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All Journal Jurnal Pendidikan Bahasa Inggris PREMISE: Journal of English Education and Applied Linguistics Tell : Teaching of English Language and Literature Journal Edulitics (Education, Literature, and Linguistics) Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Paedagoria : Jurnal Kajian, Penelitian dan Pengembangan Kependidikan Jurnal Riset Teknologi dan Inovasi Pendidikan (Jartika) Education and Human Development Journal Indonesian Journal of Humanities and Social Sciences Didaktika: Jurnal Kependidikan Jurnal Pendidikan Bahasa Inggris Proficiency Journal of English Development Academic Journal Perspective : Education, Language, and Literature Indonesian Journal of Humanities and Social Sciences English Education: English Journal for Teaching and Learning
Irwan Sulistyanto
Universitas Islam Kadiri
Religion Arts Humanities Computer Science & IT Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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The Use of Social Media as An English Learning Resource for The Students of Islamic University of Kadiri Kediri Adry Nurdina Fajriah; Irwan Sulistyanto; Wawan Herry Setyawan
Edulitics (Education, Literature, and Linguistics) Journal Vol. 9 No. 1 (2024): June, 2024
Publisher : Prodi Pendidikan Bahasa Inggris, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Islam Darul Ulum Lamongan*

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52166/edulitics.v9i1.6423

Abstract

The aim of this research was to describe the kinds of social media that are mostly used and how students use social media as English learning resources. This research used a quantitative descriptive method with the data collection technique of a survey and simple random sampling technique. The subjects of research were all semesters in class A, Faculty of English Education, students of the Islamic University of Kadiri Kediri. The result of statistical calculations showed that YouTube was the social media platform that students used the most frequently as a resource for learning English, with 91.9% of students admitting to utilizing the platform to get better at listening. Next, according to 81.8% of students, they utilized YouTube to hone their speaking abilities. Additionally, 79.8% of students claimed to have used YouTube to advance their reading comprehension, and 77.8% claimed to have used it to advance their English writing abilities. The majority of students (37.97%) in the English Education faculty chose watching English videos as a resource for learning the language. Then, 32.49% of students said that an effective way to study English was to follow an English learning account. Furthermore, 29.54% of students claimed that speaking with native speakers in person was a useful way to learn English. Based on this research, it can be stated that the research that has been carried out has obtained positive results in accordance with existing theory and has benefits for the faculty, students, readers, and future researchers to increase insight in choosing the use of social media that can be used as an English learning resource. Thus, it can be concluded that social media YouTube can be a useful and effective tool for students to learn English.
Fostering EFL Students’ Academic Literacy: Students' Perception Using Elicit AI Irwan Sulistyanto; Angga Prasongko; Zidan Maghfiro Tannaka
Edulitics (Education, Literature, and Linguistics) Journal Vol. 10 No. 2 (2025): July - December 2025
Publisher : Prodi Pendidikan Bahasa Inggris, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Islam Darul Ulum Lamongan*

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52166/edulitics.v10i2.11361

Abstract

Elicit AI is an artificial intelligence–powered research assistant designed to help users locate, evaluate, and synthesize scholarly sources efficiently. As the use of AI tools in higher education continues to expand, there remains limited empirical research on how such tools are perceived and utilized by English as a Foreign Language (EFL) students, particularly in supporting academic literacy skills such as sourcing and managing references for thesis writing. Addressing this gap, the present study examines English Education students’ perceptions of Elicit AI as a tool for enhancing academic literacy. Using a mixed-method design, data were collected from 21 sixth-semester students through questionnaires and interviews. Results show that 75% of students perceive Elicit AI as useful, 82% find its feedback effective, and 67% report an increase in motivation and engagement. While descriptive data suggest gender neutrality, One-Way ANOVA reveals a significant difference between male and female students. These findings highlight Elicit AI’s potential to foster academic literacy and engagement in EFL contexts. Limitations include the small sample size and reliance on self-reported data. Future research should investigate broader demographics and curriculum-level strategies for the equitable and ethical integration of AI in language education. Overall, Elicit AI demonstrates strong potential as a supplementary tool for fostering academic literacy and supporting students’ engagement in higher education
Students’ Experiences in an LMS‑Based Basic Reading Course: A Narrative Inquiry Irwan Sulistyanto; Erwin Hari Kurniawan; Angga Prasongko; Wildan Isna Asyhar; Krisna Adi Prayoga
English Education : English Journal for Teaching and Learning Vol 14, No 1 (2026): VOLUME 14 NO 01 JUNE 2026
Publisher : UIN Syekh Ali Hasan Ahmad Addary Padangsidimpuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24952/ee.v14i1.19788

Abstract

This study explores first‑semester students’ experiences in navigating an LMS‑based Basic Reading course at an Indonesian university. The transition into digitally mediated reading instruction often introduces emotional, technical, and cognitive challenges for novice LMS users. Using a narrative inquiry approach, three students were interviewed to capture their learning trajectories, difficulties, and evolving perceptions across a 16‑session semester. The findings indicate that students initially struggled with LMS navigation, digital submission procedures, and unstable internet connectivity, which triggered confusion, anxiety, and fear of missing deadlines. As they gained procedural familiarity through repeated exposure, peer support, and independent exploration their confidence increased and emotional tension gradually decreased. The LMS was perceived to offer benefits such as centralized materials, flexible access, and efficient task management, although issues related to unclear notifications and inconsistent deadline settings remained problematic. This study highlights that LMS‑mediated reading instruction can enhance autonomy and accessibility for novice learners, but its effectiveness depends on reliable infrastructure, transparent digital guidelines, and structured onboarding to support students’ emotional and academic adjustment.
Co-Authors Adry Nurdina Fajriah Agustyas, Ricky Dwi Angga Prasongko Angga Prasongko Aryo Rama Genis Asmiladi Asrotinengseh, Asrotinengseh Damashola, Alfina Dina Azmi Imada Erwin Hari Kurniawan Fahma Liddini Hanifah Fajriah, Adry Nurdina Ismawardani, Betty Mahardica Krisna Adi Prayoga Lely Setyawati Kurniawan Lutfi Darmansyah M. Syaichul Muchyidin Megazain, Hamim Muchyidin, M. Syaichul Musafik, H.M Naim Nur Fajar Pamungkas, Dewi Sari Prayoga, Krisna Adi Prellany, Nindy Putri, Kristanti Yuntoro Rossi Dila Agustina Setyawan, Wawan Herry Silviana, Devi Tannaka, Zidan Maghfiro Thaharnunu, Margaretha Maurits Wildan Isna Asyhar Yuslia Styawati, Yuslia Zidan Maghfiro Tannaka