Article Per Year (5 Year)
p-Index From 2021 - 2026
4.839
P-Index
This Author published in this journals
All Journal Lensa: Kajian Kebahasaan, Kesusastraan, dan Budaya Scripta-English Department Journal PREMISE: Journal of English Education and Applied Linguistics IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Edulitics (Education, Literature, and Linguistics) Journal Paedagoria : Jurnal Kajian, Penelitian dan Pengembangan Kependidikan Jurnal Bahtera - Jurnal Pendidikan Bahasa Sastra dan Budaya Jurnal Pendidikan Surya Edukasi (JPSE) TLEMC (Teaching and Learning English in Multicultural Contexts) English Language Teaching Educational Journal Jounal of Education and Teaching (JET) Journal of English Teaching and Learning Issues JOLLT Journal of Languages and Language Teaching New Language Dimensions Sosio-Didaktika: Social Science Education Journal Journal of Educational Sciences Jurnal Pendidikan Surya Edukasi (JPSE) Teaching English as a Foreign Language Journal El-Mujtama: Jurnal Pengabdian Masyarakat Musikolastika: Jurnal Pertunjukan dan Pendidikan Musik
Edi Sunjayanto Masykuri
Faculty Of Education And Teacher Training, Universitas Muhammadiyah Purworejo, Indonesia
Religion Arts Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Library & Information Science Mathematics Social Sciences Other

Published : 35 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 35 Documents
Search

 1   2   3   4 
A Phenomenological Study of Undergraduate Students Experiences Using Artificial Intelligence Tools to Enhance Academic Writing Skills Diana Septi Enggar Fananti; Tusino Tusino; Edi Sunjayanto Masykuri
Journal of Educational Sciences Vol. 10 No. 7 (2026): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.10.7.p.579-593

Abstract

This study explores undergraduate students’ experiences of using artificial intelligence (AI) writing tools to improve their academic writing skills. It was conducted in response to the growing adoption of AI in higher education and the persistent challenges students face in idea development, organization, grammar, vocabulary, and coherence. Using a qualitative phenomenological approach, the study involved eleven undergraduate students from an English Education Study Program who had experience with ChatGPT, Grammarly, and QuillBot. Data were collected through semi-structured interviews and field notes and analyzed using thematic analysis. The findings indicate that students used AI tools throughout the writing process, including brainstorming, outlining, drafting, revising, editing, and final refinement. Participants perceived AI as beneficial for generating ideas, improving language accuracy, organizing content, increasing writing efficiency, enhancing confidence, and reducing writing anxiety. However, several challenges emerged, including overdependence on AI, inaccurate or contextually inappropriate responses, unnatural language, prompt formulation difficulties, and platform limitations. Overall, the study concludes that AI writing tools can effectively support academic writing development when used critically, ethically, and responsibly. The findings highlight the need for pedagogical strategies and institutional guidelines that encourage the responsible integration of AI while strengthening students’ critical thinking, academic integrity, digital literacy, and independent writing skills.
Beyond the Textbook: University Students' Perceptions of Webtoon as a Digital Medium for English Vocabulary Enrichment Dwi Supariani; Edi Sunjayanto Masykuri; Ismawati Ike Nugraeni
Paedagoria : Jurnal Kajian, Penelitian dan Pengembangan Kependidikan Vol 17, No 3 (2026): July
Publisher : Universitas Muhammadiyah Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/paedagoria.v17i3.39421

Abstract

Vocabulary acquisition constitutes a foundational element in English language learning, yet many learners encounter significant challenges in developing and retaining lexical knowledge. This study aimed to investigate university students’ perceptions of Webtoon—a digital comic application—as a supplementary medium for enhancing English vocabulary, specifically examining (1) how Webtoon facilitates vocabulary improvement and (2) which genre types are most effective for lexical development. Employing a qualitative approach with semi-structured interviews as the primary data collection instrument, six undergraduate students from the English Language Education program at a private university in Central Java were purposively selected and participated in this research. Data were transcribed verbatim and analyzed thematically through open coding, categorization, and member-checking procedures to ensure credibility. The findings demonstrate that Webtoon facilitates vocabulary development through three primary mechanisms: engaging narrative content, contextual learning supported by visual scaffolding, and exposure to real-life language use including colloquialisms and idioms. Furthermore, students reported positive attitudes toward Webtoon’s integration into their learning practices. Both formal- and informal-language genres were found to offer distinct advantages, suggesting that a balanced combination of genre types yields the most comprehensive vocabulary enrichment. These results underscore Webtoon’s potential as an innovative and motivating pedagogical tool in English language education.
Pronunciation Errors Made by Javanese EFL Learners in Pronouncing English Vowels and Consonants Dilla Maryam; Titi Rokhayati; Edi Sunjayanto Masykuri
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.v14i1.10712

Abstract

Accurate pronunciation is essential for effective spoken communication in English; however, many EFL learners continue to experience pronunciation difficulties. Despite previous studies on pronunciation problems, limited research has comprehensively examined the relationship between contributing factors, recurring patterns, and error types among Javanese EFL learners, whose first language presents distinctive phonological differences from English. This qualitative case study investigates pronunciation errors among Javanese EFL learners by examining contributing factors, recurring patterns, and error types. Seven Javanese-speaking EFL learners at Universitas Muhammadiyah Purworejo were selected through purposive sampling. Data were collected through pronunciation tasks and semi-structured interviews and analyzed using thematic analysis with data triangulation. The findings reveal that pronunciation errors are influenced by linguistic factors, including first language interference and phonological differences, as well as non-linguistic factors such as limited exposure, lack of practice, low confidence, anxiety, and low motivation. These factors contribute to recurring patterns of substitution, simplification, and avoidance, which are reflected in vowel substitution, diphthong simplification, vowel length confusion, consonant substitution, and voicing errors. The findings contribute to pronunciation teaching by emphasizing explicit instruction, increased exposure, regular practice, and supportive learning environments to improve pronunciation accuracy among Indonesian EFL learners.  
Enhancing Vocabulary Acquisition through Asynchronous Learning: The Use of YouTube Channels in Indonesian Secondary Classrooms Edi Sunjayanto Masykuri; Desi Sukmawati; Ekaterina Kostina Alekseevna
Lensa: Kajian Kebahasaan, Kesusastraan, dan Budaya Vol 15, No 1 (2025)
Publisher : Fakultas Ilmu Pendidikan dan Humaniora (FIPH), Universitas Muhammadiyah Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26714/lensa.15.1.2025.174-193

Abstract

This study investigates the impact of asynchronous learning through YouTube on vocabulary acquisition among eleventh-grade students at SMK PN 2 Purworejo, Indonesia. Using a descriptive qualitative case study design, researchers collected data through pre- and post-tests, semi-structured interviews, and analysis of student engagement with the Vocab App-Learn English Words YouTube channel. Results indicate that integrating asynchronous multimedia content significantly improved students' vocabulary mastery, motivation, and engagement. Initial vocabulary test scores averaged 64, increasing to 76.75 after treatment. The study also found that visual and audio elements enhanced comprehension, memory retention, and speaking confidence. Students reported increased interest in using video-based resources and preferred interactive strategies such as quizzes and group projects. The findings suggest that asynchronous YouTube-based instruction provides a flexible and engaging platform for vocabulary development and recommend its integration into English language learning curricula in similar educational contexts.
Students’ Perception: The Use of Flipbook with AI as Media in Improving Students Speaking Skills Yaser Eleraky; Edi Sunjayanto Masykuri; Ehsan Reisi; Mohammed Alkiyumi
Scripta : English Department Journal Vol. 13 No. 2 (2026)
Publisher : Department of English Language Education, Universitas Muhammadiyah Purworejo, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37729/532s7019

Abstract

This study investigates vocational school students' perceptions of using Flipbook as a medium to improve their English-speaking skills. Speaking is often considered one of the most challenging English skills for EFL learners, and Flipbook provides easily accessible audiovisual input that may support speaking practice. A quantitative descriptive survey design was employed. Participants were 20 tenth-grade students majoring in Informatic Engineering at a vocational school in Bogor, Indonesia. Over six meetings, students engaged in speaking activities based on descriptive texts, present tense, recount texts, and giving opinions, with Flipbook used as modelling and practice media. Data were collected using a 20-item Likert-scale questionnaire covering four speaking indicators: vocabulary, fluency, grammar, and pronunciation. The questionnaire's reliability was acceptable (Cronbach's alpha = .856). Descriptive statistics were used to analyze the data. Item-level responses showed that most students agreed that Flipbook helped them learn new vocabulary, practice fluency, understand grammar patterns, and improve pronunciation. The overall mean was 2.80 (SD = 0.50) on a 3-point scale, and all four indicator means fell within the high category (2.78–2.85), indicating consistently positive perceptions across the four speaking areas. These findings suggest that Flipbook can serve as a useful supplementary medium for speaking instruction, particularly for vocabulary exposure and for providing audiovisual speaking models. Because the study measured perceptions only, these results should not be read as evidence of gains in speaking performance. Teachers are encouraged to select appropriate videos and integrate them into speaking activities, while further research with larger samples and performance-based measures is recommended.
Co-Authors Abdul Ngafif AHMAD MUNIR Alekseevna, Ekaterina Konstina Anastasi, Nathalie Androsova, Svetlana V. Au Thien Wan Bagiya Bagiya Basuki Basuki Bin Kamin, Yusri Desi Sukmawati Diana Septi Enggar Fananti Dilla Maryam Dwi Supariani Ehsan Reisi Ekaterina Kostina Alekseevna Evgenevichc, Mezentsev Ivan Frida Nur Aini Ilaha Mammadova Ilahe Mamadova Imanti Galih Ayu P.P. Inas Dian P Azizah Indra Kusuma Ismawati Ike Nugraeni Iyus Herdiana, Iyus José Miguel Orellana Parapi Kartini E Simangunsong Khabib Sholeh Kostina Ekaterina Alekseevna Kupar N Banurea Lilis Imas Maesaroh Main Sufanti Mamadova, Ilahe Mezentse, Ivan Mohammed Alkiyumi Muhammad Fajar Sudrajat Nebolsina M.S, Nebolsina M.S Neng Annisa Nurhidayah Nikitina, Alena Yurevna Pamungkas, Bian Petrovna, Olga Alexandrovna Prajna Fawwaza Alya Paramarti Puspa Dewi Puspa Dewi Putra, Muhammad Lexmana Riawan Yudi Purwoko Selly Shintiani Semi Sukarni semi sukarni Septiana, Catur Sri Widodo Svetlana V. Androsova Tejapermana, Prisma Tejapermana Titi Rokhayati Tri Ermayani Tri Jampi Setiyorini Tusino Tusino Vlаdimirоvnа, Vоrоnushkinа Olesya Wan, Au Thien Yaser Eleraky Yoga Prihatin