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All Journal Tadris: Jurnal keguruan dan Ilmu Tarbiyah IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature DIDAKTIKA : Jurnal Kependidikan Al-Din: Jurnal Dakwah dan Sosial Keagamaan Inspiring: English Education Journal An Nisa' LETS: Journal of Linguistics and English Teaching Studies International Journal of Research on English Teaching and Applied Linguistics ACCELERATION: Multidisciplinary Research Journal SeLEC
Wahyu Wahyu
Institut Agama Islam Negeri Bone, Indonesia
Arts Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Public Health Social Sciences

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Student Attitudes Toward AI-Assisted Thesis Writing and Critical Reading: A Case Study from Indonesian English Programs Wahyu; Uswatun Hasanah; Muhammad Arifin Muhkam; Purwati, Dewi
LETS: Journal of Linguistics and English Teaching Studies Vol. 6 No. 2 (2025): Vol. 6 No. 2 (2025): LETS: Journal of Linguistics and English Teaching Studies
Publisher : STAIN Majene

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46870/lets.v6i2.1462

Abstract

This study explores the role of Artificial Intelligence (AI) in undergraduate thesis writing within English Language Education programs in Indonesia, particularly its influence on students' academic writing and critical reading. Using a qualitative case study approach, the research investigates how final-year students incorporate AI tools such as ChatGPT, Quillbot, and Claude AI throughout the thesis development process, including research, drafting, revision, and engagement with academic texts. Data were collected through semi-structured interviews involving twelve students who had experience using AI during their thesis work. Findings show that students perceive AI as a helpful tool for improving writing structure, grammar, and argumentation. Beyond writing support, AI was also seen as valuable for enhancing reading comprehension, especially in interpreting complex academic texts, clarifying unfamiliar concepts, and synthesizing multiple sources. However, they expressed concerns about the risk of over-reliance on AI, particularly when it replaces deep reading or independent thinking. These insights highlight both the benefits and limitations of AI in academic context. The study concludes that while AI tools can support academic literacy by enhancing both writing and reading practices, their effectiveness depends on how they are used. Thoughtful integration of AI in higher education should promote ethical awareness, reflective use, and the continued development of essential skills such as critical thinking, critical reading, and independent writing.
Stimulating Motivational Engagement in Vocabulary Learning: Evidence From the Word Tail Game in an EFL Classroom Harsinda; Wahyu; Siti Nurul Ilmi Hl.; Siti Uswatun Khasanah
Studies in Language, Education, and Culture (SeLEC) Vol. 1 No. 2 (2025): Studies in Language, Education, and Culture (SeLEC)
Publisher : Media Publikasi Cendekia Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56303/selec.v1i2.977

Abstract

Vocabulary learning is an essential component of English language development, yet many students continue to face difficulties in achieving progress and maintaining motivation. This study aimed to examine the effect of the Word Tail Game on students’ vocabulary achievement and learning motivation. A mixed method approach with a convergent parallel design was employed. Quantitative data were used to measure students’ achievement, and qualitative interview data were used to explore their motivation. The participants consisted of 20 second-grade junior high school students. The findings show a significant increase in post-test scores, indicating an improvement in vocabulary achievement. Qualitative results also reveal that indicators of motivated learning behavior appeared consistently during the game, supported by students’ positive responses. These findings suggest that the Word Tail Game can enhance engagement and support vocabulary learning. The study contributes empirical evidence to the growing body of research on game-based learning in EFL contexts.
Digitalization in the EFL Classroom: Teachers’ and Students’ Perspectives Muhammad Yauri, Andi; Tenri Ajeng, Andi; Darwis, Nirwana; Adisaturrahimi, Andi; Musfirah; Wahyu; Dian Hidayat, LD
Tadris: Jurnal Keguruan dan Ilmu Tarbiyah Vol 11 No 1 (2026): Tadris: Jurnal Keguruan dan Ilmu Tarbiyah
Publisher : Universitas Islam Negeri Raden Intan Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24042/tadris.v11i1.30202

Abstract

Digitalization has become an integral component of English as a Foreign Language (EFL) instruction, particularly in secondary education contexts where technology increasingly mediates teaching and learning practices. This study investigates how digitalization is perceived and enacted in junior high school EFL classrooms from the perspectives of teachers and students. Employing a qualitative descriptive design, data were collected through structured interviews and systematic non-participant classroom observations involving two English teachers and two eighth-grade students from two public junior high schools in Watampone, South Sulawesi, Indonesia. Thematic analysis guided by the Miles, Huberman, and Saldña interactive model revealed four interrelated themes: (1) accessibility and diversification of learning resources, (2) student engagement, motivation, and learner autonomy, (3) instructional delivery and assessment efficiency, and (4) pedagogical, technical, and behavioral challenges. The findings demonstrate that digitalization meaningfully enhances instructional quality and learner engagement; however, its pedagogical value is contingent upon teacher mediation, intentional instructional design, and institutional support. Rather than functioning as an inherently transformative solution, digitalization emerges as a pedagogically mediated process whose efficacy is shaped by contextual, infrastructural, and competency-related factors. This study contributes context-sensitive qualitative insights into digital EFL practices at the secondary level in a regional Indonesian setting, highlighting the indispensable role of aligning technological integration with explicit pedagogical goals.
Co-Authors Adisaturrahimi, Andi Alfaraida Rumaisyah Atsmar, Muhammad Fadhlil Kholik Darwis, Nirwana Dewi Fatma Riana Dewi Purwati Dian Hidayat, LD Harsinda Hasriati Nur Hidayat, LD. Dian Ikrar Ikrar ISHAK Ishak Ishak Muhammad Arifin Muhkam Muhammad Yauri, Andi Musfirah Siti Nurul Ilmi Hl. Siti Uswatun Khasanah Tenri Ajeng, Andi USWATUN HASANAH