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All Journal Lensa: Kajian Kebahasaan, Kesusastraan, dan Budaya Wahana Didaktika Semantik : Jurnal Ilmiah Program Studi Pendidikan Bahasa dan Sastra Indonesia Vision: Journal for Language and Foreign Language Learning Indonesian EFL Journal Edulitics (Education, Literature, and Linguistics) Journal Journal of English Education Studies JETL (Journal Of Education, Teaching and Learning) Jurnal Prakarsa Paedagogia International Journal of Social Science Lead Journal Indonesian Journal of Education and Pedagogy Tabasa: Jurnal Bahasa, Sastra Indonesia, dan Pengajarannya The Journal of English Literacy Education English Review: Journal of English Education Indonesian EFL Journal Indonesian Journal of Learning and Instruction
Ahdi Riyono
Universitas Muria Kudus
Aerospace Engineering Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Education Environmental Science Health Professions Languange, Linguistic, Communication & Media Medicine & Pharmacology Public Health Social Sciences Other

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EXPLORING ENGLISH PROFICIENCY LEVELS OF INDONESIAN UNIVERSITY STUDENTS THROUGH ENGLISHSCORE BASED ASSESSMENT Diah Kurniati; Ahdi Riyono; Achmad Solaeman; Arceli R. Millan; Nooreen Noordin
Indonesian EFL Journal Vol. 11 No. 3 (2025)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/9kjdz259

Abstract

English language proficiency is a critical competency for university students in Indonesia, serving as a gateway to academic achievement, global engagement, and professional advancement. Despite its importance, limited empirical data exist on students' actual proficiency levels, especially through mobile-based assessments designed to reflect real-world language use in context. This study investigates the English proficiency of Indonesian undergraduate students using the EnglishScore mobile application—an internationally recognized assessment tool that differs from traditional exams like TOEFL or IELTS by offering short, adaptive, and skills-specific tests accessible via smartphones. Utilizing a quantitative descriptive design, the study assessed 1.216 students from various departments on grammar, vocabulary, reading, and listening, aligned with CEFR standards. Results show that 55% of students are at A1, 28% at A2, 12% at B1, and only 3% at B2. These findings reveal a substantial gap between expected and actual proficiency levels after years of formal instruction. The research highlights the urgent need for universities to adopt communicative, proficiency-oriented curricula and leverage mobile-based diagnostics to inform instruction. Mobile tools like EnglishScore, which mirror authentic language use by simulating everyday communicative tasks, offer scalable, low-barrier alternatives for assessment. This study contributes to the underexplored area of digital language testing in Indonesia and provides actionable insights for policymakers and educators to enhance language learning strategies through technology-informed policy and pedagogy. 
THE USE OF CODE SWITCHING IN RAYMOND CHIN’S PODCAST “INDONESIAN SCHOOLS ARE BROKEN, THIS IS THE RADICAL FIX” Aulia Putri; Ahdi Riyono; Rusiana Rusiana
LEAD (Language, Education and Development) Vol 5 No 1 (2026): Volume 5 Number 1 2026
Publisher : Program Studi Pendidikan Bahasa Inggris Fakultas ilmu Budaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20884/1.lead.2026.5.1.17305

Abstract

This study aims to analyze the patterns, functions, and impacts of code switching in Raymond Chin’s podcast episode entitled “Indonesian Schools Are Broken, This Is the Radical Fix.” The research focuses on identifying the dominant types of code switching used, how they function in conveying messages, and the communicative impact on the audience. The theory of code switching patterns is based on Poplack (1980), the functional classification adopts Hoffmann’s framework, and the impacts of code switching used Das's theory. This study uses a qualitative descriptive method, with documentation and transcription as data collection techniques. The data were analyzed by categorizing code-switching occurrences and interpreting their functions in the context of the conversation. The results show that the most dominant pattern used is intra-sentential switching, reflecting the speakers’ natural bilingual ability. The primary function of code switching was to express social identity and adapt to the context. The impact observed was the demonstration of a multilingual identity and enhanced audience engagement. These findings highlight the role of code switching as a communicative strategy in modern digital media and how it reflects broader aspects of language and society.
Character Values of Dewi Siti Sarijati's Oral Stories in Sluke Village, Rembang Regency Mohammad Kanzunnudin; Ahdi Riyono; Noor Rina Kastatria; Arceli R. Millan
Tabasa: Jurnal Bahasa, Sastra Indonesia, dan Pengajarannya Vol. 6 No. 02 (2025)
Publisher : UIN Raden Mas Said Surakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22515/tabasa.v6i02.13012

Abstract

Sluke Village, Sluke District, Rembang Regency, Central Java, is a coastal area. The characteristics of coastal areas produce a culture in the form of folklore with various forms, such as fairy tales, proverbs, parikan (pantun), and seloka. One of the oral folklore that is very famous and has not been studied by other researchers from the perspective of character values, namely the oral story "Dewi Siti Sarijati". Therefore, it is very appropriate to be studied. The purpose of this study is to analyze the character values contained in the oral story of Dewi Siti Sarijati. This study uses descriptive qualitative methods. The data are in the form of fragments of the story of Dewi Siti Sarijati, and the data sources are the results of interviews with informants (community leaders, practitioners, teachers, writers, and officials, who understand the story of Dewi Siti Sarijati). Data collection techniques include (1) literature study, (2) observation, (3) interviews, (4) recording, (5) note-taking, and (6) transcription. Data analysis techniques include data reduction, data presentation, and drawing conclusions. The results of the study indicate that the oral story of Dewi Siti Sarijati has comprehensive character values in the form of religious values, nationalism, independence, mutual cooperation, and integrity. This proves that the oral story "Dewi Siti Sarijati" from Sluke Village, Sluke District, Rembang Regency, Central Java, can be used as material for character education. Therefore, in general, folklore can be used as a means to strengthen national character.    Desa Sluke, Kecamatan Sluke, Kabupaten Rembang, Jawa Tengah,  merupakan wilayah pesisir. Karakteristik wilayah pesisir menghasilkan kebudayaan berupa cerita rakyat dengan berbagi bentuknya, seperti dongeng, pepatah, parikan (pantun), dan seloka. Salah satu cerita rakyat lisan yang sangat terrkenal dan belum diteliti oleh peneliti lain dari sudut nilai karakter, yakni cerita lisan “Dewi Siti Sarijati”. Oleh sebab itu, sangat tepat untuk diteliti. Tujuan penelitian ini untuk menganalisis nilai karakter yang terdapat dalam cerita lisan Dewi Siti Sarijati. Penelitian ini menggunakan kualitatif deskriptif. Data berupa penggalan cerita Dewi Siti Sarijati dan sumber datanya hasil wawancara pada para narasumber (tokoh masyarakat, praktisi, guru, penulis, pejabat, yang memahami cerita Dewi Siti Sarijati). Teknik pengumpulan data melalui (1) studi pustaka, (2) observasi, (3) wawancara, (4) perekaman, (5) pencatatan, dan (6) transkripsi. Teknik analisis data dengan reduksi data, penyajian data, dan penarikan simpulan. Hasil penelitian menunjukkan bahwa cerita lisan Dewi Siti Sarijati memiliki nilai karakter secara komprehensi berupa nilai religius, nasionalisme, mandiri, gotong royong, dan integritas. Hal ini membuktikan bahwa cerita lisan “Dewi Siti Sarijati”  di Desa Sluke, Kecamatan Sluke, Kabupaten Rembang, Jawa Tengah; dapat dijadikan materi dalam pendidikan karakter. Oleh sebab itu,  secara umum cerita rakyat dapat dijadikan sarana untuk penguatan karakter bangsa.
Analisis Gangguan Menulis (Disgrafia) Anak Dengan Perspektif Psikolinguistik Lilik Nur Hasanatin; Eli Rustinar; Eka Setya Budi; Ahdi Riyono; Slamet Utomo
Journal Prakarsa Paedagogia Vol. 9 No. 1 (2026): June 2026
Publisher : Universitas Muria Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24176/jpp.v9i1.16540

Abstract

Menulis adalah keterampilan bahasa fundamental yang memainkan peran penting dalam perkembangan kognitif dan akademik anak. Namun, beberapa anak mengalami kesulitan menulis, yang dikenal sebagai disgrafia, yang terkait erat dengan proses psikolinguistik, khususnya dalam produksi bahasa dan koordinasi motorik. Studi ini bertujuan untuk (1) meneliti gangguan menulis dari perspektif psikolinguistik dan (2) mendeskripsikan tantangan menulis yang dialami oleh anak dengan disgrafia. Studi ini menggunakan pendekatan deskriptif kualitatif untuk memberikan pemahaman mendalam tentang fenomena tersebut dalam konteks alami. Subjek penelitian adalah seorang anak berusia 6 tahun yang diidentifikasi sebagai DAS, yang menunjukkan karakteristik disgrafia, seperti tulisan tangan yang tidak terbaca, pembentukan huruf yang tidak konsisten, dan perkembangan menulis yang tidak tepat. Data dikumpulkan melalui analisis dokumen, observasi, dan wawancara dengan orang tua untuk mendapatkan informasi yang komprehensif dan valid. Temuan menunjukkan bahwa disgrafia pada DAS dikaitkan dengan kesulitan dalam pemrosesan psikolinguistik, khususnya dalam mengorganisir masukan linguistik menjadi keluaran tertulis. Setelah menerima latihan menulis yang konsisten dan terbimbing yang didukung oleh guru dan orang tua, anak tersebut menunjukkan peningkatan yang signifikan dalam kejelasan tulisan, pembentukan huruf, dan kinerja menulis secara keseluruhan. Studi ini menyoroti pentingnya identifikasi dan intervensi dini dalam mengatasi gangguan menulis. Dapat disimpulkan bahwa intervensi yang terstruktur, berkelanjutan, dan suportif memainkan peran penting dalam meningkatkan keterampilan menulis pada anak-anak dengan disgrafia. Oleh karena itu, kolaborasi antara guru dan orang tua sangat penting untuk mendukung perkembangan menulis anak dan memastikan kemajuan belajar mereka yang optimal.
Reassessing the Grammar Translation Method: Evidence from teaching the simple past tense in Islamic higher education Mil'ul Hana Muharror; Rosiana Rosiana; Ahdi Riyono; Diah Kurniati
Indonesian Journal of Education and Pedagogy Vol. 3 No. 1 (2026): April
Publisher : CV. Yudhistt Fateeh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61251/ijoep.v3i1.205

Abstract

This study examined the efficiency of the Grammar Translation Method (GTM) in improving the understanding of university students regarding the Simple Past Tense. It employed one-group pre-test and post-test experimental design with 24 first-semester students of the Department of Islamic Education, Faculty of Tarbiyah and Teaching Sciences, IAI Khozinatul Ulum Blora. The students completed a pre-test to determine their prior knowledge, followed by three teaching sessions involving each of the GTM components with explicit grammar explanation, translation practice, and sentence-pattern drills. Post-test was then employed to measure learning gain quantitatively. Data analysis involved Shapiro–Wilk normality test, descriptive statistics, and paired-sample t-test to assess the significance of variations in scores. Findings indicated that the pre-test mean score of 61.25 improved to 70.83 in the post-test, and the paired-sample t-test indicated a statistically significant difference (t = -8.536, df = 23, p = 0.000). Thus, the null hypothesis was rejected, supporting the fact that the Grammar Translation Method significantly improved students' command of the Simple Past Tense. These results suggest that GTM remains an effective and useful way to teach grammar, particularly for low-exposure students.
Exploring EFL Undergraduate Students’ Experiences of Using QuillBot AI in Academic Writing: An Interpretive Phenomenological Study Vania Zahrotun Nisa; Ahdi Riyono; Muh Syafei
Edulitics (Education, Literature, and Linguistics) Journal Vol. 11 No. 1 (2026): January - June 2026
Publisher : Prodi Pendidikan Bahasa Inggris, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Islam Darul Ulum Lamongan*

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52166/edulitics.v11i1.13216

Abstract

This study explored undergraduate EFL students’ lived experiences in using QuillBot AI during academic writing activities. The increasing use of artificial intelligence in language learning has encouraged students to utilize QuillBot not only as a technical writing aid but also as part of their academic revision practices. Using a qualitative approach with an interpretive phenomenological design, this study investigated how students perceived, negotiated, and responded to the use of QuillBot throughout the writing process. The participants consisted of seven undergraduate students from the English Education Study Program who had experience using QuillBot in academic writing tasks. Data were collected through semi-structured interviews and analyzed using thematic analysis. The findings revealed that students mainly used QuillBot during the revision stage to improve sentence structure, vocabulary variation, grammatical accuracy, and clarity of ideas after independently developing their drafts. Participants also carefully reviewed and modified AI-generated suggestions to ensure that the revisions remained aligned with their intended meaning and writing context. The study conceptualizes QuillBot as an “AI revision mediator” that supports revision practices while still allowing students to maintain authorship, evaluative judgment, and responsibility in their writing decisions. The study also contributes to discussions of AI-assisted writing by showing how students critically and reflectively engaged with AI during academic writing activities.
CROSSING BORDERS TO TEACH: A COMPARATIVE CASE STUDY OF INDONESIAN AND FILIPINO PRE-SERVICE TEACHERS Diah Kurniati; Pauline Joy; Titis Sulistiyowati; Ahdi Riyono
Indonesian Journal of Learning and Instruction Vol. 9 No. 1 (2026)
Publisher : FKIP & Sekolah Pascasarjana Universitas Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

International teaching internship programs are increasingly organized by higher education institutions to prepare pre-service teachers for the demands of global education. This study aims to analyze the benefits and challenges experienced by pre-service teachers during an international teaching internship conducted through a partnership between Universitas Muria Kudus (UMK), Indonesia, and Nueva Ecija University of Science and Technology (NEUST), the Philippines. This study employed a qualitative approach with a comparative case study design. Data were collected through written semi-structured interviews with two pre-service teachers: one NEUST student who undertook an internship at a partner school in Kudus, Indonesia, and one UMK student who undertook an internship at a partner school in the Philippines. Data were analyzed using reflexive thematic analysis. The findings indicate that both participants gained benefits in the form of personal and professional development, increased cross-cultural awareness, expanded professional networks, and exposure to instructional approaches different from those in their home countries. Nevertheless, both participants also faced challenges in adjusting to a new school environment, communication barriers, and psychological pressures such as low self-confidence and homesickness. An interesting difference was found between the two participants regarding the depth of reflection and the level of reported global awareness, indicating that the impact of an international teaching internship is individual and influenced by participants' reflective readiness. This study recommends strengthening pre-departure briefing and continuous reflective mentoring, for example through structured reflective journaling, so that the benefits of the program can be more evenly experienced by all participants.
Co-Authors Achmad Solaeman Arceli R. Millan Arceli R. Millan Aulia Putri Budi Utomo Diah Kurniati Eka Setya Budi Eli Rustinar Emzir Emzir, Emzir Irfan Effendi Jihananda Cahya Bagaskara Lilik Nur Hasanatin Mil'ul Hana Muharror Mil’ul Hana Mohammad Kanzunnudin Mohammad Kanzunnudin Much Harun Muh Syafei Nadiah Ma'mun Nadiah Ma’mun Ninuk Lustyiantie Noor Rina Kastatria Nooreen Noordin Pauline Joy Pramatya Sukarno Putri Rismiyanto Rosiana Rosiana Rusiana Slamet Utomo Titis Sulistiyowati Titis Sulistiyowati Vania Zahrotun Nisa Welliam Hamer