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All Journal Prosodi: Jurnal Ilmu Bahasa dan Sastra Lingua Franca: Jurnal Bahasa, Sastra, dan Pengajarannya AKSIOLOGIYA : Jurnal Pengabdian Kepada Masyarakat Pendas : Jurnah Ilmiah Pendidikan Dasar Jurnal Teladan: Jurnal Ilmu Pendidikan dan Pembelajaran Indonesian EFL Journal: Journal of ELT, Linguistics, and Literature eL.Muhbib: Jurnal Pemikiran dan Penelitian Pendidikan Dasar SCAFFOLDING: Jurnal Pendidikan Islam dan Multikulturalisme Pioneer: Journal of Language and Literature Kontribusia : Research Dissemination for Community Development JPEKA: Jurnal Pendidikan Ekonomi, Manajemen dan Keuangan Journal of English Teaching, Literature, and Applied Linguistics Al-Manhaj: Jurnal Hukum dan Pranata Sosial Islam Jurnal Manajemen Pendidikan dan Ilmu Sosial (JMPIS) Didaktika: Jurnal Pemikiran Pendidikan Inovasi: Jurnal Diklat Keagamaan Journal of English Language and Education New Language Dimensions Indonesian Journal of English Teaching JASL - Journal of Applied Studies in Language Edukasia: Jurnal Pendidikan dan Pembelajaran Journal of Law, Poliitic and Humanities ANTHOR: Education and Learning Journal BAHASTRA Cendikia Pendidikan IJELaSS: International Journal of Education, Language and Social Scince Indonesian EFL Journal: Journal of ELT, Linguistics, and Literature Learning Strategies: Jurnal Ilmu Pendidikan dan Pembelajaran
Agus Wardhono
Universitas PGRI Ronggolawe
Religion Arts Humanities Astronomy Biochemistry, Genetics & Molecular Biology Chemistry Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Physics Public Health Social Sciences Other

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Qualitative Study: English Language Education Students' Perceptions of the Use of AI Technology in Academic Writing Nanda Wati Ika Syafitri; Agus Wardhono
Journal of English Language and Education Vol 11, No 4 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i4.2998

Abstract

The integration of artificial intelligence (AI) has transformed academic writing by providing digital tools that support English as a Foreign Language (EFL) learners throughout the writing process. Among these tools, QuillBot has become one of the most widely used because it offers accessible features such as paraphrasing, grammar checking, and vocabulary enhancement that directly address common writing difficulties faced by students. This study aimed to explore English Education students’ perceptions of using QuillBot in academic writing, the features they utilized, the challenges they encountered, and its contribution to their writing development. A qualitative descriptive design was employed involving 17 fourth-semester students of the English Education Study Program at Universitas PGRI Ronggolawe (UNIROW), Tuban. Data were collected through questionnaires and semi-structured interviews and analyzed using descriptive statistics and the interactive model of Miles, Huberman, and Saldaña. The findings revealed generally positive perceptions, with students reporting improvements in grammar, vocabulary, sentence structure, paraphrasing, writing efficiency, and confidence. However, concerns regarding overdependence, originality, and academic integrity were also identified. The study contributes to the growing literature on AI-assisted writing by providing qualitative insights into students’ experiences and offers practical implications for integrating AI tools into academic writing instruction while promoting critical thinking and responsible AI use.
PENERAPAN WEBSITE LITERACY CLOUD MELALUI AKUN BELAJAR UNTUK MENINGKATKAN MEMBACA PEMAHAMAN DAN LITERASI DIGITAL PADA SISWA KELAS V SEKOLAH DASAR Pardi; Djoko Apriono; Agus Wardhono
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 02 Juni 2026 Press
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.47398

Abstract

The low ability of reading comprehension and digital literacy of elementary school students remains a serious problem in 21st-century learning. This condition was also found in fifth-grade students of UPT SD Negeri Sidonganti 2, Tuban Regency, who showed low reading comprehension scores and suboptimal use of learning technology. The government has provided Belajar.id accounts integrated with various digital platforms, one of which is the Literacy Cloud website. This study aims to examine the application of the Literacy Cloud website through Belajar.id accounts in improving reading comprehension skills and digital literacy of fifth-grade students. This research employed a mixed-methods approach with a sequential explanatory design. The quantitative method used a quasi-experimental pretest-posttest control group design, while the qualitative method used a case study. The research subjects consisted of 38 fifth-grade students divided into experimental and control groups. Data were collected through reading comprehension tests, digital literacy questionnaires, interviews, observations, and documentation. Quantitative data were analyzed using an independent t-test, while qualitative data were analyzed using the Miles and Huberman model. The results showed that the application of the Literacy Cloud website through Belajar.id accounts significantly affected the improvement of reading comprehension ability (posttest mean: experimental group 83.47 vs. control group 71.26; significance value 0.000 < 0.05) and digital literacy (posttest mean: experimental 3.32 vs. control 2.74; significance 0.000 < 0.05). Qualitatively, learning became more active, engaging, and increased student motivation and engagement in digital reading activities.
PROFIL MINAT BACA DAN KEMAMPUAN MEMBACA MELALUI MEDIA BIG BOOK BERBASIS LITERASI UNTUK MENINGKATKAN KEMAMPUAN BERKOMUNIKASI SISWA KELAS I SEKOLAH DASAR Indah Trissetyowati; Agus Wardhono; Fera Dwidarti
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 02 (2026): Volume 11 No. 02 Juni 2026 Press
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i02.47554

Abstract

Basic literacy in early elementary school is the foundation for developing students' reading and communication skills. Observations at Grade I of UPT SD Negeri Sidonganti 1, Kerek District, Tuban Regency revealed that students' reading interest, beginning reading ability, and oral communication skills were still low. This study aims to describe the profile of reading interest, reading ability, and communication skills of Grade I students through the application of literacy-based Big Book media. A qualitative descriptive approach was used. The research subjects were 15 Grade I students consisting of 8 male and 7 female students. Data collection employed observation, interviews, and documentation. Data analysis was conducted using Miles and Huberman's interactive model through data reduction, data display, and conclusion drawing. The results show that the use of literacy-based Big Book media effectively improved students' reading interest, enhanced beginning reading skills, and encouraged students to be more active and confident in oral communication. Big Book creates an interactive, enjoyable, and contextual learning atmosphere that supports the optimal development of student literacy and communication. The role of the teacher as a facilitator is a key factor in optimizing the use of Big Book as a literacy and communication media in early grade learning.
Analisis Uji Validitas Media Flipbook Digital Untuk Meningkatkan Hasil Belajar Bahasa Indonesia Siswa Kelas V Sekolah Dasar Yanti Nor Ermawati; Agus Wardhono; Ina Agustin
Learning Strategies: Jurnal Ilmu Pendidikan dan Pembelajaran Vol. 1 No. 2 (2026): July
Publisher : GRM Academic Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.67710/learningstrategies.v1i2.33

Abstract

Penelitian ini bertujuan untuk menganalisis validitas media pembelajaran Flipbook Digital dalam meningkatkan hasil belajar siswa kelas V sekolah dasar. Penelitian ini dilaksanakan di UPT SD Negeri Baturetno 1 Tuban menggunakan metode Research and Development (R&D) dengan model ASSURE, yang difokuskan pada tahap uji validitas media sebagai dasar untuk mengetahui kelayakan produk sebelum diterapkan dalam pembelajaran. Pengembangan media diawali dengan analisis kebutuhan peserta didik dan karakteristik pembelajaran, kemudian dilanjutkan dengan perancangan, pengembangan, pemanfaatan media, pelibatan aktif peserta didik, serta evaluasi dan revisi produk. Teknik pengumpulan data menggunakan lembar validasi yang dinilai oleh ahli materi, ahli bahasa, dan ahli media. Hasil validasi menunjukkan bahwa media Flipbook Digital memperoleh kategori sangat valid, dengan persentase penilaian ahli media sebesar 86,15%, ahli materi sebesar 83,33%, dan ahli bahasa sebesar 96,36%. Penilaian tersebut mencakup aspek kelayakan isi, kebahasaan, penyajian, dan desain media. Selain itu, media yang dikembangkan dilengkapi dengan berbagai fitur pendukung, seperti video pembelajaran, gambar, latihan soal interaktif, dan navigasi yang memudahkan peserta didik dalam mengakses materi secara mandiri maupun bersama guru. Hasil penelitian menunjukkan bahwa media Flipbook Digital layak digunakan sebagai media pembelajaran dan berpotensi meningkatkan hasil belajar siswa melalui penyajian materi yang lebih menarik, interaktif, dan sesuai dengan karakteristik peserta didik sekolah dasar. Dengan demikian, media Flipbook Digital dapat dijadikan sebagai salah satu alternatif media pembelajaran yang valid untuk mendukung proses pembelajaran di sekolah dasar
Implementing the AI-Assisted SCENE Model in Teaching Speaking: A Descriptive Qualitative Study of Indonesian EFL Senior High School Students Siti Hidayatur Rohmah; Risa Triassanti; Agus Wardhono
International Journal of Education, Language, and Social Science Vol. 4 No. 2 (2026): International Journal of Education, Language and Social Science (IJELaSS) (in p
Publisher : Darul Ilmi Bina Insan Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62612/ijelass.v4i2.101

Abstract

This study aims to describe the implementation of the AI-Assisted SCENE Model in teaching speaking to EFL students and to explore their learning experiences during the learning process. A descriptive qualitative research design was conducted at MA Al Anwar Sarang, Rembang, involving 40 eleventh-grade students selected through purposive sampling. Data were collected through classroom observations, speaking performance rubrics, questionnaires, semi-structured interviews, and video recordings, and were analyzed using thematic analysis supported by descriptive statistics. During the implementation, ChatGPT was utilized to support dialogue development, idea generation, and speaking practice within the SCENE instructional procedures. The findings indicate that the AI-Assisted SCENE Model was implemented through five integrated procedures Starting with Essential Questions, Collaborative Planning and Scheduling, Enacting the Roles, Next-Level Assessment, and Evaluating the Experience which provided a structured and collaborative learning process. Descriptive results showed a higher mean speaking performance score in Role Play 2 (21.3, Very Good) than in Role Play 1 (20.6, Good), while qualitative findings revealed positive learning experiences, with 85% of students expressing favorable responses toward the implementation. These findings suggest that the AI-Assisted SCENE Model offers a structured and engaging approach to AI-assisted speaking instruction and provides practical insights for teachers seeking to integrate collaborative learning and AI-supported activities into EFL classrooms.
AI-Generated TikTok Microlearning Videos for Eight Grade EFL Learners’ Pronunciation of English Silent Letters Silvia Syahara; Dholiful Hadi; Agus Wardhono
International Journal of Education, Language, and Social Science Vol. 4 No. 2 (2026): International Journal of Education, Language and Social Science (IJELaSS) (in p
Publisher : Darul Ilmi Bina Insan Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62612/ijelass.v4i2.104

Abstract

This study investigates the use of AI-generated TikTok microlearning videos for teaching English silent letters to eighth-grade EFL learners. Many students experience difficulties in pronouncing silent letters because the relationship between English spelling and pronunciation is often inconsistent. To address this issue, the study employed AI-generated TikTok microlearning videos incorporating Natural Reader as an AI-based text-to-speech tool to provide pronunciation models of words containing silent letters. The study employed a quantitative pre-experimental design using a one-group pre-test and post-test approach involving 31 eighth-grade students at SMP Negeri 5 Tuban, Indonesia, during the 2025/2026 academic year. Data were collected through pronunciation pre-tests and post-tests and analyzed using descriptive statistics, the Shapiro-Wilk normality test, and the Wilcoxon Signed-Rank Test. The results showed an increase in the mean pronunciation score from 41.93 in the pre-test to 64.50 in the post-test. The Shapiro-Wilk test indicated that the data were not normally distributed (pre-test = 0.008; post-test = 0.009), therefore, the Wilcoxon Signed-Rank Test was employed and yielded a significance value of 0.000 (p < 0.05). The effect size was r = 0.865, indicating a strong effect. These findings indicate a statistically significant difference between students’ pronunciation performance before and after the use of the AI-generated TikTok microlearning videos. However, because the study employed a one-group pre-experimental design without a control group, the findings should be interpreted as evidence of improvement following the intervention rather than definitive evidence of causal effectiveness. The findings suggest that AI-generated TikTok microlearning videos may serve as a supplementary digital medium for teaching English silent letters to EFL learners
Literature as counter discourse in the construction of history in Laila S. Chudori’s novels Agus Wardhono; Kumaidi Kumaidi; Suantoko Suantoko
BAHASTRA Vol. 46 No. 2 (2026): BAHASTRA
Publisher : Universitas Ahmad Dahlan

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

Abstract

This study examines how linguistic and narrative choices in three novels by Laila S. Chudori, Pulang, Laut Bercerita, and Namaku Alam, ideologically construct history, using Teun A. Van Dijk's Critical Discourse Analysis (CDA) approach. Rather than treating the three novels as isolated case studies, this study reads them as a continuous, cross-generational discourse on Indonesia's unresolved historical trauma. The analysis moves beyond identifying which marginalized historical events are represented, such as state violence and forced disappearances, to examine the textual mechanisms, namely macrostructural topic selection, narrative schema, lexical choice, agentless syntax, and metaphor, through which these events are constructed ideologically at the levels of text structure, social cognition, and social context. The findings indicate that a fragmentary, multiperspectival narrative schema, combined with emotionally charged diction and agent-deleting passive constructions, works systematically to foreground victims' experiences while implicitly contesting the state's evasion of accountability. The author's social cognition, shaped by her position as a journalist and witness to Indonesian political history, is realized through an ideology of humanity and justice; at the level of social context, the novels function as a counter discourse to the state's official narrative. These findings suggest that literature not only represents history but also actively participates in shaping historical awareness and public discourse. The findings contribute to the field of literary criticism and CDA in Indonesia, as well as to an understanding of the ideological, rather than merely thematic, function of literature in the context of post-state violence.
Co-Authors admin admin Agustin, Ina Ahmad Tauchid Andik, Mochamad Argya Drestanta Arief Pramuktiyono AyudyaTyosa Shendy Khatama Badri Atul Fikriyah Borman, M. Syahrul Budi Susatyo Budi Susatyo Chatarini Septi Ngudi Lestari Christina I.T. Panggabean Christina I.T. Panggabean Christina Innocenti Tumiar Panggabean Dede Nuraida Dian Kristin Ningrum Djoko Apriono Dumiyati Dumiyati Dumiyati Dwi Firmansyah, Rizki Dwijayanti, Julia Dyah Kurniawati Dyah Kurniawati Edy Nurfalah Faiz, Achmad Zaenal Fera Dwidarti Fikroh Laili Sa'adah Naidi Hadi, Dholiful Hairus Salikin Hardiyanti, Novia Heny Sulistyaningrum Heru Windarto Husni Pratama Noviansyah Ina Agustin Indah Trissetyowati K.J. Vargheese Kalista, Anggia Khoirul Anwar Kholifah Kholifah Krishna Tri Sanjaya Kumaidi Kumaidi Mas Ayu Rafidah Mochamad Andik Mohammad Fatoni Mukhlis Purnama Hadi Mu’jizatin Fadiana Nanda Wati Ika Syafitri Nurhayati Pardi Ponco Bagyo Susilo Prasetyo, Kacung Heru Risa Triassanti Risa Triassanti Saputra, Dedy Meyga Sholahudin Al Magribi Silvia Syahara Siti Helmyati Siti Hidayatur Rohmah Siti Samsiatun Ni'mah Stephen Spanos Suantoko Suantoko Suantoko Suantoko Suantoko, Suantoko Suryo Tri Saksono Susilo, Ponco Bagyo Syahmi, Taffy Faiq Syehfani Alif Akbar Ulvia Ika Surya Viranny, Septia Nur Indah Wahyu Prawesthi, Wahyu warli Yanti Nor Ermawati Yazid Albustomi Yoliete Rohmadtis Yudi Supiyanto Yuliasari, Ulfa YUNITA SURYANI