Article Per Year (5 Year)
p-Index From 2021 - 2026
7.8
P-Index
This Author published in this journals
All Journal International Journal of Evaluation and Research in Education (IJERE) Indonesian Journal of Applied Linguistics (IJAL) Journal of Education and Learning (EduLearn) Jurnal Penelitian Pendidikan Language Circle : Journal of Language and Literature Lembaran Ilmu Kependidikan PREMISE: Journal of English Education and Applied Linguistics Celt: A Journal of Culture, English Language Teaching & Literature Edukasi: Jurnal Pendidikan dan Pengajaran IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature EDULITE: Journal of English Education, Literature and Culture ELT Forum: Journal of English Language Teaching English Education Journal The Journal of Educational Development IJoLE: International Journal of Language Education Esteem Journal of English Study Programme Journal of Educational Research and Evaluation Mimbar Ilmu Voices of English Language Education Society Rainbow : Journal of Literature, Linguistics and Cultural Studies TLEMC (Teaching and Learning English in Multicultural Contexts) Elsya : Journal of English Language Studies LINGUA : Jurnal Bahasa, Sastra, dan Pengajarannya Journal of Innovation in Educational and Cultural Research Journal of English Teaching and Learning Issues Varia Humanika Journal of English Education Program (JEEP) International Journal of English and Applied Linguistics (IJEAL) Munaddhomah: Jurnal Manajemen Pendidikan Islam Journal of Law, Administration, and Social Science ALLURE JOURNAL Journal Of Sustainability Perspectives Cendekia: Jurnal Kependidikan dan Kemasyarakatan Journal of Sustainability Perspectives UNNES International Conference on ELTLT Prosiding Seminar Nasional Pascasarjana Proceeding of International Conference on Science, Education, and Technology Jurnal Bisnis dan Komunikasi Digital Jurnal Pemberdayaan Ekonomi dan Masyarakat English Education Journal Rainbow : Journal of Literature, Linguistics and Culture Studies Varia Humanika Explorations in English Learning English Review: Journal of English Education
Hendi Pratama
Jurusan Bahasa Dan Sastra Inggris, FBS, Universitas Negeri Semarang, Indonesia
Religion Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Public Health Social Sciences Other

Published : 80 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 80 Documents
Search

 4   5   6   7   8 
Towards humanized English learning: AI tools and speaking outcomes among university students Muhamad Rifqi Bakhtiar; Hendi Pratama; Seful Bahri; Rudi Hartono; Sri Wahyuni; Kurniawan Yudhi Nugroho; Treenuch Chaowanakritsanakul
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.11.2.435-449

Abstract

The rapid advancement of artificial intelligence in higher education has significantly transformed English language teaching and learning processes. This study investigates the integration of humanizing pedagogy into AI-supported learning environments, particularly via platforms such as ChatGPT, Gemini, and Bing AI/Copilot, to enhance university students' speaking outcomes. Using a cross-sectional survey design involving 54 university students from Elementary School Teacher Education, Accounting, and English Education programs, data were collected via a structured questionnaire during May 2025 and analyzed using Partial Least Squares Structural Equation Modeling (PLS-SEM). The findings reveal that while artificial intelligence provides efficient feedback and structured practice, the human element remains essential for creating an authentic and supportive instructional atmosphere. Students who perceived psychological benefits from AI use showed the strongest intention to continue using these tools (β = 0.368, p < 0.01), followed by learning effectiveness (β = 0.289) and technology usability (β = 0.241), with the model accounting for 61.4% of variance in adoption intention. This research provides practical implications for curriculum designers to incorporate humanized artificial intelligence strategies into English education programs to ensure more effective and empathetic classroom instruction.
AI ASSISTANCE OR OVERRELIANCE? ANALYZING ESP STUDENTS’ CRITICAL USE OF GENERATIVE AI Masrurotul Ajiza; Issy Yuliasri; Hendi Pratama; Sri Wahyuni
English Review: Journal of English Education Vol. 14 No. 2 (2026)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/englishreview.v14i2.153

Abstract

The rapid integration of generative artificial intelligence (GenAI) tools as reshaped how English for Specific Purposes (ESP) students —like in engineering disciplines— approach language production. Despite their growing presence, limited research has examined the risk of overreliance on GenAI and its potential to diminish students’ critical language awareness. Using a purposive sampling in which 27 students who met the criteria, the study addressed three questions: (1) To what extent do ESP students critically evaluate AI-generated suggestions? (2) What factors influence their acceptance, revision, or rejection of AI output? and (3) In what ways do ESP students utilize AI tools to support their English skills? A qualitative approach was utilized with the data collected through class observation and open-ended questionnaires. The findings revealed that while AI use is widespread, many students demonstrated critical engagement, often modified sentence structures to sound more humanized. However, lack of confidence in their English abilities and time constraints were key reasons for passive acceptance of AI output. Students used AI mostly for overcoming their lexical barriers. These findings underscore the need for careful integration of GenAI into ESP classrooms, supported by targeted instruction and thoughtful lesson design, particularly for students with lower proficiency. Future research should further examine patterns of overreliance across more diverse learner populations.
Integrating Adabul ‘Alim wal Muta’allim into EFL Teacher Professional Identity in the Indonesian Islamic University Context Nuskhan Abid; Rudi Hartono; Rahayu Puji Haryanti; Hendi Pratama; Siti Marpuah; Eko Widianto
Cendekia: Kependidikan dan Kemasyarakatan Vol 24 No 1 (2026)
Publisher : Universitas Islam Negeri Kiai Ageng Muhammad Besari Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/cendekia.v24i1.13101

Abstract

The integration of religious ethics within English as a Foreign Language (EFL) remains underdeveloped, often sidelined by an epistemological dichotomy between general and religious disciplines. This study investigates how the ethical dimensions of K.H. Hasyim Asy’ari’s classical text, Adabul ‘Alim wal Muta’allim, are integrated into the professional identity and pedagogical practices of English teachers at an Indonesian Islamic university. Employing a narrative inquiry, data were collected through in-depth interviews with five English teachers and observations. Findings indicate that the integration of adab is manifested in (1) intention and sincerity as part of teacher identity, (2) teachers as exemplary models of Islamic ethics, (3) Islamic ethics as non-discrimination and fairness pedagogy, and (4) harmonious relationships to foster an inclusive learning environment. Practical manifestations of adab integration in the teaching process include fair assessment practices and extraordinary patience with students' grammatical and pronunciation errors. This study contributes to Islamic education by providing a clear framework to bridge knowledge gaps and eliminate scientific dichotomies between secular language teaching and religious ethics, and offering an in-depth model for a holistic teacher identity. This study offers a model for updating the curriculum to integrate strong language skills with the development of religious ethics in teacher professional identity construction and pedagogical practices.
UNNES Green Transportation as a Continuous Effort in Building a Conservation University Fathur Rokhman; Hendi Pratama; Amin Retnoningsih
Journal of Sustainability Perspectives Vol 1, No 3 (2021)
Publisher : Universitas Diponegoro

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (1134.753 KB) | DOI: 10.14710/jsp.2021.12012

Abstract

Universitas Negeri Semarang (UNNES) declared itself as a conservation university with 3 main pillars, namely: (1) values and character, (2) arts and culture, and (3) natural resources and physical environment. UNNES believes the environmental crisis cannot be overcome only through practical and technical actions but it also attempts to change the way humans view and behave towards the environment. One indicator of natural resources pillars and the environment is green transportation. To implement green transportation, UNNES develops an internal transportation system to guide the use of vehicles, roads and parking areas on the campus. The use of regulated vehicles included motorized and non-motorized vehicles. The target of implementing a green transportation system was to reduce emissions in the campus environment to a minimum level. Motorized vehicles must obey the directional traffic signs applied in the campus environment and be only allowed to park in designated parking areas. Sufficient space for bicycle traffic, environmentally-friendly vehicles, and pedestrians on the sideways were preferred. Motor vehicle noise levels must not exceed 55 dB. Special vehicle traffic, among others, such as garbage transporters, watering plants, fire engines, and special-licensed vehicles were regulated under applicable regulations. Inspection tasks were carried out by security vehicles that can go through all roads in the campus environment in the direction of the designated lane, except in unlikely emergencies. Environmentally-friendly vehicles in the form of electric and non-fossil cars operated on Monday-Friday from 6:00 to 18:00 and were free. Markings with different colors, and bicycle lanes were used to differentiate between motorized vehicles. Campus parking points consisted of a central parking point and several auxiliary parking units. The central parking in the Multi-purpose Building was used for motorized vehicles or bicycles and was guarded 24 hours. Meanwhile, the auxiliary parking units were located in each work unit area which also had a security system. People with disabilities were facilitated through special signposts.
Immersive Learning with Assemblr EDU: Advancing Reading Comprehension in EFL Classrooms through AR Technology Mustakim Sagita; Zukhruf Farizi; Muhammad Khatami; Issy Yuliasri; Abdurrahman Faridi; Hendi Pratama
Explorations in English Learning Vol. 1 No. 1 (2025): June
Publisher : Sumber Belajar Sejahtera

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

Abstract

Despite the expanding application of Augmented Reality (AR) in educational settings, rigorous empirical investigations into its efficacy for enhancing reading comprehension among English as a Foreign Language (EFL) learners remain limited, particularly in the Indonesian higher education context. This study employed a quasi-experimental mixed-methods design to examine the impact of Assemblr EDU, an AR-based instructional application, on the reading comprehension performance of 104 undergraduate EFL learners at the B1 proficiency level. Utilizing the Dialang reading assessment and one-way analysis of covariance (ANCOVA), the quantitative findings revealed a statistically significant difference in posttest scores between the experimental group (M = 15.61) and the control group (M = 12.43), with a large effect size (partial η² = .919, p < .001), thereby affirming the pedagogical advantage of AR integration in reading instruction. Semi-structured interviews were conducted with six experienced EFL lecturers to contextualize the quantitative results further. Thematic analysis indicated that AR-supported instruction enhanced student motivation, vocabulary acquisition, and comprehension through multimodal interaction. However, technological constraints and limited access to digital resources were noted as implementation barriers. The study provides robust evidence supporting the efficacy of AR in improving EFL reading outcomes. It underscores the need for systemic support, including infrastructure readiness and targeted teacher training, to optimize its integration. These findings contribute to the theoretical and practical discourse on technology-enhanced language learning and offer implications for the design of future AR-based pedagogical interventions in EFL contexts.
Using Teams Games Tournament (TGT) to Increase Students’ Vocabulary Acquisition and Reduce Their Learning Anxiety the Case of Seventh-Grade Students at Junior High School Mughits Alwi; Hendi Pratama; Henrikus Joko Yulianto
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 2 (2025): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v13i2.9246

Abstract

This study focuses on two persistent issues in EFL classrooms, limited vocabulary acquisition and high levels of learning anxiety among seventh-grade students. The researcher examined whether the Teams Games Tournament (TGT) Scramble Game is more effective than traditional instruction in improving vocabulary acquisition while reducing anxiety. Using a mixed-methods, quasi-experimental design with a nonequivalent control group, the study involved 60 students at Junior High School Brebes, divided equally into an experimental group and a control group. Vocabulary achievement was measured through pre-tests and post-tests, while anxiety levels were assessed using the Foreign Language Classroom Anxiety Scale (FLCAS) developed by Horwitz et al. (1986), supported by classroom observations and semi-structured interviews. Quantitative analysis using N-Gain scores showed that the experimental group reached a moderate improvement (62%), which was substantially higher than the control group’s 48%, indicating stronger vocabulary development through TGT. In terms of affective outcomes, students in the experimental group shifted from being “very anxious” to “mildly anxious” or “relaxed,” while anxiety in the control group largely remained high. Qualitative findings further revealed that students perceived the TGT Scramble Game as “fun, motivating, and less stressful,” promoting peer support and active participation. Consistent with cooperative learning theory (Slavin), Thus, the TGT Scramble Game effectively enhances vocabulary learning while creating a low-anxiety classroom environment, offering meaningful implications for student-centered EFL instruction.
Designing an English reading instructional model incorporating Islamic content for Integrated Islamic High Schools Seful Bahri; Rini Susanti Wulandari; Hendi Pratama
EduLite: Journal of English Education, Literature and Culture Vol 11, No 1 (2026): February 2026
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/e.11.1.1-18

Abstract

Reading is a fundamental language skill that plays a key role in students’ academic success, yet in faith-based schools English reading instruction often lacks integration with Islamic values and character formation. While previous studies have highlighted the need for contextualized materials, limited research has offered a systematic model that aligns English reading with Islamic content and the Emancipated Curriculum (Kurikukum Merdeka). This study therefore aimed to design, validate, and evaluate an English reading instructional model that incorporates Islamic themes and the ten Muwashafat. Employing a Research and Development (R&D) design using the ADDIE framework, the study involved English teachers and students at an Integrated Islamic Senior High School in Semarang, Indonesia. Data were gathered through collaborative classroom action research (CAR) combining questionnaires, observations, interviews, and pre/post tests. The model produced includes a conceptual framework, syllabus, lesson plans, and Islamic-themed reading texts structured through the IMPACT sequence (Initiate, Map, Perceive, Analyze, Construct, Think back). Expert evaluation confirmed its feasibility with average ratings of 3.53–3.67, while classroom implementation demonstrated effectiveness, as students’ reading scores increased from 6.8 (pre-test) to 7.8 (post-test), alongside positive improvements in engagement, classroom climate, and character development. The findings conclude that integrating Islamic content with character-based values strengthens English reading instruction in faith-based contexts, and future researchers are encouraged to adapt and expand the model across diverse educational settings.
Designing Grab and Go English Pocket Book for Tourism Staff Members as EFL Learner in Taman Kyai Langgeng (TKL) Ecopark Moch. Malik Al Firdaus; Issy Yuliasri; Dwi Rukmini; Hendi Pratama; Anggytha Mutiara; Boris Ramadhika
Mimbar Ilmu Vol. 30 No. 2 (2025): August
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/mi.v30i02.103590

Abstract

Efforts toward the internationalization of tourism destinations require human resources with adequate English communication competence. However, many tourism staff members still face challenges in using English functionally, while relevant learning materials tailored to their professional context remain limited. This study aims to analyze the needs and develop an English pocket book “Grab and Go” designed to enhance professional communication skills through the English for Specific Purposes (ESP) and English for Tourism approaches. The research employs Design-Based Research (DBR) model, encompassing three major phases: preliminary research, development or prototyping, and assessment. Data were collected through observation, interviews, and questionnaires, and analyzed descriptively to determine product validity and feasibility. The findings reveal that design aspects such as typography, illustrations, and contextual relevance significantly improve learning motivation and comprehension among staff. The developed pocket book was rated as “highly feasible” and it effectively supports staff in communicating with tourists more confidently. The study concludes that context-based learning materials can strengthen professional communication competence in the tourism sector. Its implication suggests that this product can serve as an innovative model for workplace-oriented English learning and can be further developed into an interactive digital format to expand accessibility and ensure sustainability of learning practices.
Metapragmatic Reasoning behind Impoliteness Attribution in Refusals: Javanese EFL Learners and Native Speakers of English Ali Yafi, Mohammad; Pratama, Hendi; Widhiyanto, Widhiyanto
Journal of English Education Program Vol. 7 No. 2 (2026)
Publisher : FKIP - Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jeep.v7i2.107498

Abstract

This study examines the metapragmatic reasoning of Javanese EFL learners (JLE) and native speakers of English (NSE) in attributing impoliteness to refusal utterances, with particular attention to the cultural values and pragmalinguistic features that participants identified as evaluative triggers. A two-phase sequential design was employed, using a Written Discourse Completion Task (WDCT) as a cognitive elicitation trigger followed by Retrospective Verbal Report (RVR) interviews with 10 JLE and 10 NSE participants. Thematic analysis of the RVR transcripts produced seven themes organized across two dimensions: the cultural values and moral orientations underlying impoliteness attribution, and the pragmalinguistic features identified as triggers. The findings indicate that both groups evaluated refusals against shared evaluative structures, including hierarchical legitimacy, moral responsibility, empathetic attentiveness, and epistemic fairness, though the cultural content through which these structures were expressed differed systematically between groups. The absence of lexical mitigation markers was the most consistently cited pragmalinguistic trigger, evaluated as a signal of moral inattentiveness to the relational cost of refusal rather than as a missing politeness formula. These findings reframe impoliteness attribution as a moral-evaluative process operating at two levels simultaneously: a shared evaluative structure and culturally specific content, and a distinction with potential implications for cross-cultural pragmatics theory and EFL pragmatic pedagogy in Indonesia.
Metapragmatic Reasoning behind Impoliteness Attribution in Refusals: Javanese EFL Learners and Native Speakers of English Ali Yafi, Mohammad; Pratama, Hendi; Widhiyanto, Widhiyanto
Journal of English Education Program Vol. 7 No. 2 (2026)
Publisher : FKIP - Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jeep.v7i2.107498

Abstract

This study examines the metapragmatic reasoning of Javanese EFL learners (JLE) and native speakers of English (NSE) in attributing impoliteness to refusal utterances, with particular attention to the cultural values and pragmalinguistic features that participants identified as evaluative triggers. A two-phase sequential design was employed, using a Written Discourse Completion Task (WDCT) as a cognitive elicitation trigger followed by Retrospective Verbal Report (RVR) interviews with 10 JLE and 10 NSE participants. Thematic analysis of the RVR transcripts produced seven themes organized across two dimensions: the cultural values and moral orientations underlying impoliteness attribution, and the pragmalinguistic features identified as triggers. The findings indicate that both groups evaluated refusals against shared evaluative structures, including hierarchical legitimacy, moral responsibility, empathetic attentiveness, and epistemic fairness, though the cultural content through which these structures were expressed differed systematically between groups. The absence of lexical mitigation markers was the most consistently cited pragmalinguistic trigger, evaluated as a signal of moral inattentiveness to the relational cost of refusal rather than as a missing politeness formula. These findings reframe impoliteness attribution as a moral-evaluative process operating at two levels simultaneously: a shared evaluative structure and culturally specific content, and a distinction with potential implications for cross-cultural pragmatics theory and EFL pragmatic pedagogy in Indonesia.
Co-Authors Abdurrahman Faridi Abimanto, Dhanan Aflahatun, Nur Agustien, Helena I.R. Ahmad Syaifudin Ain, Qurat ul Ainy, Qurrot Ali Formen Amalia, Widya Amin Retnoningsih Anggytha Mutiara Anwar, Choiril Arriyani, Nurfisi Ashar, Baihaqi Bintang Di Langit Biru Boris Ramadhika Chabibah, Faricha Maula Dewi Sartika Dwi Rukmini Eko Suwignyo Eko Suwignyo Eko Widianto Fadillah, Syifa Fellashufa Fahrur Rozi Fajlin, Eka Yulianti Fajlin, Eka Yulianti Fathur Rokhman Fathur Rokhman Fatma Hetami Fauzi, Iwan Ferrian Erwanto Fitriani, Walida Wahid Frimadhona Syafri Galuh Kirana Dwi Areni Hadzik, Muhamad Irfan Hanik Nurul Faizah Hartono, Rudi Henrikus Joko Yulianto Hidayat, Rayhan Imanuel Kamlasi Indah Nurhidayah Issy Yuliasri istiani, imas Januarius Mujiyanto Januarius Mujiyanto, Januarius Januarius, Januarius M. Sukarno Maria Johana Ari Widayanti Masrurotul Ajiza Ma’mun, Nadiah Moch. Malik Al Firdaus Mohammad Ali Yafi Mughits Alwi Muhamad Rifqi Bakhtiar Muhammad Khatami Mustakim Sagita Nadiah Ma’mun Nafi', Mar' Atul Latifah Jauharin Nugroho, Kurniawan Yudhi Nurcahya, Wirawan Firman Nuskhan Abid Nyoman Karina Wedhanti Pasaribu, Ronal Rendy Yuleo Pryla Rochmahwati Puteri, Siti Azizah Putri, Alisha Rahma Putri, Stephanie Priyanto Rahayu Puji Haryanti Raspati, Bintang Retno Rahayuningsih Rika Riwayatiningsih Rini Susanti Wulandari Seful Bahri Seful Bahri Setiani, Imas Shabrina, Annisa Nurul Siti Marpuah Sri Wahyuni Sri Wuli Fitriati Suwandi Suwandi Suwandi Suwandi Syahid Abdulloh Titus Adhi Sukmana Treenuch Chaowanakritsanakul W, Widhiyanto Wahyuni, Sri Yunda Lestari, Yunda Zukhruf Farizi zulfa Sakhiyya Zulfa Sakhiyya