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All Journal Indonesian Journal of Applied Linguistics (IJAL) Jurnal Pendidikan Bahasa Inggris Journal of Education and Learning (EduLearn) LingTera JEES (Journal of English Educators Society) Journal Of English Language and Education JELLT (Journal of English Language and Language Teaching) Script Journal: Journal of Linguistic and English Teaching Linguista: Jurnal Ilmiah Bahasa, Sastra, dan Pembelajarannya Journal on Education Voices of English Language Education Society Psychology, Evaluation, and Technology in Educational Research Jurnal Abdimas Mahakam ACITYA Journal of Teaching & Education Journal of English Language and Pedagogy IJOLTL (Indonesian Journal of Language Teaching and Linguistics) Teacher in Educational Research Academia Open Borneo Educational Journal (Borju) Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa dan Seni Program Studi Pendidikan Bahasa Inggris IKIP JELL (Journal of English Language Learning Journal of Empowerment and Community Service JIM: Jurnal Ilmiah Mahasiswa Pendidikan Sejarah Journal of English Language Teaching and Literature (JELITA) INTERACTION: Jurnal Pendidikan Bahasa
Dzul Rachman, Dzul
Universitas Muhammadiyah Kalimantan Timur
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Chemistry Computer Science & IT Earth & Planetary Sciences Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Medicine & Pharmacology Physics Public Health Social Sciences Other

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Student Perception and Experience of AI-Based Application: A Study On The Use Of ChatGPT In English Writing Learning Fitriani, Desy; Rachman, Dzul
JIM: Jurnal Ilmiah Mahasiswa Pendidikan Sejarah Vol 10, No 2 (2025): Mei, Virtual reality in teacher education: Innovations, opportunities, and chal
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/jimps.v10i2.34173

Abstract

This study examines students' perceptions and experiences in using ChatGPT, an artificial intelligence-based application, in learning English writing. Using mixed methods, data was obtained through questionnaires involving 40 students and interviews involving 3 students from the English Education program in 1st semester at Universitas Muhammadiyah Kalimantan Timur (UMKT). The findings indicated that while ChatGPT is perceived as accessible and easy to use, a significant number of students expressed neutrality or concerns regarding its efficacy in supporting English writing development. However, many students were uncertain about its contribution to improve their writing skills, with some expressing doubt about the accuracy of its suggestions and concerns about over-reliance on the tool. This study concluded that despite its potential, ChatGPT's effectiveness in enhancing English writing remained debatable due to these reservations.
A Teachers Role in Addressing Challenges and Strategies in Secondary English Teaching Putri, Ashifa Nabila; Rachman, Dzul; Sunarti, Sunarti
Borneo Educational Journal (Borju) Vol. 7 No. 2 (2025): August
Publisher : Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24903/bej.v7i2.2065

Abstract

This study explores the multifaceted role of English teachers in addressing the instructional challenges encountered at the secondary school level in Samarinda, Indonesia. Given the increasing demand for English proficiency and the limitations within English as a Foreign Language (EFL) contexts, this research investigates the core obstacles faced by educators and the strategies they implement to enhance student learning outcomes. A qualitative phenomenological approach was employed, using structured interviews with purposively selected English teachers based on experience, educational background, teaching methodology, and school location. Thematic analysis revealed three principal themes: instructional challenges (e.g., time constraints, student apathy, technical limitations), pedagogical considerations in choosing learning strategies, and adaptive solutions such as differentiated instruction and peer collaboration. The findings highlight teachers’ critical role in adjusting instructional methods to students' diverse needs and utilizing collaborative networks to overcome resource limitations. The study contributes original insight by focusing on localized, real-world teacher experiences in a specific urban-rural Indonesian setting an area that remains underrepresented in existing literature. It underscores the necessity of systemic support and continuous professional development for EFL teachers navigating complex classroom dynamics.
The Dark Side of Dependency: Negative Consequences of EFL Students' Use of ChatGPT for Academic Writing Marisa, Sonia; Rachman, Dzul; Puspita, Rani Herning; Rahmawati, Yeni
Borneo Educational Journal (Borju) Vol. 7 No. 2 (2025): August
Publisher : Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24903/bej.v7i2.2069

Abstract

The need for artificial intelligence-based tools like ChatGPT is rising among EFL students in scientific writing, as these technologies enhance the efficiency and clarity of their written work. This study underscores the detrimental effects of over dependence on these tools, particularly regarding students' critical thinking skills, creativity, and academic integrity. Data was acquired by successively implementing a mixed-methods strategy, which involved delivering questionnaires to 60 students from the English Education program, followed by semi-structured interviews with chosen responders. Quantitative results indicate that although ChatGPT assists in generating ideas and enhancing grammar, its utilization frequently diminishes analytical depth, undermines the writer's authentic voice, and heightens the likelihood of plagiarism. Qualitative findings validated these results, as students articulated apprehensions regarding diminished creativity, drive to learn, and independent thought. This study finds that although ChatGPT might serve as a valuable resource, excessive dependence on it may impede the cultivation of students' intellectual faculties and ethical standards. Consequently, educational institutions must to establish explicit norms and promote the utilization of technology in a critical and ethical fashion. This study addresses a research deficiency by highlighting the adverse effects of AI utilization on EFL students' academic writing, a topic that has not been extensively explored previously.
The Impact of YouTube Digital Storytelling on Students’ English Retelling Skills Rabi'ah Al-Adawiyah; Dzul Rachman; Ade Ismail Ramadhan Hamid
Borneo Educational Journal (Borju) Vol. 7 No. 2 (2025): August
Publisher : Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24903/bej.v7i2.2089

Abstract

This study investigates the impact of YouTube-based digital storytelling on students' English retelling skills in an EFL context. The research was motivated by students' common struggles with vocabulary retention, speaking fluency, and confidence when retelling stories in English. Utilizing a mixed-method approach, the study involved 55 students from the English Education Program at Universitas Muhammadiyah Kalimantan Timur. Data were collected through a Likert-scale questionnaire and semi-structured interviews. Quantitative data were analyzed using SPSS to obtain mean scores and descriptive statistics, while qualitative data were examined using thematic analysis. The findings revealed that digital storytelling significantly improved students' vocabulary, fluency, and confidence. Interview responses supported these results, highlighting how visual and audio elements in YouTube storytelling helped students recall new words, understand narrative structure, and express ideas with greater ease. The study concludes that YouTube digital storytelling is an effective, engaging, and accessible tool for enhancing retelling skills in EFL learners. The originality of this study lies in its focus on integrating multimodal digital input with narrative learning, offering pedagogical insights into low-resource and tech-friendly learning strategies for speaking development.
Students’ Perception of using Instagram to Vocabulary Mastery in University Muhammadiyah Kalimantan Timur Danung Cipta Wardana; Dzul Rachman; Ibrahim
Borneo Educational Journal (Borju) Vol. 7 No. 2 (2025): August
Publisher : Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24903/bej.v7i2.2098

Abstract

The integration of social media into education in the contemporary digital era has created novel avenues for engaging students in language acquisition. This research delivers to look at the usage of Instagram as a supplement to promote vocabulary mastery among students at a University Muhammadiyah Kalimantan Timur. Although vocabulary is important in language competency, traditional techniques may fail to engage kids. Instagram, which is frequently used by teenagers for visual communication, gives an opportunity for contextual and interactive vocabulary development. This qualitative descriptive study will involve watching classroom activities and conducting semi-structured interviews to investigate students' involvement, reactions, and vocabulary growth using Instagram-based tasks. The study intends to evaluate the efficacy of Instagram in enhancing vocabulary acquisition, investigate its implementation in the classroom, and comprehend students'perspectives of its utility as an educational resource.
Exploring Student Perceptions on Ai Integration in Academic English Writing Skill Development Harfiza, Junisa Harfiza; Rachman, Dzul; Rahmawati, Yeni
Borneo Educational Journal (Borju) Vol. 7 No. 2 (2025): August
Publisher : Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24903/bej.v7i2.2104

Abstract

This study explores university students’ perceptions of AI integration in academic English writing using a mixed-methods approach grounded in the Technology Acceptance Model (TAM). Conducted at Universitas Muhammadiyah Kalimantan Timur, it involved 65 questionnaire respondents and five interviewees. Findings revealed that students found AI tools useful for grammar correction, idea generation, and efficiency. However, concerns emerged regarding over-reliance, reduced critical thinking, and limited motivational impact. The study highlights that while AI tools are perceived as beneficial, their adoption lacks affective engagement, especially in contexts with minimal digital literacy training. Originality lies in combining TAM with students’ emotional and contextual experiences in Indonesia, a perspective underrepresented in existing literature. The study recommends structured, reflective pedagogy to support ethical and autonomous AI use in writing.
Multimedia and Interactive Tools Foster Engagement in English as a Foreign Language Critical Reading Rahman Nur, Dedi; Rohman, Abdul; Geroda, Godefridus Bali; Pane, Widi Syahtia; Rachman, Dzul; Pasaribu, Indah Farma; Auliasari, Yasmin; Hiping, Maria Goretti Adella Kornelia Yulianti; Rohmah, Annisa
Academia Open Vol. 10 No. 2 (2025): December
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/acopen.10.2025.11118

Abstract

General Background: In English as a Foreign Language (EFL) education, critical reading is a core competency for developing higher-order thinking, yet many classrooms, particularly in East Kalimantan, still rely on outdated, passive methods. Specific Background: While multimedia and interactive tools offer potential for enhancing engagement, their integration into EFL critical reading remains inconsistent and often misaligned with learning goals. Knowledge Gap: Limited empirical studies apply the Triple E Framework—Engage, Enhance, Extend—in under-resourced, culturally diverse, and large EFL classrooms to specifically foster critical reading skills. Aims: This study investigates how multimedia and interactive tools, guided by the Triple E Framework, influence engagement, comprehension, and motivation in EFL critical reading. Results: Using a mixed-methods approach with 32 students, findings show that over half of the observed lecturers achieved an “exceptional connection” between learning goals and technology use, leading to improved focus, comprehension, and extended learning beyond class. Novelty: This research offers empirical validation of the Triple E Framework in large, diverse EFL contexts, linking teacher digital literacy to effective critical reading instruction. Implications: Results highlight the need for targeted professional development to equip educators with the skills to integrate technology purposefully, ultimately enhancing students’ readiness for academic and global communication. Highlights: Empirical validation of Triple E Framework in large, diverse EFL classrooms. Teacher digital literacy as a key factor for effective technology integration. Multimedia tools boost engagement, comprehension, and learning extension. Keywords: Triple E Framework, EFL, Critical Reading, Multimedia Tools, Student Engagement
Dampak implementasi media audiobook terhadap motivasi dan hasil belajar: Studi evaluasi di MTs SLB/A Yaketunis Wahyono, Joko; Rachman, Dzul
Teacher in Educational Research Vol. 5 No. 1 (2023)
Publisher : Research and Social Study Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33292/ter.v5i1.495

Abstract

Penelitian ini mengevaluasi keberhasilan pelaksanaan media audiobook pada pembelajaran di MTs SLB/A Yaketunis Yogyakarta dengan menggunakan kerangka empat level Kirkpatrick (reaksi, proses/pembelajaran, perilaku, dan hasil/dampak). Desain penelitian berupa evaluasi program dengan pendekatan deskriptif kualitatif melalui kuesioner, observasi, dan wawancara terstruktur kepada peserta didik dan pendidik. Hasil menunjukkan (1) reaksi peserta didik sangat positif (97%), menandakan penerimaan dan kenyamanan penggunaan yang tinggi; (2) pada level proses/pembelajaran, keterlibatan dan pemahaman materi meningkat dengan kategori cukup–sangat berhasil (dilaporkan 99%); (3) perubahan perilaku belajar seperti kemandirian dan partisipasi kelas teridentifikasi pada kategori berhasil (100%); (4) dampak/hasil pembelajaran menunjukkan keberhasilan umum (95%); namun (5) motivasi dan hasil belajar belum menunjukkan peningkatan yang konsisten. Faktor pembatas meliputi kesiapan pendidik dalam desain instruksional berbasis audiobook, ketersediaan sarana bantu, serta kesesuaian konten dengan karakteristik peserta didik berkebutuhan khusus. Implikasi praktis merekomendasikan penyesuaian desain pembelajaran, pelatihan pendidik, kurasi materi yang ramah akses, dan pemantauan berkelanjutan agar implementasi lebih berdampak pada motivasi dan capaian belajar. Secara keseluruhan, media audiobook diterima baik dan mendukung proses belajar, tetapi memerlukan penguatan praktik implementasi untuk menghasilkan peningkatan motivasi dan hasil belajar yang terukur.   The impact of audiobook implementation on motivation and learning outcomes: An evaluation study at MTs SLB/A Yaketunis   Abstract: This study evaluates the implementation of audiobook media in instruction at MTs SLB/A Yaketunis, Yogyakarta, using the four-level Kirkpatrick framework (reaction, learning/process, behavior, and results). A program-evaluation design with a qualitative descriptive approach was employed, drawing on questionnaires, observations, and structured interviews with students and teachers. The findings indicate highly positive reactions (97%), reflecting strong acceptability and comfort of use; at the learning/process level, engagement and content comprehension improved, reported within the fairly to highly successful range (99%); behavioral indicators such as independence and classroom participation improved (100%); and results showed general success (95%). However, improvements in motivation and learning outcomes were not consistently observed. Limiting factors include teachers’ readiness for audiobook-based instructional design, availability of assistive infrastructure, and alignment of materials with the characteristics of learners with special needs. Practical implications recommend refining instructional design, providing targeted teacher training, curating accessible content, and instituting ongoing monitoring to achieve measurable gains in motivation and attainment. Overall, audiobook media is well received and supports learning processes; nevertheless, stronger implementation practices are required to translate acceptance and process gains into consistent improvements in motivation and learning outcomes.
Mind Mapping vs Semantic Mapping: Which Technique Gives EFL Learners more Benefits in Reading Comprehension? Pemetaan Pikiran vs Pemetaan Semantik: Teknik Mana yang Memberi Lebih Banyak Manfaat bagi Pembelajar EFL dalam Pemahaman Membaca? Rachman, Dzul; Khatimah, Khusnul
JEES (Journal of English Educators Society) Vol 3 No 2 (2018): October
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/jees.v3i2.1498

Abstract

This research aimed at comparing mind mapping technique and semantic mapping technique in teaching reading comprehension. It was intended to find out which technique (mind mapping or semantic mapping) was more effective to strengthen the reading comprehension and which technique was more interesting in learning process to the second graders of SMAN 5 Makassar, South Sulawesi, Indonesia. It was an experimental research. There are two classes taken as sample, XI IPA1as experimental 1 class, and XI IPA2 as experimental 2 class. Researcher collected the data through reading test and questionnaire as research instrument. The result revealed that (1) students obtained higher score after being taught under mind mapping technique as opposed to those who studied under semantic mapping technique (2) students who studied narrative text under mind mapping technique showed great reading interest.
Investigating EFL Learners' Views on Applying KAHOOT to Stimulate Learning Rachman, Dzul; Syarief Fajaruddin
JELLT (Journal of English Language and Language Teaching) Vol 8 No 1 (2024)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36597/jellt.v8i1.16060

Abstract

Integration of technology into the teaching and learning process is one strategy for increasing the efficiency of the learning process for both students and instructors. Numerous academic work studies have been conducted to evaluate the effects of integrating the Kahoot application into educational settings, with a focus on the academic achievement of students and their subjective evaluations of this technology. Our research objective to fill a vacuum in the literature by examining learners' perspectives of using Kahoot as a learning motivation tool in the English department of a private institution in East Kalimantan. This investigation is of the quantitative research variety. Twenty male and forty-two female participants completed questionnaires as part of this study. This analysis examines the effects, benefits, and challenges associated with the use of Kahoot, as observed through the authors' personal experiences. The participants conveyed their enjoyment and enthusiasm for the activities, perceiving them as a way to improve the classroom environment and make learning more enjoyable. There is a growing interest in determining how the motivation and engagement of learners influence their learning.
Co-Authors A.A. Ketut Agung Cahyawan W Abd. Rajab Abdul Halim Abdul Halim Abdul Rohman Ade Ismail Ramadhan Hamid Afiifah Nur Alyaa Ibrahim Ahmad Wira Yudha AMALIA, TIARA Amin, Khoirul Aniq Hudiyah Bil Haq, Aniq Hudiyah Bil Anisa Izza Faudzia Anshary, Putri Elmira Fadyatulina Apino, Ezi Arbain Arlinwibowo, Janu Artini, Ni Nyoman Ashadi Auliasari, Yasmin Aura Paradiba Azhar Aziz Lubis Bayu Prasetyo Caly Setiawan Danung Cipta Wardana Dedi Rahman Nur Dewi Maharani Fachry Abda El Rahman Fadilah, Evan Ikhsan Fauzi*, Ahmad Fitriani, Desy Fuad Fansuri Geroda, Godefridus Bali Godlove Elioth Kiswaga Harfiza, Junisa Harfiza Hendrawan, Shafira Zinedhina Hauda Sari Heri Retnawati Hiping, Maria Goretti Adella Kornelia Yulianti I Putu Indra Kusuma I Putu Indra Kusuma I Putu Indra Kusuma Ibrahim Iwan Setiawan Julianur Julianur Junedi Junedi Khairul Amin Khatimah, Khusnul Khumayda Shofiyul Khaliyah Khusnul Khatimah Khusnul Khatimah Khusnul Khatimah, Khusnul Khatimah Khusnul Khotimah M.Yusuf Qardawi Maharani Sofha Nabilla Marianus Roni Marini*, Prameswari Ayudya Marisa, Sonia Miftahul Ramadhani Muhammad Adzha Yoanduanda Muhammad Handi Gunawan Muhammad Najeri Al Syahrin Nabila, Ashifa Naiyah*, Iis Ni Komang Arie Suwastini Ni Putu Astiti Pratiwi Ni Wayan Surya Mahayanti NUR ALAMSYAH Nurfani Yulianti Pane, Widi Syahtia Pasaribu, Indah Farma Paulus Widiatmoko Pratama*, Fikran Arendi Prof. Dr. Ni Nyoman Padmadewi,MA . Puspita, Rani Herning Putri, Ashifa Nabila Putri, Azzahra Namira Rabi'ah Al-Adawiyah Ramadhan Hamid, Ade Ismail Ramadhany, Dimas Rani Herning Puspita Rattri, Artha Rattri Wardhana Riastini, Putu Nancy Rio Arif Pratama Rizky Ramadhi Rizkyka Febrianisa Rochma, Anis Firdatul Rohmah, Annisa Rosinta, Rosinta Salsabila, Nala Saputra, I Nyoman Pasek Hadi Shabrina Nur Fadillah Sidiq, Reza June Siti Nor Elisa Siti Sagirah Solly Aryza Soviyah, Soviyah Sunarti Sunarti Sunarti Surya Mahyanti, Ni Wayan Suyatman Suyatman Suyatman Suyatman Syarief Fajaruddin Syarief Fajaruddin Tagfirul Azima Yoga Siswa, Muspidar Mulyadi Wahyono, Joko Waladdin Panggabean Yeni Rahmawati Yeni Rahmawati Yeni Rahmawati, Yeni Yuana Rahmaniah