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All Journal Jurnal Celtic English Review: Journal of English Education Linguistik Indonesia Journal of English Language Teaching and Linguistics Polingua : Scientific journal of Linguistics, Literature and Language Education Journal of Research on English and Language Learning (J-REaLL) Indonesian Community Journal JEELS (Journal of English Education and Linguistics Studies) ELT Forum: Journal of English Language Teaching The Journal of English Literacy Education
Suharyadi
Universitas Negeri Malang
Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Public Health Social Sciences Other

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Unpacking Best Applies: EFL Activator Teachers' Profiles and Practices on Critical Thinking Teaching Silviya Izza Ulinnuha; Siti Muniroh; Suharyadi
JEELS (Journal of English Education and Linguistics Studies) Vol. 12 No. 1 (2025): JEELS May 2025
Publisher : Universitas Islam Negeri (UIN) Syekh Wasil, Kediri, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30762/jeels.v12i1.4603

Abstract

The transformation of the latest Indonesian curriculum led to inevitable schemes, including the establishment of an activator teachers’ program. It is expected that teachers of better quality are produced in support of the aims of students' learning abilities, including critical thinking. Using qualitative and quantitative methods, this study is conducted to find the profiles and practices of EFL activator teachers. It involves 37 EFL activator teachers in East Java. While questionnaires are used to find the profiles of activator teachers, semi-structured interviews and observations are conducted to reveal how best EFL activator teachers implement critical thinking in the classroom. The findings show that activator teachers in general have a strong positive perception toward critical thinking in everyday classrooms; they also have medium practices of critical thinking teaching. Further investigation reveals that activator teachers do share a great amount of awareness in critical thinking. There are 4 strategies used by the teachers in prompting critical thinking; they are questioning, project/problem-based, group work, and the use of students’ feedback or reflection. The study implies the need for strengthened professional development to bridge the gap between teachers’ awareness and actual classroom practices in promoting critical thinking.
Motivation and Overdependence on ChatGPT: A Correlational Study Among EFL Students ADINDA KARTIKA PUTRI; Suharyadi; Nur Hayati
ELT Forum: Journal of English Language Teaching Vol. 15 No. 2 (2026): ELT Forum: Journal of English Language Teaching - Special Issue (August)
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/elt.v15i2.62018

Abstract

The rapid development of technology with the advent of AI tools such as ChatGPT in the field of education provides practical steps for EFL students, especially in assisting them in completing academic writing. However, there is still little research focusing on the relationship between student motivation and overdependence on AI tools. To determine the relationship between motivation levels and overdependence on ChatGPT to assist with academic writing among EFL students, the researcher employed a quantitative correlational study. The participants of this study were selected through a purposive sampling method, consisting of 26 EFL students who are currently taking or have completed an academic writing course. The questionnaire data were collected online via Google Forms. The analysis results indicated that there was no significant correlation between motivation levels and overdependence on ChatGPT among EFL students, as evidenced by a Sig. value of 0.454 (p > 0.05). It can be concluded that there are factors that have a greater influence than motivation on the level of EFL students' dependence on ChatGPT. Therefore, educational institutions and educators can establish structured guidelines for academic writing so that the use of AI in assignments can still be accountable and not violate academic ethics. Additionally, the limitations of this study include a small sample size and low variable variance. Therefore, future researchers addressing the same topic may consider adding or utilizing external variables and employing specific research methods to conduct a more in-depth exploration.
Co-Authors Abdillah Ubaidi ADINDA KARTIKA PUTRI Ahmad Taufiq Alfia Rachma Firnanda Andini Septama Sari Andita Eka Wahyuni Anik Nunuk Wulyani Arum Puspitasari Ayu Chandra Agustin Ayu Chandra Agustin Bambang Yudi Cahyono Binti Muifatun Nazilah Ekaning Dewanti Laksmi El Khoiri, Niamika Evynurul Laily Zein Evynurul Laily Zen Farah Mulyawati Gunadi Harry Sulistyo Helmi Muhammad Hoirul Anam Karenia Jannah Dewi Prayogo Mardhatillah Mardhatillah Mirjam Anugerahwati Moh. Kholilurrahman Jailani Moh. Taufik Niki Puspita Sari Nur Hayati Nur Mukminatien Nurenzia Yannuar Raihana Binti Romly Revita Putri Utami Rifqi Hadiyatulloh Sari Karmina Silviya Izza Ulinnuha Siti Muniroh Syahirul Alim Tengku Intan Suzila bt Tengku Sharif Utami Widiati Utari Praba Astuti Yazid Basthomi