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This Author published in this journals
All Journal Buletin Al-Turas Journal on English as a Foreign Language (JEFL) 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 JEPAL (Journal of English Pedagogy and Applied Linguistics) Lililacs Journal
Wardoyo, Cipto
UIN Sunan Gunung Djati Bandung
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Persuasive discourse through lexical choices used by experts in The Social Dilemma (2020) Risma Fadilla; Cipto Wardoyo; Dian Nurrachman
EduLite: Journal of English Education, Literature and Culture Vol 11, No 2 (2026): August 2026
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/e.11.2.597-616

Abstract

This study investigated how expert speakers in The Social Dilemma (2020) constructed persuasive discourse through lexical choices. It aimed to identify the lexical strategies that realized Aristotle’s rhetorical appeals (ethos, pathos, and logos) and to classify them using Kuna (2018) seven persuasive categories. A convergent mixed-methods design integrated corpus-assisted discourse analysis with qualitative rhetorical interpretation. Expert utterances were extracted from the documentary transcripts and processed with Sketch Engine to identify and quantify recurring lexical items. The findings showed that Certainty and Emotional Involvement were the most prominent categories. Lexical items such as know, predict, you, we, manipulate, control, and existential combined epistemic authority, personal address, and threat framing to convert abstract technological processes into immediate social risks. General Positive Value terms were frequently recontextualized ironically, whereas Testedness and Authenticity/Credibility strengthened evidence-based and insider claims. These patterns demonstrate that persuasion in the documentary emerged from the interaction of lexical frequency, discourse context, and rhetorical function rather than from isolated words. Future researchers should compare several technology documentaries and integrate verbal, visual, and auditory modes to test the transferability of these lexical patterns.
Human–AI Collaboration in EFL Writing: A Conceptual Framework for Intelligent Feedback Systems Vini Rizki Nurodiah; Titin Nurjanah; Andang Saehu; Cipto Wardoyo
JEPAL (Journal of English Pedagogy and Applied Linguistics) Vol. 7 No. 1 (2026): July 2026
Publisher : Ma'soem University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32627/jepal.v7i1.2041

Abstract

Artificial intelligence (AI) has increasingly been integrated into English as a Foreign Language (EFL) writing instruction, offering new opportunities to improve students’ writing through automated and intelligent feedback. Nevertheless, existing studies remain fragmented and predominantly emphasize the technological capabilities of AI tools rather than their pedagogical integration within classroom practice. This study aims to synthesize recent literature and propose a conceptual framework for human–AI collaboration in EFL writing by integrating technological, pedagogical, and learner-centered perspectives. Employing a qualitative library research design, the study systematically reviewed peer-reviewed journal articles published between 2016 and 2026. Data were collected from Google Scholar, Scopus, ERIC, and ScienceDirect and analyzed using thematic analysis involving coding, categorization, and theme development. The findings reveal three interrelated components of effective AI-assisted writing instruction: AI as an intelligent feedback provider, teachers as pedagogical scaffolding agents, and students as self-regulated learners. These components interact dynamically to support writing development, strengthen learner autonomy, and promote meaningful engagement with feedback. The review also identifies several pedagogical challenges, including learners’ overdependence on AI-generated feedback and limited critical engagement with automated suggestions. The study concludes that effective AI integration in EFL writing requires a balanced collaboration between technological support and pedagogical guidance, grounded in constructivist learning theory, self-regulated learning, and feedback literacy. The proposed conceptual framework contributes to the theoretical foundation of AI-assisted language learning and provides practical implications for integrating intelligent feedback systems into EFL writing instruction.
Personalizing EFL Learning in Inclusive Classrooms: The Role of Generative AI in Differentiated Instruction Putri Azzahra Henda Puspitasari; Mia Amaliah; Andang Saehu; Cipto Wardoyo; Dedi Sulaeman
JEPAL (Journal of English Pedagogy and Applied Linguistics) Vol. 7 No. 1 (2026): July 2026
Publisher : Ma'soem University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32627/jepal.v7i1.2120

Abstract

Generative AI has emerged as a promising tool for addressing learners diversity in English as a Foreign Language (EFL) classrooms. However, previous studies have primarily examined the use of generative AI to support language learning, leaving a limited understanding of how generative AI supports differentiated instruction in inclusive EFL contexts. This study aims to investigate how generative AI supports differentiated instruction in inclusive EFL classrooms by addressing learners' diverse readiness levels, interests, and learning profiles. Employing a qualitative descriptive design, the study involved six EFL teachers from different schools who were purposively selected for their experience implementing generative AI in inclusive EFL classrooms. Data were collected through semi-structured interviews, classroom observations, and document analysis, and were analyzed using thematic analysis. The findings reveal that generative AI assists teachers in adapting instructional content, learning processes, and assessment to accommodate learners' diverse needs. It also enabled teachers to foster student engagement by providing adaptive feedback, personalized learning experiences, and multimodal learning resources. Nevertheless, the implementation of generative AI continues to face three challenges, including limited technological infrastructure, insufficient teacher training, and concerns regarding excessive reliance on AI. These findings contribute to the growing understanding of AI-assisted differentiated instruction and provide practical insights for integrating generative AI into inclusive EFL teaching.
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
Co-Authors Andang Saehu, Andang Asep Sulaeman Dian Nurrachman, Dian Fahmi Luqman Fauzi, Erfan Muhamad Keisha Kayla Shandy Kustanti, Dewi Lina Marlina Mia Amaliah Putri Azzahra Henda Puspitasari Risma Fadilla Siska Ristanti Sulaeman, Dedi Vini Rizki Nurodiah