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Students’ perceptions with different CEFR levels on foreign teachers using L1 in EFL instruction Kiki Juli Anggoro; Ahn Nguyet Nguyen
Studies in English Language and Education Vol 8, No 3 (2021)
Publisher : Universitas Syiah Kuala

The demand for foreign teachers of English as a Foreign Language (EFL) has been high in non-English speaking countries, including Thailand. As foreigners have resided in the country for several years, they picked up students’ first language (L1) competence. Several foreign teachers, to some extent, utilized this mastery of L1 to assist the English instruction. This research aimed to explore how students with different Common European Framework of Reference for Languages (CEFR) levels perceive foreign English teachers’ use of L1. Three hundred twenty students from Walailak University participated in the survey. A quantitative survey and qualitative interview were used to collect data. Descriptive and inferential statistics were performed to analyze quantitative data, while content analysis was administered to investigate the qualitative data. The quantitative findings revealed a significant difference in students’ perceptions, Welch’s F(2,68.42)=11.304, p .05. The qualitative findings exposed that students in level A1 had significantly different perceptions compared to those in levels A2 and B1. Students who supported L1 integration disclosed that it ameliorated communication, enhanced learning motivation, and improved academic achievement. Additionally, students who opposed L1 expressed that English’s full usage developed their learning motivation and academic accomplishment.

Students’ perceptions with different CEFR levels on foreign teachers using L1 in EFL instruction Kiki Juli Anggoro; Ahn Nguyet Nguyen
Studies in English Language and Education Vol 8, No 3 (2021)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v8i3.19629

The demand for foreign teachers of English as a Foreign Language (EFL) has been high in non-English speaking countries, including Thailand. As foreigners have resided in the country for several years, they picked up students’ first language (L1) competence. Several foreign teachers, to some extent, utilized this mastery of L1 to assist the English instruction. This research aimed to explore how students with different Common European Framework of Reference for Languages (CEFR) levels perceive foreign English teachers’ use of L1. Three hundred twenty students from Walailak University participated in the survey. A quantitative survey and qualitative interview were used to collect data. Descriptive and inferential statistics were performed to analyze quantitative data, while content analysis was administered to investigate the qualitative data. The quantitative findings revealed a significant difference in students’ perceptions, Welch’s F(2,68.42)=11.304, p .05. The qualitative findings exposed that students in level A1 had significantly different perceptions compared to those in levels A2 and B1. Students who supported L1 integration disclosed that it ameliorated communication, enhanced learning motivation, and improved academic achievement. Additionally, students who opposed L1 expressed that English’s full usage developed their learning motivation and academic accomplishment.

OPTIMIZING GENERATIVE AI THROUGH HYBRID TRAINING TO ENHANCE RAILWAY VOCATIONAL STUDENTS’ CAREER READINESS Damar Isti Pratiwi; Teguh Arifianto; Kiki Juli Anggoro; Ardian Yosep Yohannes; Riana Eka Budiastuti
Madiun Spoor : Jurnal Pengabdian Masyarakat Vol 6 No 1 (2026): April 2026
Publisher : Politeknik Perkeretaapian Indonesia Madiun

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37367/pqnc4q08

Transformasi digital dan perkembangan Generative Artificial Intelligence (Generative AI) telah membawa perubahan signifikan dalam praktik rekrutmen kerja, khususnya dalam penyusunan dokumen karier profesional seperti Curriculum Vitae (CV) dan surat lamaran kerja (cover letter). Mahasiswa vokasi sebagai calon lulusan siap kerja dituntut memiliki kemampuan adaptif terhadap perkembangan teknologi digital serta keterampilan dalam menyusun dokumen karier yang kompetitif dan selaras dengan standar industri. Namun demikian, masih banyak mahasiswa yang mengalami kesulitan dalam menghasilkan dokumen yang efektif, terstruktur, dan kompatibel dengan sistem Applicant Tracking System (ATS). Kegiatan pengabdian kepada masyarakat ini bertujuan untuk meningkatkan kesiapan karier mahasiswa vokasi di Kota Madiun melalui model pelatihan hybrid yang mengintegrasikan pemanfaatan generative AI. Program ini melibatkan 120 mahasiswa vokasi yang dibagi ke dalam empat kelas pelatihan. Tahapan pelaksanaan meliputi persiapan, pelatihan interaktif hybrid, serta evaluasi melalui pretest dan posttest. Aplikasi Generative AI yang digunakan meliputi chatgpt, canva, text-to-speech, dan duolingo. Hasil evaluasi menunjukkan adanya peningkatan signifikan pada pemahaman peserta, yang tercermin dari kenaikan skor posttest. Selain itu, CV dan cover letter peserta menunjukkan perbaikan pada aspek struktur, kualitas konten, optimasi ATS, dan tampilan visual. Peserta juga memberikan respons positif terhadap relevansi materi dan manfaat praktis pelatihan. Program ini menunjukkan bahwa pelatihan hybrid berbasis generative AI efektif dalam mendukung peningkatan literasi digital dan kesiapan karier mahasiswa vokasi, khususnya dalam menghadapi tuntutan kompetitif industri perkeretaapian.

Improving Students' English Competence through TOEFL Preparation Program for Vocational College Students Damar Isti Pratiwi; Andesvan Gumay; Dimas Adi Perwira; Kiki Juli Anggoro
Abdimas Awang Long Vol. 9 No. 2 (2026): Juni, Abdimas Awang Long
Publisher : Sekolah Tinggi Ilmu Hukum Awang Long

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56301/awal.v9i2.2083

Global growth necessitates that students achieve proficiency in English as a requisite competency for graduation. Proficiency in English must be demonstrated with a certificate, such as a TOEFL certificate, with a minimum needed score. This prerequisite was problematic for non-English major students, as they had only studied English in the initial semester. Nonetheless, the requirement was in the last semester. Consequently, a community service program in the form of a TOEFL preparation program was essential for equipping students with the requisite English abilities to achieve a passing score. Following the dissemination of the data, the participants in this activity comprised 228 third-grade students from a vocational university in Indonesia. The program comprised two weeks and included a pretest, an introduction, training (including listening comprehension, structure and written expression, and reading comprehension), a posttest, and a survey. The activity’s findings indicated that the program improved students’ TOEFL scores relative to their original scores. However, a number of students have failed to meet the minimum required score. It is recommended that the community service program be conducted periodically to aid students in enhancing their English skills.

Interactive Response Systems (IRS) in online English classes: Voices of foreign university teachers in Thailand Kiki Juli Anggoro; Nurmala Nurmala
Studies in English Language and Education Vol 11, No 2 (2024)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v11i2.34928

Technological advances have introduced English instructors to various ways of delivering successful online classes. Using an Interactive Response System (IRS) as a supporting tool is one of them. This qualitative study investigates the perceptions of foreign English language teachers in Thai universities regarding the use of IRS in online classes. The study involved 10 non-native English university teachers, 7 females and 3 males, aged 27 to 35, with 3 to 6 years of teaching experience in Thailand. They are affiliated with three different Thai universities. Data were gathered through multiple online interviews and observations via Zoom or Google Meet, tailored to each participants convenience. The data analysis was conducted using a robust content analysis approach. The findings of this study showed that educators integrated IRS tools to boost engagement, benefiting both students and instructors. Additionally, peer influence encouraged IRS adoption and enhanced teaching methods. IRS tools served various roles, ranging from assessment to promoting motivation and enhancing comprehension. The advantages of IRS tools included increased interactivity, competition, and engagement. They aided in monitoring student attentiveness and comprehension while fostering independent learning. Challenges such as unequal internet access, device limitations, technology literacy, fees, workload, and language barriers existed, along with concerns about potential cheating during IRS activities.

Breaking the Grammar Barriers: A Descriptive Study of Indonesian EFL Learners’ Voices Rozanah Katrina Herda; Kiki Juli Anggoro; Ana Mae M. Monteza; Nur Hidayanto Pancoro Setyo Putro; Maida Cinta Islami; Eko Wardoyo; Nunik Sugesti
Wahana Pendidikan Vol 12, No 2 (2025): Agustus
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/jwp.v12i2.19830

Grammar plays a fundamental role in language learning, yet many students encounter challenges that hinder their mastery. These challenges can be categorized into cognitive, emotional, and instructional barriers, which impact learners' ability to engage with grammar effectively. This study investigates the dominant elements within these barriers and explores Indonesian university students' perceptions of grammar learning. Employing a quantitative descriptive design, this study used a five-point Likert-scale questionnaire of 28 items divided into four sections. The participants were 300 randomly selected university students majoring in English Education in Indonesia. The data were analyzed statistically using descriptive statistics, particularly mean scores, to determine trends and dominant elements. The findings revealed that in the cognitive barrier, the most dominant difficulties were applying grammar rules under pressure and needing more time to understand concepts. In the emotional barrier, the highest scores were related to anxiety when speaking and the belief that emotions affected learning. Regarding instructional barriers, students felt they needed more real-life practice and interactive, contextual lessons. Furthermore, the perception data indicated a generally positive attitude toward grammar learning, highlighting its importance and relevance. The study implies that teachers should address all dimensions to enhance grammar instruction and student success, aligning with the language and pedagogical innovation thrust and contributing to Sustainable Development Goal 4 (Quality Education).

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