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All Journal Scripta-English Department Journal Jurnal Pendidikan dan Pengajaran Jurnal Pendidikan dan Pembelajaran Khatulistiwa (JPPK) Jurnal Visi Ilmu Pendidikan Linguistica Journal of Education and Learning (EduLearn) ELT Worldwide: Journal of English Language Teaching Jurnal Celtic IJEE (Indonesian Journal of English Education) LINGUAL: Journal of Language and Culture IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Jurnal Pendidikan: Teori, Penelitian, dan Pengembangan Edukasi: Jurnal Pendidikan Jurnal Pendidikan Bahasa SELAPARANG: Jurnal Pengabdian Masyarakat Berkemajuan Edulingua: Jurnal Linguistiks Terapan dan Pendidikan Bahasa Inggris JURNAL PENDIDIKAN TAMBUSAI Journal on Education EDUPEDIA Voices of English Language Education Society ACITYA Journal of Teaching & Education PROJECT (Professional Journal of English Education) Journal of English Language Teaching and Literature Klasikal: Journal of Education, Language Teaching and Science Journal of Language and Literature Journal of English Teaching and Applied Linguistics (JETAL) Ethical Lingua: Journal of Language Teaching and Literature Jurnal Ilmiah Spectral Jurnal Abdimas Ilmiah Citra Bakti (JAICB) Journal of English Education Program (JEEP) Journal of English Language and Education Daengku: Journal of Humanities and Social Sciences Innovation Acitya Bhakti English Learning Innovation (englie) Journal Of Academia In English Educations (JADEs) As-Sidanah : Jurnal Pengabdian Masyarakat Indonesian Journal of EFL and Linguistics Jurnal Cakrawala Ilmiah JEELS (Journal of English Education and Linguistics Studies) The Journal Of English Teaching For Young And Adult Learners Journal of Scientific Research, Education, and Technology Nusantara Journal of Multidisciplinary Science Jurnal Pendidikan Progresif JEELL (Journal of English Education, Linguistics and Literature)
Eka Fajar Rahmani
Universitas Tanjungpura
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Chemical Engineering, Chemistry & Bioengineering Chemistry Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Medicine & Pharmacology Nursing Physics Public Health Social Sciences Other

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Examining EFL Undergraduate Students’ Constraints in Research Proposal Writing: A CLA Perspectives Eka Fajar Rahmani
Jurnal Pendidikan dan Pengajaran Vol 58 No 1 (2025): April
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpp.v58i1.85568

Abstract

Students often struggle with organizing proposal sections, understanding research concepts, and managing time. These obstacles interfere with their academic development and emphasize the importance of a deep understanding of the underlying constraints. This research aims to investigate how individual, task, and environmental constraints interact and contribute to such challenges. This research utilizes a survey study with a quantitative framework. A quantitative survey was conducted on 91 seventh-semester students from the English Education study program. Data were collected through a standardized questionnaire that measured students' level of confidence, experience, and understanding in writing a research proposal. Descriptive statistical analysis was used to identify the dominant problems in each CLA dimension. The results showed that more than 60% of the students experienced difficulties in conducting a literature review, while 50% felt afraid of making mistakes, which highlighted significant cognitive and psychological barriers. In addition, 43.33% faced task-related difficulties, such as balancing proposal sections, and 42.22% reported time management issues. These interrelated obstacles indicate the need for holistic interventions, such as workshops on task management, literature review strategies, and peer support to improve students' research skills.
Students’ Perception Towards the Use of Youtube Videos In Learning English Devani, Devani; Y, Y Gatot Sutapa; Rahmani, Eka Fajar
Jurnal Pendidikan Tambusai Vol. 9 No. 2 (2025): Agustus
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai, Riau, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jptam.v9i2.29598

Abstract

Platform daring yang paling banyak digunakan oleh sebagian besar siswa adalah YouTube. Dalam pendidikan abad ke-21, penggunaan teknologi merupakan suatu keharusan. Penelitian ini bertujuan untuk mengetahui persepsi siswa terhadap penggunaan video YouTube sebagai media pembelajaran bahasa Inggris. Penelitian ini dilakukan dengan metode deskriptif. Peneliti menggunakan kuesioner tertutup berdasarkan Kerangka TAM dan menerapkannya pada mahasiswa Jurusan Pendidikan Bahasa Inggris Universitas Tanjungpura angkatan 2019, 2020, 2021, dan 2022 dari program Reguler dan PPAPK. Subjek dalam penelitian ini berjumlah 100 responden. Data dari kuesioner dianalisis berdasarkan skala Likert dan terungkap bahwa (1) Video YouTube menyediakan berbagai macam konten yang mudah diakses oleh pelajar, meningkatkan motivasi dan pengalaman belajar mereka secara keseluruhan; (2) Fitur interaktif video YouTube mendorong keterlibatan pelajar dan memfasilitasi praktik bahasa; dan (3) Video YouTube dianggap baik sebagai media pembelajaran bahasa Inggris karena kemudahan penggunaan, kegunaan, dan sikap siswa. Oleh karena itu, siswa harus mengembangkan keterampilan berpikir kritis dengan mengevaluasi kredibilitas sumber dan terlibat aktif dengan konten. Peneliti selanjutnya menyarankan untuk melakukan penelitian lanjutan tentang media YouTube yang dapat diterapkan dengan menambahkan saluran materi pembelajaran bahasa Inggris yang digunakan oleh responden sehingga penggunaan YouTube sebagai media pembelajaran bahasa Inggris dapat bermanfaat bagi mereka yang menggunakannya.
Do Reading Difficulty Factors Affect TOEFL Reading Scores?: A Study of Non-English Major Students Rahmani, Eka Fajar; Fauzi, Chandra
Jurnal Pendidikan Progresif Vol 15, No 2 (2025): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpp.v15i2.pp966-977

Abstract

Reading comprehension is quite important for non-English major students—especially in academic settings where access to English-language resources is required. Objective: The purpose of this study is to investigate among 143 non-English major students at Universitas Tanjungpura the relationship between the observed reading comprehension difficulties and TOEFL reading performance. Method: Using a descriptive correlational design, data were collected through a 25-item Likert-scale questionnaire measuring five key variables: vocabulary knowledge, grammatical complexity, prior knowledge, test anxiety, and time constraint. TOEFL reading scores were obtained from Educational Testing Service (ETS) practice tests. Findings: Pearson correlation analysis revealed a modest but statistically significant positive correlation between perceived difficulty factors and TOEFL reading scores (r = 0.3497, p < .01). Among the variables, vocabulary knowledge (r = 0.428, p < .01) and grammatical complexity (r = 0.397, p < .01) showed the strongest relationships with performance. Multiple regression analysis confirmed that all five factors accounted for 23.2% of the variance in TOEFL reading scores (F(5,137) = 9.314, p < .001), with vocabulary knowledge (β = .259, p < .01) and grammatical complexity (β = .220, p < .05) emerging as the most significant predictors. These results demonstrate how important it is to include psychological and language elements into reading instructions. This study offers a novel addition by linking students' perceived reading difficulties with actual exam performance in the understudied setting of Indonesian non-English majors. Conclusion: This study emphasizes also the importance of customized teaching strategies addressing particular challenges experienced by these students. Teachers or lecturers, in this situation, can better help non-English majors in raising their reading competence and general academic achievement by concentrating on strengthening vocabulary and grammatical knowledge. Future studies urged to investigate other elements including reading techniques and student motivation. Keywords: correlational study, non-English major students, perceived difficulties, reading comprehension, TOEFL.
CHATGPT IN ACADEMIC LEARNING: EFL SENIOR COLLEGE STUDENTS’ ATTITUDES AND GENDER DIFFERENCES TOWARD CHATGPT Fauzi, Chandra; Denashurya, Nugra Irianta; Rahmani, Eka Fajar
The Journal Of English Teaching For Young And Adult Learners Vol. 4 No. 2 (2025): Journal of English Teaching for Young and Adult learners
Publisher : English Education Study Program STKIP PGRI Pacitan

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

Abstract

The adoption of ChatGPT into academic setting could be more prevalent due to its potential in leveraging EFL learners’ language skills. Despite its popularity, the integration of this AI tool in Indonesia within academic setting is still relatively underdeveloped, and taking into account how learners perceive ChatGPT could potentially provide informed decisions before its integration. Thus, this study aimed at investigating learners’ attitudes towards ChatGPT with particular attention to gender and related variables suggested by the literature. Adopting a qualitative approach through cross-sectional survey, 70 EFL college students of non-English major participated in this study in filling out five-likert scale of 32 items. The findings demonstrated that learners had moderate attitude towards ChatGPT in behavioral, affective, and emotional aspect, and exhibited low frequency and usage duration on ChatGPT. The students had mixed attitudes on ethical issues in using ChatGPT, and generally supported the notion of using ChatGPT adhering to institution regulation, and there was no indication of addition to the tool in academic setting. While there was no significant difference in affective and cognitive aspects, it was found that male differed significantly than female students in terms of behavioral aspect, indicating the tendency of using ChatGPT for future academic activities.
Beyond Technology Acceptance: An Interplay of Self-Efficacy, Language Proficiency, and ChatGPT Adoption from a TAM Perspective Fauzi, Chandra; Rahmani, Eka Fajar; Utimadini, Nindya Juwita
Jurnal Pendidikan Progresif Vol 15, No 3 (2025): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpp.v15i3.pp1970-1988

Abstract

Beyond Technology Acceptance: An Interplay of Self-Efficacy, Language Proficiency, and ChatGPT Adoption from a TAM Perspective. Objective: Adopting Generative AI tools for writing improvement, such as ChatGPT, among EFL students is a complex phenomenon where perceptions of technology, often explained by the Technology Acceptance Model (TAM), intersect with important psychological factors like self-efficacy as the theoretical lens. This study seeks to empirically examine the constructs of the TAM framework and scrutinize the differences in ChatGPT acceptance viewed from students' self-rated writing proficiency. Method: This quantitative research adopted a descriptive-correlational design, utilizing convenience sampling to recruit 76 fourth-semester English Education EFL learners at a state university in West Kalimantan. A 29-item questionnaire was administered to collect the data, which was subsequently analyzed using the Mann-Whitney U test, Spearman correlation, and multiple regression. Findings: The regression model predicting attitude was significant (F (2,73) = 161.65, p < 0.001), in which 81.1% of the variance (Adjusted R2 = 0.811) was accounted for by PU (Perceived Usefulness) and Perceived Ease of Use (PEOU), confirming PU as the main predictor (β = 0.644). At the same time, PEOU also exerted a notable influence (β = 0.301), and a strong positive correlation was found between attitude and actual usage (r = .845, p < 0.01). A significant difference in attitude existed between writing proficiency groups (p = .039), with the intermediate group showing more positive attitudes. Conclusion: The results demonstrate that whereas TAM constructs strongly predict technology acceptance, they are also influenced by students' writing proficiency. Furthermore, a significant difference exists in ATU, but not in BI, in terms of writing proficiency. These findings highlight the necessity for differentiated teaching practices that recognize discrepancies in students' writing proficiency and the potential of self-efficacy level. Keywords: academic writing, ChatGPT, Self-efficacy, technology acceptance model (TAM), writing proficiency.
English Teachers’ Perspectives towards the Implementation of Differentiated Instruction in the Classroom Rahmani, Eka Fajar
JETAL: Journal of English Teaching & Applied Linguistic Vol 6 No 1 (2024): September
Publisher : English Education Department at FKIP Nommensen University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36655/jetal.v6i1.1649

Abstract

This study aims to explore the perspectives of junior high school English teachers in Kalimantan Barat on the implementation of differentiated instruction (DI) in culturally and linguistically diverse classrooms. Using a descriptive survey method, data were gathered from 108 teachers through a validated closed-ended questionnaire. The findings reveal that while teachers generally possess a strong understanding of DI and hold positive beliefs about its effectiveness, its application varies, particularly in addressing students' readiness, interests, and learning profiles. Key barriers include limited resources, large class sizes, and insufficient administrative support. The study highlights the need for targeted professional development and resource allocation to support DI implementation. Recommendations include improving training programs and increasing support from school administrations. Limitations of the study include a focus on one geographic region, which may limit the generalizability of the findings. These insights are relevant for enhancing DI practices in similarly diverse educational settings.
A Review on Synchronous, Asynchronous, and Blended Learning on ELT in Indonesian Context Eka Fajar Rahmani; Riyanti, Dwi; Misieng, Jecky; Sayok, Alexander K
JEELS (Journal of English Education and Linguistics Studies) Vol. 11 No. 1 (2024): JEELS May 2024
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v11i1.2326

Abstract

This study analyzes Indonesian EFL teachers' synchronous, asynchronous, and blended learning implementation during the Covid-19 pandemic. Numerous articles have been published this trend. Unfortunately, the early search only found implementation or student/teacher perspectives research. One-article works on other learning modes are preferable. Thus, using PRSIMA's Systematic Literature Review (SLR) design, the researchers chose 32 of 82 related papers from qualified publications approved by SINTA 1, 2, and 3. The study addresses six key points: implementation of the three learning modalities, urban-rural contrasts, most used platforms, students' and teachers' opinions, obstacles they face, and solutions. After COVID-19 broke out, researchers became more interested in these learning modalities, highlighting their importance. This review also analyzes how teachers used digital platforms to engage students throughout synchronous, asynchronous, and blended learning courses. Even though students and teachers faced classroom management, technological issues, platform unfamiliarity, and internet limits, they still liked the learning modes. They liked the modalities' practicality, adaptation, and flexibility, especially for English acquisition. EFL teachers, educators, researchers, and policymakers can use this review to gain a comprehensive understanding of synchronous (virtual real-time activity), asynchronous (learning at different times), and blended learning.
English Students’ Perceptions Towards The Implementation Of Online Learning During Covid-19 Pandemic Yan, Rina Anggraini; Ikhsanudin; Eka Fajar Rahmani
Acitya: Journal of Teaching and Education Vol. 7 No. 2 (2025): ACITYA Journal of Teaching and Education
Publisher : Universitas Muhammadiyah Kalimantan Timur

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30650/ajte.v7i2.4499

Abstract

The aim of this study is to achieve one objective. It is to describe the students’ perception toward the implementation of online learning during Covid-19 pandemic. To achieve this objective, a descriptive survey was implemented. It used the theory of descriptive survey by Creswell (2018). The data collected through a questionnaire and the results were presented in percentage. Furthermore, the subject in this researcher was students in Language Education Study Program in Teacher Training and Education Faculty in Universitas Tanjungpura academic year 2022/2023 of batch 2018 until 2021 regular A and PPAPK which consisted of 322 students. The process of data analysis was started by determining the ideal score and the level of student’s perception by percentage formula. As a result, the point of conclusion is concluded. The students’ perception of the implementation of online learning during Covid-19 pandemic was positive perception (70%) and it’s indicated as a high percentage of positive perception. The positive perception includes the effective class management, infrastructure learning absorption, learning activity and improvement of student's accomplishment.
An Analysis of Language Styles used by The Main Character in “The Great Debaters” Movie Indahsari, Fernanda Ega; Rezeki, Yanti Sri; Rahmani, Eka Fajar
Journal of Scientific Research, Education, and Technology (JSRET) Vol. 2 No. 4 (2023): Vol. 2 No.4 2023
Publisher : Kirana Publisher (KNPub)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58526/jsret.v2i4.287

Abstract

This research was conducted in order to know the types of language styles and the dominant type of language styles used by the main character in The Great Debaters movie. This research used descriptive research approach to analyze the subject. This research used theory by Martin Joos (1976) to find the language styles in the main character’s utterances in the movie. The result showed that there are 48 data found from the main character’s utterances. The details of language styles found in the main character’s utterances in the movie were 0 data for Frozen Style, 7 data for Formal Style, 30 data for Consultative Style, 8 data for Casual Style, and 3 data for Intimate Style. The dominant type of language style used by the main character in The Great Debaters movie is Consultative Style with 30 data found. Also, there were 3 factors that influenced the language styles in the main character’s utterances in the movie, they were the Participants, the Setting, and the Topic.
Students’ Perception Analysis Toward The Use of Elsa Speak Application in Improving Their Pronunciation (A Descriptive Study to The Eighth-Grade Students of SMPN 16 Pontianak in Academic Year 2022/2023) Nurlita, Andini Tiara; Rezeki, Yanti Sri; Rahmani, Eka Fajar
Jurnal Pendidikan Tambusai Vol. 8 No. 3 (2024)
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai, Riau, Indonesia

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

Abstract

Penelitian ini menjelaskan pemanfaatan aplikasi ELSA Speak untuk meningkatkan keterampilan pengucapan bahasa Inggris di kalangan siswa EFL kelas 8, khususnya di SMPN 16 Pontianak. Studi ini membahas tantangan kesalahan pengucapan, yang dapat menyebabkan kesalahpahaman, dan menekankan dampak bahasa ibu siswa terhadap pengucapan bahasa Inggris mereka. Peneliti menggunakan studi deskriptif dengan kuesioner terbuka untuk mendapatkan persepsi dan sikap terhadap penerapan. Hasilnya menunjukkan bahwa siswa merasa bahwa aplikasi tersebut telah memotivasi mereka untuk belajar pengucapan bahasa Inggris (70%), meningkatkan pengucapan mereka (93%), dan memberikan manfaat ELSA Speak (97%). Secara keseluruhan siswa mempunyai persepsi positif terhadap penggunaan aplikasi ELSA Speak, dengan rata-rata jawaban positif siswa sebesar 87%. Hasil ini membuktikan bahwa penerapan ELSA Speak sebagai media untuk mengoreksi pengucapan siswa adalah hal yang baik. Oleh karena itu, para guru disarankan untuk menggunakan aplikasi ELSA Speak untuk latihan pengucapan, khususnya bagi siswa SMP. Bagi peneliti selanjutnya menyarankan untuk mengkaji aspek pengucapan lainnya seperti vokal, non-vokal, dan diftong dengan menggunakan aplikasi ELSA Speak.
Co-Authors Agustina Agustin Anggraini Agustina Ratna Puspita Amallia Putri Ananda, Riska Julia Anggita, Windy Ayu Aprianus Agung Empawi Awalia, Rizki Novita Azman Zakaria Chandra Fauzi Clarry Sada Daryusman, Karsa Denashurya, Nugra Irianta Devani, Devani Diad, Januardi Dian Miranda Dwi Riyanti Efivania, Tri Nauli Eka Putri Wahyuni Empawi, Aprianus Agung Endang Susilawati Endang Susilawati Endang Susilawati Eni Rosnija Eni Rosnija Eni Rosnija Eni Rosnija Eusabinus Bunau Eusabinus Bunau Eusabinus Bunau Fitriah, Putri Friska Amelia Gabriella Lyonni Gulo, Andre Gemuruh Gustiani, Rayna Elisya Halida Halida Hariyani, Hardianti Hidayati, Nur Fajrina Hofifah, Hofifah Ikhsanudin Ikhsanudin Ikhsanudin Ikhsanudin Ikhsanudin Indah Indah Indahsari, Fernanda Ega Irma Rahmawati Ivandes Noel Jembaranita, Sarah Julianti, Sinta Kartika Yoga Eka Pratiwi Negara KHOIRUL WARISI Leo, Fransiscus Luwandi Suhartono Luwandi Suhartono Luwandi Suhartono Luwandi Suhartono Luwandi Suhartono Maria Yunniosa Aska Putri Masyitah Mellisa Jupitasari Misieng, Jecky Mita Nur Aflah, Mita Nur Negara, Kartika Yoga Eka Pratiwi Nina Resiana Nindya Juwita Utimadini, Nindya Juwita Nurlita, Andini Tiara Oktaviana, Sabliani Patriantoro . Pebriana, Mirnatalia Putri Eka Meitasari Qodarsih, Inna Anzalina Rahayu Apriliaswati Rahayu Apriliaswati Rahayu Apriliaswati Ramadhan, Ikram Wahyu Ria, Ade Rina Wati Sahputri, Atika Yuni Sayok, Alexander K Sonia Isabella Sudarsono Sudarsono Sumarni SUMARNI Sumarni Sumarni Sumarni Sumarni Sumarni Sumarni Surmiyati Surmiyati Sutapa, Yohanes Gatot Syarif Husin Syarif Husin Syarifah Ismia yufhita Tejakusuma, Irfan Tengku Riza Zarzani N Ulfiah Azzahra Ulil Albab Adha urai salam Wardah Wardah Rahayu Apriliaswati Wardah Wardah Y, Y Gatot Sutapa Yan, Rina Anggraini Yanti Sri Rejeki Yanti Sri Rezeki Yanti, Elli Yoanna Afrimonika Yohanes Gatot Sutapa Yuliana