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All Journal IJEE (Indonesian Journal of English Education) Ahmad Dahlan Journal of English Studies Jurnal Ilmiah Peuradeun Vidyottama Sanatana: International Journal of Hindu Science and Religious Studies Maqasid: Jurnal Studi Hukum Islam Voices of English Language Education Society NOTION: Journal of Linguistics, Literature, and Culture SCAFFOLDING: Jurnal Pendidikan Islam dan Multikulturalisme IJOLTL (Indonesian Journal of Language Teaching and Linguistics) Journal of English Teaching and Learning Issues SALEE: Study of Applied Linguistics and English Education Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa dan Seni Program Studi Pendidikan Bahasa Inggris IKIP Ascarya: Journal of Islamic Science, Culture and Social Studies Journal of Educational Management and Instruction (JEMIn) English Language Education Reviews Indonesian Journal of EFL and Linguistics Abdi Geomedisains Studies in English Language and Education Journal of Islamic Studies and Education Jurnal Inovasi dan Pengembangan Hasil Pengabdian Masyarakat ELT Echo: The Journal of English Language Teaching in Foreign Language Context
Yunika Triana
Universitas Islam Negeri Raden Mas Said Surakarta
Religion Arts Humanities Astronomy Dentistry Earth & Planetary Sciences Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Medicine & Pharmacology Nursing Social Sciences Other

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English students’ narratives of AI integration in learning: Cognitive benefits, ethical challenges, and impact on student autonomy Dewi Zulaiha; Yunika Triana
Journal of Educational Management and Instruction (JEMIN) Vol. 6 No. 1 (2026): January - June 2026
Publisher : UIN Raden Mas Said Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/jemin.v6i1.12885

Abstract

Despite the rapid adoption of Artificial Intelligence (AI) in higher education, limited research has explored how students in English for Specific Purposes (ESP) courses, particularly within non-English disciplines, perceive AI-assisted language learning and the pedagogical as well as ethical implications of its integration. This study aims to explore students’ perceptions of AI utilization in an ESP classroom as a means of scaffolding language learning. The study was conducted in the Environmental Science Study Program at an Islamic university in Surakarta, Indonesia. Employing a qualitative narrative inquiry design, data were collected through semi-structured interviews with nine second-semester students who had prior experience using AI tools for academic purposes. The findings indicate that students generally hold positive perceptions of AI integration in ESP learning, with ChatGPT, Gemini, and Grammarly identified as the most frequently used AI applications. Thematic analysis revealed five major themes: AI as a cognitive support tool, patterns of AI usage, perceived learning benefits, implementation challenges, and ethical-cultural considerations. Participants reported that AI enhanced writing quality, vocabulary development, reading comprehension, and content summarization while facilitating personalized learning, simplifying complex concepts, and increasing learning confidence and motivation. However, concerns were also raised regarding information inaccuracy, miscommunication, excessive dependency on AI, and the potential decline of critical thinking skills. The study highlights the importance of integrating AI into ESP instruction through pedagogically sound practices supported by ethical guidance and digital literacy. These findings contribute to the growing body of literature on AI-assisted language learning by providing context-specific insights that can inform the design of responsible, effective, and ethically grounded AI-enhanced ESP instruction.
Reframing Global Poverty in Language Education Global: Insights from EFL Textbooks and Teachers in Germany: Book Review Yunika Triana
Journal of Islamic Studies and Education Vol. 4 No. 2 (2026)
Publisher : Presscience

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63120/jise.v4i2.136

Abstract

The book entitled “Reframing Global Poverty in Language Education: Global Insights from EFL Textbooks and Teachers in Germany “ written by Roger Dale Jones examines how global poverty is represented and taught in English as a Foreign Language (EFL) education, particularly through textbooks and classroom practices in Germany. Jones (2026) analyzes how poverty is framed in educational materials and how teachers interpret and teach the topic, using both quantitative and qualitative analysis of textbooks and teacher interviews. The book argues that poverty is often presented in simplified and moralistic ways that overlook its structural complexity, which may shape students’ perceptions of global inequality. The objective of the book is to critically evaluate these representations, identify gaps between educational goals, especially those related to Education for Sustainable Development (ESD) and Global Citizenship Education and classroom practice, and propose more nuanced and interdisciplinary approaches to teaching global poverty in language education.
The Nexus Between Informal Digital Learning of English and L2 Willingness to Communicate Among Indonesian EFL University Students Arief Eko Priyo Atmojo; Atin Kurniawati; Yunika Triana; Zahrotun Hanifah
SALEE: Study of Applied Linguistics and English Education Vol. 7 No. 2 (2026)
Publisher : STAIN Sultan Abdurrahman Kepulauan Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35961/salee.v7i2.2920

Abstract

This study examined the association between informal digital learning of English (IDLE) activities and willingness to communicate in a second language (L2 WTC) in three distinct communicative contexts: in-class, out-of-class, and extramural digital contexts. A quantitative research method with a correlation design was adopted. A total of 318 Indonesian undergraduate EFL students from four different faculties at one state Islamic university in Central Java participated in an online survey upon invitation. Jamovi 2.2.5 was used to perform statistical computations regarding the reliability test of instruments, the generation of descriptive statistics results, Pearson correlation analysis, and linear regression analysis. The results showed that the students were more engaged in receptive IDLE activities (RIA) than in productive IDLE activities (PIA), although the mean values of both RIA and PIA did not exceed 3.00. In contrast, the mean value of L2 WTC exceeded 3.00, suggesting that the students were generally willing to communicate in English. Regarding correlation, both RIA and PIA were positively associated with L2 WTC. RIA significantly predicted students’ L2 WTC, whereas PIA did not. RIA also explained 15% of the total variance in L2 WTC. This implies that, despite their considerable L2 WTC, students should still utilize digital devices to learn English in extramural digital contexts. Leveraging their enjoyment of PIA, particularly interaction-based PIA, is crucial for promoting two-way communication skills, ultimately benefiting L2 WTC.
Possible Features of Learning Management System to Improve Writing Skill Yunika Triana; Dewi Zulaiha
Journal of Islamic Studies and Education Vol. 1 No. 1 (2022)
Publisher : Presscience

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (154.438 KB) | DOI: 10.63120/jise.v1i3.14

Abstract

In this modern era, many models are offered in teaching English. Apart from a variety of strategies, there are also many media platforms that offer new ways of teaching. LMS base teaching that offers different media and ways of teaching. In this study, researchers describe an online learning concept by increasing the variety of activity models to improve writing skills. This is a concept to improve the usability of LMS in English Learning teaching. In addition to the convenience of controlling student performance, this LMS is a form of advanced teaching application prototype. This concept also offers stakeholders to improve LMS features. Moodle, as an LMS that is commonly used almost all over the world, seems to also offer flexibility in modifying the application.
Commonwealth Caribbean Family Law husband, Wife and Cohabitant: Book Review Cholifatul Ilma; Yunika Triana
Journal of Islamic Studies and Education Vol. 2 No. 3 (2024)
Publisher : Presscience

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.63120/jise.v3i2.56

Abstract

"Commonwealth Caribbean Family Law: Husband, Wife, and Cohabitant" by Karen Nunez-Tesheira, published by Routledge in 2016, is part of the Commonwealth Caribbean Law Series. This comprehensive book delves into the intricate legal landscape surrounding family relationships in the Commonwealth Caribbean region. With a focus on the rights, obligations, and protections of husbands, wives, and cohabitants, Nunez-Tesheira likely explores various aspects of family law, including marriage, divorce, property rights, child custody, and maintenance. The book structured to provide a thorough examination of relevant statutes, case law, and legal principles, offering insights into the complexities of familial dynamics within the Caribbean context. Through meticulous analysis and scholarly research, Nunez-Tesheira's work likely serves as a valuable resource for legal practitioners, scholars, and students seeking to understand the legal framework governing family relationships in the Commonwealth Caribbean.
Student Perceptions, English Reading Needs, and Learning Experiences in Inquiry-Based Blended ESP among Sharia Students Yunika Triana; Pratomo Widodo; Kastam Syamsi
Ascarya: Journal of Islamic Science, Culture, and Social Studies Vol. 6 No. 1 (2026)
Publisher : Perkumpulan Alumni dan Santri Mahyajatul Qurro'

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53754/bsscwx31

Abstract

English reading is an important component of Islamic law education because it gives students access to international scholarship, legal terminology, and current debates on the subject. This study conducted a cross-sectional needs analysis of 271 students at the Faculty of Sharia of an Indonesian Islamic university. The dataset contained 43 complete four-point Likert items measuring the perceived value of English reading, self-assessed reading ability, career aspirations, preferences for inquiry-based methods, and preferences for online journal-based materials. The five dimensions showed high internal consistency, with Cronbach's alpha values ranging from .908 to .968. Career aspirations received the highest mean score (M = 3.30), whereas self-assessed reading ability received the lowest (M = 2.81), producing a .49-point gap on a four-point scale. Perceived value and journal-based material preferences were positively associated with self-assessed ability, whereas career aspirations showed a small negative association in the multivariable model. Welch’s tests found no significant differences between the English for Islamic Business Law and Literasi Digital classes. Interviews with four purposively selected students provided contextual accounts of journal reading, inquiries, and feedback. The results support an ESP curriculum that treats English reading as a faculty-wide need and uses inquiry, current journal articles, and staged reading support as design responses to that need.
Co-Authors Afra Aulia Hesasy, Salsabila Agus Wahyu Triatmo Andika Permana Anum, Adelina Arief Eko Priyo Atmojo Arif Nugroho Ashari Wahyu Budi Aji Atin Kurniawati Cholifatul Ilma Dewi Zulaiha Fathurrohman Husen Hevi Mifta Kumalasari Hidayah Karuniawati Kastam Syamsi Kastam Syamsi M. Ikhwan Maftukhin Maftukhin Mariam Haghegh Maryati Maryati Pratomo Widodo Pratomo Widodo Qosim Khoiri Anwar Sakinatul Hayati Septi Fatmawati Setiyadi, Gunawan Sigit Apriyanto Suprapto Suprapto Umwari, Yvette Widia Darma Woro Retnaningsih Zahrotun Hanifah