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All Journal Indonesian Journal of Applied Linguistics (IJAL) BAHASA DAN SASTRA English Review: Journal of English Education KEMBARA Jurnal Penelitian Pendidikan EDULITE: Journal of English Education, Literature and Culture Al Ishlah Jurnal Pendidikan Indonesian EFL Journal Jurnal Bahasa Lingua Scientia JOURNAL OF APPLIED LINGUISTICS AND LITERATURE JEES: Journal of English Educational Study PROJECT (Professional Journal of English Education) IALLTEACH (Issues In Applied Linguistics & Language Teaching) IJECA (International Journal of Education and Curriculum Application) Budapest International Research and Critics Institute-Journal (BIRCI-Journal): Humanities and Social Sciences MURHUM : JURNAL PENDIDIKAN ANAK USIA DINI SALEE: Study of Applied Linguistics and English Education Journal Compound : Improving the Quality of English Education Studies in English Language and Education TELL - US JOURNAL ETERNAL: English Teaching Journal People and Behavior Analysis (PBA) Jurnal Abmas
Rojab Siti Rodliyah
Universitas Pendidikan Indonesia
Religion Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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The Integration of Artificial Intelligence (AI) In English Language Teaching Practices: A Meta-Synthesis Study Rinekso, Aji Budi; Muslim, Ahmad Bukhori; Rodliyah, Rojab Siti
ETERNAL (English Teaching Journal) Vol. 16 No. 2 (2025): August
Publisher : Prodi Pendidikan Bahasa Inggris, FPBS, Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/eternal.v16i2.1691

Abstract

A great number of studies researching the incorporation of AI into English language teaching have grown significantly within the last five years. Nevertheless, to date, limited studies have been found to specifically review studies regarding AI integration in English language teaching. To fill the gap, this meta-synthesis study aims at presenting a summary of qualitative literature exploring how AI is integrated in English language teaching. Sixteen out of forty-seven articles were selected from various reputable databases as well as peer-reviewed journals (i.e., Scopus indexed) including Taylor & Francis, Science Direct, Wiley, Emerald, and ProQuest. Only qualitative data were processed and analysed thematically. Findings revealed some emerging themes: 1) student and teacher’s views towards AI integration in ELT, 2) benefits and drawbacks of AI integration in ELT, and 3) the role of AI for language skill improvement. In addition, the study shed light on several research topics recommended for further research.
EXPLORING PEER COOPERATIVE LEARNING THROUGH INDEX CARD MATCH IN ENGLISH LANGUAGE CLASSROOM: A CASE STUDY AT AN ELEMENTARY SCHOOL IN BANDUNG Choirunnisa, Jihan; Rodliyah, Rojab Siti
Journal of English Educational Study (JEES) Vol 8, No 2 (2025): November Edition
Publisher : STKIP Persada Khatulistiwa Sintang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31932/jees.v8i2.5106

Abstract

This qualitative case study explores how cooperative learning unfolded during the implementation of Index Card Match (ICM) in a sixth-grade English as a Foreign Language (EFL) classroom in Bandung, Indonesia. Grounded in Johnson and Johnson’s cooperative learning theory, Vygotsky’s sociocultural framework, and Silberman’s active learning principles, the study focused on how small-group interaction fostered students’ social development through social mediation and collaborative behaviors. Twenty-five students participated in six ICM sessions, working in five small groups. Data were collected through observation sheets, field notes, and semi-structured interviews, and analyzed thematically using Saldaña’s coding framework Six interconnected themes emerged: (1) peer mediation and verbal scaffolding, (2) collaborative role negotiation, (3) self and peer regulation in task engagement, (4) clarification and meaning-making, (5) positive emotional climate and motivation, and (6) challenges and resolution in cooperative learning. These patterns reflected how students shared responsibilities, supported one another, and co-constructed understanding through dialogic interaction. The findings highlight that structured cooperative tasks like ICM can nurture students’ interpersonal growth and classroom social norms. This study offers insights for EFL educators seeking to promote meaningful peer collaboration in primary-level language classrooms.
A review of Grammarly studies in the EFL context in Indonesia Zainurrahman, Zainurrahman; Rodliyah, Rojab Siti; Emilia, Emi
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.11.1.86-106

Abstract

Grammarly has been a popular automated writing evaluation (AWE) tool incorporated in English as a Foreign Language (EFL) writing instruction. Grammarly studies have also proliferated. However, the trends of Grammarly studies in this context have not been captured sufficiently. To fill this gap, this study reviews the trends of Grammarly studies in Indonesia, classifying published studies from 2014 to 2024 (the search occurred in March 2024). To this end, Grammarly studies were retrieved from the Sinta database and Google Scholar via Publish or Perish 8. The inclusion criteria determined that 11 studies were to be included. Using content analysis, research types, topics, instruments, methods, and key findings are classified and reported. The analysis showed that qualitative research was the most widely used method, followed by quantitative research. Meanwhile, research and development (R&D) and classroom action research (CAR) are extremely scant. Additionally, most studies have focused more on students’ perception of Grammarly than its actual performance. These findings suggest that further CAR-based, experimental, and correlational studies on the use of Grammarly in Indonesia are needed to address the research gaps identified. The study provides useful insights that can serve as a basis for future research on the use of Grammarly in language teaching and applied linguistics, especially in Indonesia.
Promoting Vocational School Students' Critical Thinking in Speaking by Using Instagram: Teachers’ Voices Winny Berliana; Sri Setyarini; Nenden Sri Lengkanawati; Bachrudin Musthafa; Rojab Siti Rodliyah
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 2 (2025): JUNE 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i2.6693

Abstract

The integration of digital tools in education has underscored the need for innovative strategies to develop critical skills, particularly in English as a Foreign Language (EFL) contexts. Among vocational school students, the ability to think critically and speak effectively in English is essential for employability and global communication. This qualitative study explored the use of Instagram to enhance critical thinking in speaking among vocational school students in Indonesia. Five EFL teachers, all experienced in using Instagram in the classroom, participated in the research. Data were collected through semi-structured interviews, classroom observations, and analysis of students' Instagram-based speaking activities. Thematic analysis was employed to identify key patterns and insights. Findings indicate that Instagram supports critical thinking development by encouraging students to analyze content, evaluate different viewpoints, and articulate arguments through speaking tasks. Students also demonstrated improved fluency and confidence. However, challenges such as digital distractions and varying levels of digital literacy emerged. Teachers highlighted the need for structured guidance and scaffolding to mitigate these issues. Instagram holds significant potential as a pedagogical tool for enhancing critical thinking in speaking within EFL vocational settings. Effective implementation requires intentional instructional design, including reflective questioning, peer feedback, and guided support. Future research should examine the long-term effects of social media-based learning on learners’ cognitive and linguistic progress.
Exploring Platform Choices in Enhancing English Speaking Skills: A Case Study in Jambi Province Winny Berliana; Rojab Siti Rodliyah; Bachrudin Musthafa
AL-ISHLAH: Jurnal Pendidikan Vol 18, No 1 (2026): MARCH 2026
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v18i1.9168

Abstract

This study investigates the alignment between teachers’ selected digital platforms and students’ platform preferences in supporting English speaking practice in the EFL context of Jambi Province, Indonesia. Despite the increasing integration of digital tools in language learning, limited research has explored how mismatches between teacher choices and student preferences influence speaking engagement.A qualitative case study design was employed involving 30 students and 2 English teachers from two secondary schools selected through purposive sampling. Data were collected through semi-structured interviews and supported by questionnaires for triangulation. The data were analyzed thematically using Oxford’s (1990) language learning strategies framework.The findings reveal that WhatsApp and YouTube were the most frequently used platforms due to their accessibility and ease of use. However, students showed a stronger preference for Instagram, which they perceived as more engaging and less anxiety-inducing for speaking practice. While partial alignment existed in the use of familiar platforms, a notable misalignment emerged in platform preference, potentially limiting students’ engagement and opportunities for meaningful speaking practice.The study concludes that effective integration of digital platforms in EFL speaking instruction requires not only consideration of accessibility and teacher manageability but also alignment with students’ preferences. Incorporating student-preferred platforms in a structured and pedagogically sound manner may enhance engagement and support more meaningful speaking practice, particularly in contexts with infrastructural constraints.
The Students’ Perceptions in Using TikTok as Media for Learning English Vocabulary on Autonomous Learning Alamsyah Alamsyah; Fazri Nur Yusuf; Rojab Siti Rodliyah
People and Behavior Analysis Vol. 3 No. 1 (2025): January - April Volume
Publisher : Research Synergy Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31098/pba.v3i1.2862

Abstract

Autonomous learning fosters students’ independence in managing their learning without teacher intervention. However, many students currently lack motivation for independent English vocabulary learning because of unengaging methods. The objective of this study is to determine students’ perceptions regarding the use of TikTok as a medium for learning English vocabulary for autonomous learning and improving their English vocabulary. This study employed qualitative research to analyze data, focusing on 5 AP2 students from a vocational high school in Bandung, Indonesia. The students were chosen as participants because they used TikTok as a medium for English vocabulary learning in autonomous learning. Additionally, the AP2 students were selected because their study program, Hospitality accommodation, involves frequent interaction with English vocabulary, making them more likely to engage with vocabulary learning platforms like TikTok. Data were gathered through interviews and analyzed using Miles and Haberman’s theory, which has three steps: reduce the data, display the data, and make a conclusion. The findings revealed that most students responded positively to using TikTok as a medium for autonomous English vocabulary learning, indicating that TikTok was effective in enhancing their vocabulary acquisition. The study concluded that TikTok is an effective and engaging medium for supporting autonomous English vocabulary learning, although potential distractions from the platform’s content should be considered.
A process-genre approach with genAI Feedback: Interpersonal lexicogrammar development Zainurrahman, Zainurrahman; Emilia, Emi; Rodliyah, Rojab Siti
KEMBARA: Jurnal Keilmuan Bahasa, Sastra, dan Pengajarannya Vol. 12 No. 1 (2026): April
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/kembara.v12i1.42479

Abstract

A genre-based approach is argued to be effective in developing students’ academic writing ability, but feedback provision remains a challenge. Studies on GenAI feedback have shown that GenAI tools can provide students with immediate, personalized feedback. However, a few studies have investigated the impact of integrating GenAI feedback into a genre-based approach. To fill this gap, this study integrated GenAI feedback into a process-genre approach (PGA) to teaching exposition, which is an academic genre. Focusing on students’ interpersonal lexicogrammatical developmental trajectory, this study employed a single-case study design. Data were collected from 15 EFL (English as a foreign language) undergraduate students' drafts (diagnostic writing test, four successive drafts, and final writing test). Students’ texts were scored using an SFL-informed rubric. The developmental trajectory was analyzed using repeated-measures ANOVA, along with the SFL mood, modality, and appraisal systems. The results indicated a statistically significant increment in students’ interpersonal grammar, F(2.85, 39.92) = 33.56, p < .001, ηp2 = .706, though a slight drop in the final writing test was observed. This study concludes that PGA with GenAI feedback could facilitate students’ interpersonal lexicogrammar, but students still needed learning and writing support from the teacher. The findings of this study contribute to our understanding of the PGA with GenAI feedback in teaching exposition.
In-House Training on HOTS-based media literacy for EFL teachers in Pangandaran Regency Sri Setyarini; Rojab Siti Rodliyah; Lulu Laela Amalia; Pupung Purnawarman; Surya Aulia Sukarman
Jurnal Abmas Vol. 26 No. 1 (2026): Jurnal Abmas
Publisher : Universitas Pendidikan Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17509/abmas.v14i1.33

Abstract

The rapid development of digital technology has introduced new challenges in instructional practices, particularly in relation to media literacy. Empirical conditions in Pangandaran Regency indicate that many English teachers still utilize digital media primarily as instructional support tools, with limited integration of critical analysis and Higher Order Thinking Skills (HOTS) in classroom activities. This community engagement program aimed to enhance English teachers’ understanding and professional competence in implementing a HOTS-oriented media literacy instructional model. The program employed an action research approach conducted through four stages: preparation, implementation, evaluation, and follow-up. Data were collected qualitatively through in-depth interviews, participant observation, and analysis of training documents. The participants consisted of 60 individuals, including school supervisors, principals, and junior secondary English teachers affiliated with the teachers’ professional forum (MGMP). The findings demonstrate improvements in teachers’ conceptual understanding of media literacy, shifts toward more reflective and analytical instructional strategies, and increased awareness of ethical and social dimensions of media use. The program highlights that structured HOTS-based training contributes positively to strengthening teachers’ professional competence in responding to the demands of digital-era learning environments.   Abstrak Perkembangan teknologi digital yang pesat menghadirkan tantangan baru dalam praktik pembelajaran, khususnya terkait literasi media. Kondisi empiris di Kabupaten Pangandaran menunjukkan bahwa sebagian besar guru Bahasa Inggris masih memanfaatkan media digital sebagai alat bantu penyampaian materi, dengan integrasi analisis kritis dan keterampilan berpikir tingkat tinggi (HOTS) yang masih terbatas dalam kegiatan pembelajaran. Kegiatan pengabdian kepada masyarakat ini bertujuan untuk meningkatkan pemahaman dan kompetensi profesional guru Bahasa Inggris dalam menerapkan model pembelajaran literasi media berbasis HOTS. Program dilaksanakan menggunakan pendekatan kaji tindak melalui empat tahap, yaitu persiapan, pelaksanaan, evaluasi, dan tindak lanjut. Pengumpulan data dilakukan secara kualitatif melalui wawancara mendalam, observasi partisipatif, dan analisis dokumen pelatihan. Partisipan kegiatan berjumlah 60 orang yang terdiri atas pengawas sekolah, kepala sekolah, dan guru Bahasa Inggris tingkat SMP yang tergabung dalam MGMP. Hasil kegiatan menunjukkan adanya peningkatan pemahaman konseptual guru terhadap literasi media, perubahan strategi pembelajaran yang lebih reflektif dan analitis, serta meningkatnya kesadaran terhadap dimensi etika dan sosial dalam penggunaan media. Program ini menegaskan bahwa pelatihan terstruktur berbasis HOTS berkontribusi positif dalam memperkuat kompetensi profesional guru dalam menghadapi tuntutan pembelajaran di era digital. Kata Kunci: HOTS; in-house training; kompetensi profesional guru; literasi media.
Co-Authors Ahmad Bukhori Muslim Ahmad Kailani, Ahmad Aji Budi Rinekso Alamsyah Alamsyah Alfath Eka Liani Amalia, Lulu Laela Arief Rahman Asyifa, Firly Bachrudin Musthafa Choirunnisa, Jihan Destiani, Isti Dwi Bayu Saputra Emi Emilia Emi Emilia Erlik Widiyani Styati, Erlik Widiyani Ernie D.A Imperiani Fazri Nur Yusuf Gin Gin Gustine Gustine, Gin Gin Holidazia, Rupina Ilantri, Yuyun Ima Rahmah Hanifah Intan Pertiwi Isti Destiani Khairunnisa Khairunnisa Lulu Laela Amalia Lulu Laela Amalia Mababaya, Ahmad Dindang Maharani, Nabilla Muhammad Handi Gunawan Naisya Dara Priyanka, Fadhillah Nenden Sri Lengkanawati Octaviani, Regina Purnawarman, Pupung Rakhmafithry, Dianty Rangkuti, Naufal Regina Octaviani Rinekso, Aji Budi Setyarini, Sri Setyarini Siti Azhariah SITI NURUL HIDAYATI Sri Setyarini Sudana, Dadang Suherdi, Didi Surya Aulia Sukarman Tsara Desiana Akmilia Winny Berliana Yolanda Yolanda, Yolanda Zainurrahman Zainurrahman Zainurrahman, Zainurrahman