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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 JR-ELT (Journal of Research in English Language Teaching) 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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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.
ENGLISH TEACHERS’ PERCEPTIONS OF KAHOOT AS A DIGITAL FORMATIVE ASSESSMENT IN EFL CLASSROOMS: A QUALITATIVE STUDY Maya Astria; Utami Dewi
JR-ELT (Journal of Research in English Language Teaching) Vol. 10 No. 1 (2026): Journal of Research in English Language Teaching (Process)
Publisher : English Language Education Program, Faculty of Education and Teacher Training, Sulthan Thaha Saifuddin State Islamic University of Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30631/fn5c7h32

Abstract

In English as a Foreign Language (EFL) education in Indonesia, teachers still face various challenges, such as differences in student ability, large class sizes, time constraints, and curriculum requirements that place greater emphasis on final outcomes. This situation has prompted teachers to adopt teaching strategies and resources that can support more effective and sustainable assessment. In this context, Kahoot! has emerged as a practical and easy-to-implement digital platform for the learning process. This is qualitative study examines English teachers’ perspectives on the use of Kahoot as a formative assessment tool in EFL classrooms. Using a phenomenological-constructivist approach, the study involved five EFL teachers who were purposively selected from secondary school. Data were collected through in-depth semi-structured interviews, classroom observations, and document analysis. Data analysis employed a reflexive thematic approach. The analysis yielded four main themes: (1) Kahoot functions as a real-time diagnostic tool, (2) motivational and affective aspects in game-based assessment, (3) pedagogical tensions between entertainment and academic rigor, and (4) contextual and infrastructure-related opportunities and barriers. The results indicate that teachers view Kahoot as a formative instrument capable of providing rapid instructional feedback and enhancing student engagement; however, they also highlight limitations regarding the depth of assessment and its reliability for evaluation purposes. This study offers practical insights into the intersection of gamification, formative assessment, and EFL pedagogy within the Indonesian context.
Navigating EFL Teachers' Challenges with Digital Technologies in Project-Based Learning in the English Classroom Diah Khoirunnisa Harahap; Sholihatul Hamidah Daulay; Utami Dewi
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 2 (2025): 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.v13i2.7813

Abstract

This study aims to explore the challenges experienced by EFL teachers in utilizing digital technologies in implementing Project–Based Learning in English classrooms. This study employed a qualitative descriptive research design to explore the challenges faced by EFL teachers in utilizing digital technologies within the implementation of Project-Based Learning (PjBL) in English classrooms. The participants consisted of two EFL teachers from North Sumatera, Indonesia, who have implemented PjBL and integrated digital technologies in their English language teaching. A purposive sampling technique was employed to select teachers who currently teaching English at junior high school level. The findings show that teachers encounter four main types of challenges: technical issues such as poor internet and limited devices; pedagogical difficulties including limited training and confidence in designing digital PjBL; institutional barriers like unclear policies, lack of technical support, and limited budgets; and student-related problems such as uneven digital skills and low motivation.
Creating Joyful English Learning through Songs: A Rural Elementary School Experience in Suka Beras Village Vivi Nurul Ilmi; Utami Dewi; Dea Riska Ananda; Elwan Ridhonta Sinulingga; Faliza Layla Salsavira; Maimunah Apriani; Nazwa Ramadhani; Sabila Khoiroh Siregar; Suhaida Zain Panjaitan; Syahrul Ramadhan; Teguh Amanda Batubara
Jurnal Pendidikan Tambusai Vol. 9 No. 2 (2025): Agustus
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai, Riau, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jptam.v9i2.31189

Abstract

Studi ini meneliti penggunaan lagu sebagai metode yang menarik untuk mengajar bahasa Inggris kepada siswa sekolah dasar di Desa Suka Beras, Indonesia. Sumber daya yang terbatas, teknologi yang minim, dan ketidakakraban siswa dengan bahasa Inggris menghadirkan tantangan yang signifikan. Untuk mengatasi hal ini, lagu-lagu yang familiar seperti "ABC Song" dan "Twinkle Twinkle Little Star" digunakan untuk membangun kosakata dan meningkatkan pengucapan dalam suasana yang santai dan rendah tekanan. Studi ini menerapkan desain pra-tes dan pasca-tes satu kelompok yang melibatkan 73 siswa di seluruh kelas 1 hingga 6 selama lima hari. Hasilnya menunjukkan peningkatan yang jelas dalam hasil pembelajaran: lebih dari 64% siswa lulus tingkat penguasaan minimum, dan lebih dari setengahnya meningkatkan skor mereka setidaknya 30 poin. Observasi juga menunjukkan peningkatan motivasi, partisipasi, dan kepercayaan diri. Guru mencatat keterlibatan siswa yang lebih kuat dan menemukan efektivitas strategi sederhana berbasis musik di lingkungan berteknologi rendah. Temuan ini mendukung penggunaan lagu sebagai alat yang praktis dan menyenangkan untuk pembelajaran bahasa, terutama di daerah pedesaan yang kekurangan sumber daya.
Co-Authors Ade Risya Fitri Ade Tika Ahmad Faza Fauzan Saragih Ahmad Husein Nst Aisyah Rizqa Fitri Srg Amanda Amanda Amanda Anggi Rahmanida Nst Anna Tasya Putri Ardina Khoirunnisa Arya Winata Arya Wiranda Berutu, Hotma Dea Riska Ananda Deasy Yunita Siregar Devi Adelia Devika Adelita Diah Khoirunnisa Harahap Eka Yuni Kurniati Elsa Muliani Sukma Elwan Ridhonta Sinulingga Ernita Daulay Fajar Aldiansyah Faliza Layla Salsavira Faradiza Ariska Sitorus Farida Repelita Waty BR Kembaren Farida Repelita Waty Kembaren Fikra Afdhali Hasibuan, Anggi Syariah Herlisa Suhada Hilyati Fitria Harahap Indah Dwi Lestari Maimunah Apriani Maya Astria Muflih Khairul Ibad Rangkuti Muhammad Zakky Mubarak Musthafa Fadli Perkasyah Perkasyah Nabila Yun Afifah Nasution, Sahraini Yamni Nurul Falah Nazarudin Manik Nazwa Ramadhani Nursyahrina Lubis Puspita Sari Nasution Rahmah Fithriani Rini Deby Astria Lubis Rita Seroja Ginting Rizaldi Pulungan Sabila Khoiroh Siregar Sabrina, Darayani Salmiah, Maryati Sholihatul Hamidah Daulay Suhaida Zain Panjaitan Surya Wijaya Purnama Syahrul Ramadhan Tanjung, Siti Rahma Teguh Amanda Batubara Ulfa Nurhasanah Ummi Hayati Sinaga Vivi Nurul Ilmi Windy Afrida