement and writing proficiency. This study investigates students’ perceptions of using Steller, a multimedia storytelling application, in EFL writing classrooms. The study used a qualitative case study approach, while the data were collected from fourth-year university students in Medan through questionnaires and in-depth interviews. Thirty students responded to the questionnaires, and six students were selected to follow in-depth interviews. Questionnaire data were analysed descriptively, while interview data underwent thematic analysis. The findings indicate that most students found the benefit of Steller in organizing their writing clearly, integrating multimedia, developing creativity, facilitating easier editing through drag-and-drop features, providing various writing formats, and improving collaboration. However, challenges such as internet dependency and the complexity of some features were identified as obstacles to usability. While some findings highlight the advantages of Steller in EFL writing instruction, they also suggest the need for improvements in accessibility and ease of use. This study contributes to the growing body of research on DST in language learning by providing insights into how Steller can support students in the writing process.
NEGOTIATING GRAMMAR INSTRUCTION IN NON-FORMAL EFL SETTING: A NARRATIVE INQUIRY INTO INDONESIAN TEACHERS’ LIVED EXPERIENCES Nazarudin Manik; Farida Repelita Waty Kembaren; Utami Dewi
EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol. 15 No. 1 (2026): EXPOSURE:JURNAL PENDIDIKAN BAHASA INGGRIS
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/b19a6d46

Abstract

Grammar instruction remains a central yet contested component of English language teaching (ELT), particularly in non-formal EFL settings where pedagogical flexibility often intersects with institutional and commercial demands. Despite the rapid growth of non-formal English education in Indonesia, limited research has examined how grammar instruction is interpreted, negotiated, and practiced in decentralized learning environments. Addressing this gap, the present study aims to explore how English teachers at the Accelerated English Centre (AEC) Medan conceptualize and negotiate grammar instruction within a non-formal institutional context. The novelty of this study lies in its focus on grammar pedagogy in privately managed EFL institutions, an area that remains underrepresented in mainstream ELT research dominated by formal school settings. Anchored in a narrative inquiry framework within a constructivis-interpretivist paradigm, this qualitative study involved five English teachers and five students selected through purposive sampling. Data were collected through semi-structured interviews, classroom observations, and document analysis, and were analyzed using thematic and narrative analysis. The findings revealed four interrelated themes: the dominance of explicit grammar instruction, the integration of grammar with communicative tasks, tensions between pedagogical ideals and institutional expectations, and adaptive instructional strategies shaped by learner needs and classroom realities. The findings demonstrate that grammar instruction in non-formal EFL settings is not merely the transmission of grammatical rules, but a dynamic and context-sensitive process shaped by teacher agency, learner expectations, and institutional pressures. The study contributes theoretically by extending Focus on Form (FonF), postmethod pedagogy, and constructivist perspectives into underexplored non-formal educational spaces. Practically, it highlights the importance of adaptive professional development and flexible instructional design in supporting effective grammar pedagogy in emerging EFL sectors. Overall, this research underscores the need to recognize local teaching ecologies and contextual realities in shaping grammar instruction within contemporary English language education.  
EFL Students’ Perceptions and Challenges in Using Paperpal as an AI Feedback Tool for Research Paper Writing Hilyati Fitria Harahap; Rahmah Fithriani; Utami Dewi
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 14 No. 1 (2026): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v14i1.9394

Abstract

This study investigates undergraduate EFL students’ perceptions and challenges in using Paperpal as an AI feedback tool for research paper writing. Although AI-assisted writing tools are increasingly integrated into higher education, empirical research examining students’ experiences with AI-generated feedback in research-oriented writing remains limited, particularly in EFL contexts. Employing a qualitative case study design, this study involved 25 undergraduate English Education students at a state university in Indonesia. Data were collected through a descriptive questionnaire administered to all participants and semi-structured interviews with 10 selected students. Questionnaire data were analyzed using Likert-scale frequency analysis, while interview data were examined through thematic analysis. The findings indicate that students generally perceived Paperpal as a useful and accessible tool that supported grammatical accuracy, sentence clarity, academic vocabulary development, revision efficiency, and confidence during the research paper revision process. However, the study also reveals notable challenges. Students reported difficulty maintaining intended meaning and authorial control when applying AI-generated feedback, particularly in complex argumentative sections. In addition, a tendency toward over-reliance on AI feedback was identified, especially among less confident writers, which occasionally reduced critical evaluation of revisions. Overall, the study concludes that Paperpal functions most effectively as a complementary linguistic support rather than a standalone solution. Its pedagogical value depends on students’ feedback literacy and their ability to engage critically with AI-generated feedback, underscoring the need for guided and responsible integration of AI tools in EFL academic writing instruction.
Teacher Experiences of Using Kahoot to Support Inclusive Classrooms in English Language Learning: Teacher Practice and Experiences Devi Adelia; Utami Dewi
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 14 No. 1 (2026): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v14i1.9943

Abstract

This study examines the teacher experiences in using Kahoot in inclusive classrooms for English language learning. The methodology applied is a qualitative case study approach. The research participants consisted of four English teachers from an inclusive elementary school in North Sumatra, who were selected through purposive sampling. Data collection instruments: a 15-item questionnaire (5-point Likert scale) and semi-structured interviews. Data analysis was conducted using thematic analysis to identify themes from the teacher experiences. The findings show that Kahoot creates a fun learning environment and increases student engagement, especially for those with special needs. Approximately 75% of teachers believed that Kahoot increased student engagement and created an interactive learning experience. Although teachers felt capable of managing the class, challenges in classroom management remained, emphasizing the importance of communication and preparation. The implications of this study indicate the need for schools to provide training and support so that teachers can effectively integrate this technology into their teaching.
STUDENTS' PERCEPTION OF USING PAPERPAL AI AS AN AUTOMATED WRITING EVALUATION (AWE) TOOL ON WRITING GRAMMATICAL FEEDBACK Nabila Yun Afifah; Utami Dewi
FRASA: ENGLISH EDUCATION AND LITERATURE JOURNAL Vol. 6 No. 2 (2025): Vol. 6 No. 2 September 2025
Publisher : Universitas Duta Bangsa Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47701/frasa.v6i2.5009

Abstract

This study aims to explore university students’ perceptions of using Paperpal AI as an Automated Writing Evaluation (AWE) tool in providing grammatical feedback during the academic writing process. Grounded in the Technology Acceptance Model and Self- Regulated Learning Theory, this research addresses the gap in understanding how students critically engage with AI-driven feedback in English as a Foreign Language (EFL) contexts. A qualitative case study design was employed, involving 30 EFL university students majoring in English Education who had prior experience using Paperpal AI. Data were gathered through questionnaires and in-depth interviews. Questionnaire responses were analyzed descriptively using percentage analysis, while interview data were examined through Thematic Content Analysis (TCA). Findings revealed that students perceived Paperpal AI as beneficial for improving grammatical accuracy, sentence clarity, and editing efficiency. They appreciated the tool’s user-friendly interface and real-time feedback, particularly for grammar and transitions. However, concerns were raised regarding the general nature of suggestions, occasional contextual inaccuracy, and limited support for creativity. These insights suggest that while Paperpal AI enhances surface-level writing skills, it should be complemented with human feedback and critical reflection to support deeper writing development in academic settings.
Bridging the Gap: A Dual-Perspective Analysis of Audio-Visual Material Integration in Indonesian EFL Speaking Classrooms Fikra Afdhali; Utami Dewi; Farida Repelita Waty BR Kembaren
Journal of General Education and Humanities Vol. 5 No. 1 (2026): February
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i1.1033

Abstract

The integration of English audio-visual (AV) materials has been widely promoted as an effective approach for enhancing speaking skills in English as a Foreign Language (EFL) contexts; however, a persistent gap remains between its theoretical potential and classroom implementation in Indonesia. This qualitative case study aims to investigate perceptions and challenges of using AV materials for speaking skill development, examining both student and teacher perspectives. The study employed an applied qualitative research design, collecting data through Google Forms, classroom observations, and document analysis, involving two English teachers and 13 students at a private language institute in Lhokseumawe, Indonesia. Thematic analysis revealed a systemic misalignment between stakeholders. Students perceived AV materials as engaging, anxiety-reducing, and essential for accessing authentic language input, and they expressed a strong preference for interactive and creative speaking activities. In contrast, teachers, despite recognizing the pedagogical value of AV materials, faced significant constraints, including limited preparation time, unstable technological infrastructure, exam-oriented curricular pressures, and insufficient Technological Pedagogical Content Knowledge (TPACK). This TPACK deficiency led to predominantly input-focused and pedagogically simplified use of AV materials, limiting opportunities for meaningful spoken output. The study concludes that the primary barrier to effective AV integration lies not in technological access but in interconnected institutional, professional, and curricular constraints. To address this gap, the study proposes a tripartite framework consisting of institutional support re-engineering, TPACK-oriented professional development, and curricular realignment to legitimize AV-mediated speaking practice. These findings provide context-sensitive recommendations for transforming AV use from passive consumption into active speaking production in Indonesian EFL classrooms.
Co-Authors Ade Risya Fitri Ade Tika Ahmad Faza Fauzan Saragih Ahmad Husein Nst Aisyah Rizqa Fitri Srg Amanda Amanda Amanda Anggi Rahmanida Nst Anis Syafa Wani Anna Tasya Putri Ardina Khoirunnisa Arya Winata Arya Wiranda Asmawati Berutu, Hotma Daulay, Sholihatul Hamidah Deasy Yunita Siregar Devi Adelia Devika Adelita DIAH KHOIRUNNISA HARAHAP Eka Yuni Kurniati Elsa Muliani Sukma Ernita Daulay Fajar Aldiansyah Faradiza Ariska Sitorus Farida Repelita Waty BR Kembaren Farida Repelita Waty Kembaren Fikra Afdhali HARAHAP, MELISA KHOYYIROH Hasibuan, Anggi Syariah Herlisa Suhada Hilyati Fitria Harahap Indah Dwi Lestari Muflih Khairul Ibad Rangkuti Muhammad Zakky Mubarak Musthafa Fadli Perkasyah Perkasyah Nabila Yun Afifah Nasution, Sahraini Yamni Nurul Falah Nazarudin Manik Nursyahrina Lubis Puspita Sari Nasution Rahmah Fithriani Rini Deby Astria Lubis Rita Seroja Ginting Rizaldi Pulungan Sabrina, Darayani Salmiah, Maryati Sholihatul Hamidah Daulay Surya Wijaya Purnama Tanjung, Siti Rahma Ulfa Nurhasanah Ummi Hayati Sinaga Windy Afrida