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All Journal Buletin Al-Turas IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature EDULITE: Journal of English Education, Literature and Culture TOTOBUANG Esteem Journal of English Study Programme Al-Tsaqafa: Jurnal Ilmiah Peradaban Islam Jurnal Educatio FKIP UNMA JEPAL (Journal of English Pedagogy and Applied Linguistics) Lililacs Journal Abjad : Journal of Humanities & Education Journal on English as a Foreign Language (JEFL)
Wardoyo, Cipto
UIN Sunan Gunung Djati Bandung
Religion Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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From Native Speaker Authority to Algorithmic Authority: A Decolonial Analysis of Algorithmic Authority and Linguistic Legitimacy Anis Khoirunnisa Syahrussalamah; Hanifa Mawadah; Andang Saehu; Cipto Wardoyo
Abjad Journal of Humanities & Education Vol. 4 No. 2 (2026): Abjad: Journal of Humanities & Education
Publisher : Centre for Literary and Cultural Studies

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62079/abjad.v4i2.156

Abstract

The decolonial critique of English Language Teaching has long described native-speakerism as a colonial ideology. A similar kind of authority is emerging, unperceived, unquestioned, and rationalised by the idea of technology as neutral, as AI-driven tools are increasingly deployed in EFL classrooms to assess language, provide feedback, and teach writing. The paper introduces the notion of algorithmic recolonisation to describe the transfer of authority from the biological native speaker to the computational program. Drawing upon a decolonial and critical post-humanist framework, this paper undertakes a comparative conceptual analysis to explore the structural parallels between native-speaker authority and algorithmic authority across four shared mechanisms: invisibility, idealisation, marginalisation of peripheral voices, and institutional legitimisation. It claims that AI systems are mostly trained on Western English data and reproduce the epistemic hierarchy marked by native-speakerism, now encoded rather than embodied. The paper calls for a critical and ideologically conscious pedagogy, one neither lulled by techno-utopianism nor dismissive of AI’s genuine affordances. It argues that without such vigilance, the decolonised classroom and the algorithmically governed classroom risk becoming indistinguishable.
Strategies of expressing written apologies in the online newspaper Cipto Wardoyo
Journal on English as a Foreign Language Vol 4 No 2 (2014): JEFL
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v4i2.77

Abstract

Expressing apology is a universal activity although people have different strategies or ways to express the apology based on the culture, situation, and context. An apology has played a vital role in verbal politeness; it is certainly impolite when someone does not express an apology when he or she has commited an offence to the others. Apologies in the Pragmatic study is classified under speech act theory. An apology based on Searle (1969) is classified as expressive speech acts because it expresses speaker
From Social Media To Classroom: Gamified Learning Ideas For Interactive Flat Panel In EFL Teaching Nadia Alifa Nur Aenida; Refsi Dewi Nurhasanah; Andang Saehu; Cipto Wardoyo; Dedi Sulaeman
Jurnal Educatio FKIP UNMA Vol. 12 No. 3 (2026)
Publisher : Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/educatio.v12i3.18799

Abstract

The dynamic progression of technology influences all facets of education, encompassing English as a Foreign Language (EFL) classes. Interactive Flat Panels (IFP) have been recently implemented in various Indonesian schools to enhance interactive learning. Their application, however, is predominantly confined to displaying presentations. Teachers now use social media, including Instagram and TikTok, to post inspirational gamified learning and digital teaching resources. Hence, this research investigates how social media is leveraged to develop gamified learning activities for English language teaching, and how these activities can be used with IFP technology to enhance learning in English classrooms. A qualitative content analysis of 10 videos is conducted, addressing game types, language skills targeted and digital platforms used. The analysis reveals that activities created for learning vocabulary through engaging learning tasks have been described. Global platforms, such as Games to Learn English and Duolingo, as well as local platforms such as Rumah Pendidikan, have been cited as well. It also shows that other forms of gamified learning go beyond the use of games; they employ worksheets and activities that promote participatory learning. Moreover, the contents on social media often not only provide ideas but also demonstrate and guide how to use them in the classroom. This provides evidence that social media can also be a source of inspiration for teachers, in terms of integrating gamification and maximizing the interactivity of IFP in the English language classroom.  
Co-Authors Andang Saehu, Andang Anis Khoirunnisa Syahrussalamah Asep Sulaeman Dian Nurrachman, Dian Fahmi Luqman Fauzi, Erfan Muhamad Hanifa Mawadah Keisha Kayla Shandy Kustanti, Dewi Lina Marlina Mia Amaliah Nadia Alifa Nur Aenida Putri Azzahra Henda Puspitasari Refsi Dewi Nurhasanah Risma Fadilla Siska Ristanti Sulaeman, Dedi Vini Rizki Nurodiah