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Are They There Yet? Revisiting the Accuracy Level of Computer-Generated Translation Asep Suparman
Journal Polingua: Scientific Journal of Linguistics, Literature and Language Education Vol 9, No 1 (2020)
Publisher : Politeknik Negeri Padang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30630/polingua.v9i1.133

Speed, cost, and quality have been the central issues in the translation industry. While computers can offer fast and economical translation, their ability to produce accurate translation at a publishable level like human translators may do is still questionable. In the present study, the author linguistically evaluated the accuracy of English to Indonesian translation generated by Google Translate. Freely accessible English texts of various types were chosen to heuristically exemplify the units of analysis. The results of analysis lead to the conclusion that although Google’s Neural Machine Translation system is quite an improvement to the conventional phrase-based translation system, highly accurate translation does not seem to be achieved by Google Translate in the near future.

Improving English Teachers' Ability in Analyzing Students' Learning Needs for Cross-Curriculum Project-Based Learning Planning Nugraha, Irsyad; Tawanggono, Ghandy Ardyan; Damayanti, Hemalia; Admajayanti, Fifian; Salsabila, Dya; Kartika6, Hilda Sry; Suparman, Asep
Indonesian Journal of Community Empowerment (IJCE) Vol 5 No 4 (2024): Indonesian Journal of Community Empowerment (November)
Publisher : Fakultas Kewirausahaan Universitas Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35899/ijce.v5i4.1057

This community service program aims to enhance the ability of English teachers in analyzing students’ learning needs for planning cross-curricular project-based learning. The program was carried out through observation, workshops, practice, mentoring, and evaluation stages. Teachers were trained in developing instruments for learning needs analysis and designing project-based lesson plans. The implementation showed that teachers gained a better understanding of student needs and improved their ability to design contextual, interactive, and collaborative learning activities. Furthermore, the training strengthened teachers’ confidence in applying project-based learning aligned with the Merdeka Curriculum. The outcomes indicated that continuous training and institutional support are essential to sustain teacher professional development and to improve the quality of English language teaching in schools.

AI-Based Training: ‘Speaking with Stimuler’ Program at SMAN 11 Garut Nugraha, Irsyad; Fifian, Fifian; Ghandy, Ghandy; Hilda, Hilda; Dya, Dya; Hemalia, Hemalia; Nurjamin, Lucky Rahayu; Suparman, Asep; Fajriah, Yustika Nur
Indonesian Journal of Community Empowerment (IJCE) Vol 6 No 1 (2025): Indonesian Journal of Community Empowerment (Februari)
Publisher : Fakultas Kewirausahaan Universitas Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35899/ijce.v6i1.1068

This community service program was carried out at SMAN 11 Garut with the aim of enhancing students’ speaking skills through the application of Artificial Intelligence (AI) using the “Speaking with Stimuler” approach. The activity was conducted in two stages, namely the delivery of materials by the service team and a hands-on practice session facilitated by the students. The results show that the integration of AI in speaking practice contributes to improving students’ language abilities, fostering more interactive learning experiences, and reducing repetitive burdens in the teaching process. Despite several challenges such as the need for continuous training and readiness of supporting infrastructure, the program proved effective in increasing students’ enthusiasm and competence. This activity highlights the potential of AI-based learning models as an innovative method to strengthen speaking skills in the context of secondary education. Keywords: Artificial Intelligence1; Speaking with Stimuler2; language learning3; community service4

Teachers' Readiness for English Language Teaching in the Post-Print Culture Fathia, Rahma; Suparman, Asep; Hamzah, Amir
Jurnal Kajian Ilmu Pendidikan (JKIP) Vol. 7 No. 2 (2026): Jurnal Kajian Ilmu Pendidikan (JKIP)
Publisher : Lembaga Riset dan Inovasi Almatani

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55583/jkip.v7i2.2139

The rapid shift in English Language Teaching (ELT) from traditional print-based materials to digital and AI-based environments requires a comprehensive evaluation of teacher readiness. This study investigates ELT teachers' readiness for post-print pedagogy in four constructs: knowledge and skills, affective/beliefs, context, and behavior, and explores the influence of demographic variables. Using a quantitative, descriptive, and comparative design, 228 active English teachers in Indonesia participated via an online questionnaire. The findings reveal a "Digital Paradox" in which teachers have high cognitive and affective readiness, but show a much lower level of behavioral implementation (mean = 51.3), thus being categorized as "Low-Moderate Readiness" in actual practice. Demographic analysis using One-way ANOVA showed no significant differences in readiness by age, location, or school level (p > 0.05), indicating that challenges in the post-print era are experienced universally across teaching contexts. However, the Kruskal-Wallis test identified significant differences in teaching experience (p < 0.05), with mid-level teachers (8–15 years of experience) showing the highest readiness compared to novice and senior teachers. These results suggest that high theoretical knowledge does not automatically translate into classroom practice due to uneven institutional support and heavy curriculum demands. Therefore, policy interventions must move beyond merely theoretical digital literacy training to provide equitable technological infrastructure and ongoing pedagogical support to bridge the gap between teachers' potential and classroom realities.

ANALYZING TEACHERS’ STRATEGIES IN TEACHING READING COMPREHENSION Suminar Ratnasari; Asep Suparman; Muhammad Soni
English Education and Applied Linguistics Journal (EEAL Journal) Vol. 6 No. 2 (2023): August (EEAL Journal)
Publisher : IPI Garut Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31980/eeal.v6i2.51

This study focuses on the teachers’ strategies in teaching reading comprehension. The objective of the research is to find out teachers’ strategies in teaching reading comprehension. To reach this objective, this study used qualitative method and case study design for investigating and analyzing the natural situation focused on teachers’ strategies. To collect the data, this study used participants who involved in this study were three teachers in one of senior high schools in Garut. The result showed that the teachers used different strategies in teaching reading comprehension. The strategies are memorizing, question and answer relationship, silent reading, game, discussion, and reading aloud. Hopefully, this study may portray a clear explanation for readers about teacher’s strategies in teaching reading comprehension.

INDONESIAN EFL TEACHERS’ TRAINING NEEDS AND PERCEPTIONS OF CONTEMPORARY ELT APPROACHES Erika Nur Shafiyah; Asep Suparman; Mohammad Soni
EDUCATIONAL : Jurnal Inovasi Pendidikan & Pengajaran Vol. 6 No. 2 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/educational.v6i2.10063

This study aims to analyze English teachers’ experiences in participating in in-service training and identify their training needs related to contemporary English language learnng approaches. Teacher professional development is a crucial factor in improving the quality of learning, particulary in facing the 21st century, which emphasizes learning using communicative, collaborative approaches, and the use of technology in the teaching and learning process. This study employed a quantitative approach with a survey method and involved English teachers as research respondents. Research data were collected using a questionnaire designed to obtain information related to teacher training experiences, training providers, training needs, and teachers’ level of knowledge regarding various contemporary English language learning approaches. The obtained data were tan analyzed descriptively to describe the training conditions and teachers’ profesional development needs. The results of this study indicate that English teachers’ participation in training is still relatively limited, even though the training is organized by various institutions, In addition, teachers alo demonstrated a high need for training on contemporary learning approaches, paticularly those related to the use of technology in English language learnig. The findings of this study indicate that teachers have a fairly good level of knowledge of several approaches, such as Project-Based learning, Student-Centered Approach, Task-Based Language teachng, although their understanding of technology-based approaches is still relatively low. Therefore, this study emphasizes the importance of providing more systematic, sustainable, and relevant teacher training programs that are aligned with learning needs.

Teachers' Readiness for English Language Teaching in the Post-Print Culture Rahma Fathia; Asep Suparman; Amir Hamzah
Jurnal Kajian Ilmu Pendidikan (JKIP) Vol. 7 No. 2 (2026): Jurnal Kajian Ilmu Pendidikan (JKIP)
Publisher : Lembaga Riset dan Inovasi Almatani

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55583/jkip.v7i2.2139

The rapid shift in English Language Teaching (ELT) from traditional print-based materials to digital and AI-based environments requires a comprehensive evaluation of teacher readiness. This study investigates ELT teachers' readiness for post-print pedagogy in four constructs: knowledge and skills, affective/beliefs, context, and behavior, and explores the influence of demographic variables. Using a quantitative, descriptive, and comparative design, 228 active English teachers in Indonesia participated via an online questionnaire. The findings reveal a "Digital Paradox" in which teachers have high cognitive and affective readiness, but show a much lower level of behavioral implementation (mean = 51.3), thus being categorized as "Low-Moderate Readiness" in actual practice. Demographic analysis using One-way ANOVA showed no significant differences in readiness by age, location, or school level (p > 0.05), indicating that challenges in the post-print era are experienced universally across teaching contexts. However, the Kruskal-Wallis test identified significant differences in teaching experience (p < 0.05), with mid-level teachers (8–15 years of experience) showing the highest readiness compared to novice and senior teachers. These results suggest that high theoretical knowledge does not automatically translate into classroom practice due to uneven institutional support and heavy curriculum demands. Therefore, policy interventions must move beyond merely theoretical digital literacy training to provide equitable technological infrastructure and ongoing pedagogical support to bridge the gap between teachers' potential and classroom realities.

COLLEGE STUDENTS’ PERCEPTIONS ON THE USE OF CHATGPT FOR ARGUMENTATIVE WRITING Husni Mubarok; Sinta Dewi; Asep Suparman
EDUTECH : Jurnal Inovasi Pendidikan Berbantuan Teknologi Vol. 6 No. 4 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/edutech.v6i4.15090

The rapid adoption of ChatGPT among English as a Foreign Language (EFL) learners has raised both pedagogical enthusiasm and concern, particularly in argumentative writing, a genre that depends heavily on independent reasoning and balanced argumentation. This study examines how EFL college students perceive and experience the use of ChatGPT when composing argumentative essays, with particular attention to its benefits, challenges, and influence on critical thinking. A qualitative case study design was employed, involving four English Education students at a college in Garut who had been screened through a preliminary questionnaire as active ChatGPT users. Data were collected through in-depth semi-structured interviews and analyzed using thematic analysis procedures. The findings show that participants consistently used ChatGPT for idea development, grammar correction, vocabulary enrichment, and structuring pro–con arguments, and perceived clear improvements in coherence, cohesion, and lexical quality. However, participants also reported challenges such as generic or robotic output, prompt-dependent accuracy, occasional topic drift, and a growing sense of dependency that narrowed creative exploration for some users. Critical thinking was not perceived as uniformly weakened; rather, it was preserved or even strengthened when students actively verified, compared, and revised suggestions, but was put at risk when suggestions were accepted uncritically. The study concludes that ChatGPT functions less as an author and more as a scaffolding partner whose pedagogical value is contingent on students' metacognitive regulation and prompting literacy. These findings offer practical implications for EFL writing instruction, particularly the need to cultivate deliberate, reflective, and verification-based AI integration. ABSTRAK Adopsi ChatGPT yang semakin pesat di kalangan pembelajar Bahasa Inggris sebagai Bahasa Asing (English as a Foreign Language/EFL) telah menimbulkan antusiasme sekaligus kekhawatiran pedagogis, khususnya dalam penulisan esai argumentatif yang menuntut penalaran mandiri dan penyusunan sudut pandang yang berimbang. Penelitian ini bertujuan untuk menginvestigasi persepsi dan pengalaman nyata mahasiswa EFL dalam memanfaatkan ChatGPT saat menyusun teks argumentatif, dengan fokus utama pada manfaat instrumental, tantangan praktis, serta implikasinya terhadap kemampuan berpikir kritis. Pendekatan penelitian yang diterapkan adalah studi kasus kualitatif dengan melibatkan empat mahasiswa Program Studi Pendidikan Bahasa Inggris di salah satu perguruan tinggi di Garut yang telah terjaring melalui kuesioner penyaring sebagai pengguna aktif ChatGPT. Pengumpulan data dilaksanakan melalui wawancara semi-terstruktur mendalam yang selanjutnya dianalisis menggunakan prosedur analisis tematik. Hasil penelitian mengungkapkan bahwa mahasiswa secara konsisten memanfaatkan ChatGPT untuk memfasilitasi pengembangan ide, koreksi tata bahasa, perluasan variasi kosakata, dan penyusunan kerangka argumen pro–kontra. Meskipun demikian, mahasiswa menghadapi kendala nyata berupa keluaran teks yang kaku (robotic), ketergantungan kualitas jawaban pada ketepatan prompt, pergeseran topik (topic drift), serta risiko ketergantungan yang mempersempit eksplorasi kreatif. Kemampuan berpikir kritis terbukti tidak tereduksi secara mutlak, melainkan bersifat kondisional di mana nalar kritis tetap terjaga saat mahasiswa aktif memverifikasi dan mengoreksi saran kecerdasan buatan, namun berisiko melemah jika keluaran diterima tanpa evaluasi reflektif. Oleh karena itu, ChatGPT lebih tepat diposisikan sebagai mitra penopang (scaffolding partner) daripada pembuat teks utama, yang menuntut penguatan regulasi metakognitif dan literasi prompt dalam pengajaran menulis akademik.

ENGLISH TEACHERS’ PERCEPTIONS OF GENERATIVE AI USE IN TEACHING WRITING Alvira Putri Sepriani; Asep Suparman; Anne Ratna Suminar
EDUTECH : Jurnal Inovasi Pendidikan Berbantuan Teknologi Vol. 6 No. 4 (2026)
Publisher : Pusat Pengembangan Pendidikan dan Penelitian Indonesia (P4I)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51878/edutech.v6i4.16409

This study aims to explore English teachers’ perceptions regarding the use of Generative Artificial Intelligence (GenAI) in teaching writing at the senior high school level. A qualitative descriptive case study design was employed at a public senior high school in Garut, West Java. The participants were two experienced English teachers purposively selected based on their teaching tenure and digital tool integration. Data were gathered through semi-structured interviews, pedagogical document analysis, and observational field notes, then examined using Braun and Clarke’s six-phase thematic analysis. The analysis yielded six core themes: GenAI as a support for student writing, GenAI as a support for teaching, GenAI as a risk to independent learning, GenAI as a risk to textual authenticity, GenAI as a tool demanding responsible use, and GenAI as a challenge for writing assessment. The findings demonstrate that teachers maintain a conditional and context-dependent perception of AI integration. While teachers recognize its utility for lexical scaffolding and conceptual brainstorming, they emphasize rigorous boundary setting to prevent the erosion of learner autonomy and textual originality. ABSTRAK Penelitian ini bertujuan untuk mengeksplorasi persepsi guru bahasa Inggris terhadap pemanfaatan Generative Artificial Intelligence (GenAI) dalam pembelajaran menulis pada jenjang sekolah menengah atas. Penelitian ini menggunakan pendekatan kualitatif dengan desain studi kasus deskriptif pada sebuah SMA negeri di Garut, Jawa Barat. Partisipan terdiri atas dua orang guru bahasa Inggris berpengalaman yang dipilih secara purposif berdasarkan kriteria masa kerja dan kebiasaan memanfaatkan teknologi digital. Data dikumpulkan melalui wawancara semi-terstruktur, analisis artefak pembelajaran, dan catatan lapangan, kemudian dianalisis menggunakan analisis tematik model enam tahap Braun dan Clarke. Hasil analisis menghasilkan enam tema utama: GenAI sebagai pendukung tulisan siswa, GenAI sebagai pendukung pengajaran, GenAI sebagai risiko terhadap pembelajaran mandiri siswa, GenAI sebagai risiko terhadap keaslian tulisan, GenAI sebagai alat yang memerlukan penggunaan bertanggung jawab, dan GenAI sebagai tantangan bagi asesmen menulis. Temuan menunjukkan bahwa persepsi guru bersifat kondisional dan terikat pada konteks pedagogis di ruang kelas. Guru memandang GenAI bermanfaat untuk stimulasi kosakata dan ide awal, namun penggunaannya harus dibatasi agar tidak mengikis kemandirian berpikir serta orisinalitas karya tulis siswa.

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