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All Journal English Review: Journal of English Education ETERNAL: English Teaching Journal English Education Journal Al Ishlah Jurnal Pendidikan Wiralodra English Journal (WEJ) JELL (Journal of English Language and Literature) STIBA-IEC Jakarta Edulingua: Jurnal Linguistiks Terapan dan Pendidikan Bahasa Inggris Journal on Education Journal of English Education CONCEPT Journal of English Teaching and Learning Issues ENGLISH FRANCA : Academic Journal of English Language and Education Jurnal CULTURE (Culture, Language, and Literature Review) Journal of General Education and Humanities Educational Tracker : Teaching English as a Foreign Language Journal NextGen Education Review Journal Tomorrow’s Education Journal Foreign Language Instruction Probe NaCoLET LEOTECH: Journal of Learning Education and Technology ELT Echo: The Journal of English Language Teaching in Foreign Language Context Indonesian EFL Journal
Aldha Williyan
Universitas Siliwangi
Religion Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Analyzing Translation Errors in Indonesian-English Business Letters Williyan, Aldha; Umar, Umar -; Vanesa, Vica Via; Aini, Ai Nurul
JELL (Journal of English Language and Literature) STIBA-IEC Jakarta Vol 8 No 02 (2023): JELL STIBA IEC
Publisher : STIBA IEC JAKARTA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37110/jell.v8i02.180

Abstract

This paper discussed the translation error from a business letter made based on American Translation Association (ATA's) made by EFL Learners'. In this research, the researchers used a descriptive qualitative method. The data source in this research is two EFL Learners' who are in translation class with better English skills than other data. Data collection in this study was carried out by taking two data from a total of 36 business letter translating task data given by translation class lecturers. The data is classified based on the type of error according to ATA's Framework for Standard Error Making Classification. The results of the analysis show that there are 18 translation errors in 11 types of 26 types of translation errors with style error as the most frequently found error. Style error is the error that has the highest nominal by appearing five times out of 18 the number of errors with a percentage 27,8%. Finding errors from the two data proves that EFL Learners' who are studying translation studies still have deficiencies. Educators and students must work together so that translation errors produced by EFL Learners' can be reduced.
The The Use of Storyline Online Website by EFL Learners as The Independent Learning Media to Learn Listening Comprehension Putri Wulandari; Aldha Williyan; Virga Putra Darma
Tomorrow's Education Journal Vol. 2 No. 1 (2024): May 2024
Publisher : Institut Prima Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58660/y3z6ar88

Abstract

This study aims to explore the use of the Storyline online website for learning listening comprehension and also find out the benefits and challenges EFL learners perceive when using the Storyline Online website as a self-learning tool to learn listening comprehension skills. The methodology for this study is qualitative, using a descriptive research design. The participants of this study were 3 students from class XI RPL 2 who were selected by criterion-based sampling. For this study, the researcher employed interviews, focus group discussions and documentation methods to gather the necessary information. The researcher used Miles and Huberman's method to analyze the data. The results of this study show that the online storyline website is used to learn to listen for gist, listen for specific information, listen for details and inferential listening. Storyline online has several benefits and challenges. The benefits of storyline include practicing listening comprehension, vocabulary acquisition, pronunciation, inspiring stories and easy to use. While the challenges in learning to use storyline include unfamiliar vocabulary, fast pronunciation and accents.
Digital literacy of an EFL teacher in IT-based language instruction to teach speaking Williyan, Aldha; Taufiqi, Muhammad Aulia; Kurniadi, Didit
Jurnal CULTURE (Culture, Language, and Literature Review) Vol. 12 No. 1 (2025): Jurnal CULTURE (Culture, Language, and Literature Review)
Publisher : Universitas Aki

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53873/culture.v12i1.690

Abstract

Learners in today's modern age are highly technologically savvy. It is no surprise that some forms of IT-based instruction are used in language courses to make classes more entertaining and participatory for students. Teachers can involve their students in the learning process by providing a vibrant and engaging classroom environment using technology. This research aims to investigate the level of digital fluency of an Indonesian EFL teacher who uses IT-based language instruction to teach speaking, as well as how the Indonesian EFL teacher integrates digital tools and technology in their language instruction to teach speaking skills. These goals are achieved by observing an EFL teacher and 37 EFL students during three sessions of the teaching and learning process using a qualitative methodology. The results show that IT-based instruction is delivered through a variety of applications and websites, demonstrating the high level of digital literacy of the EFL teacher. It also reveals that the learning process is now inextricably linked to the internet as a learning resource and instrument, and that technological advancements benefit both students and teachers. Therefore, it is challenging to separate the roles of teachers and technology in constructing the current educational paradigm due to their influence on its progress.
STRUCTURING TWEE AI FOR EFL LESSON PLANNING: A GUIDE FOR RECEPTIVE AND PRODUCTIVE SKILLS Aldha Williyan; Eka Pujiastuti; Naelul Rohmah; Saifudin Saifudin
Wiralodra English Journal Vol. 9 No. 2 (2025): Wiralodra English Journal (WEJ)
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/wej.v9i2.425

Abstract

This study responds to the growing need for structured pedagogical support in integrating artificial intelligence into English as a Foreign Language (EFL) instruction. As AI tools become more prominent in educational settings, their potential to enhance language learning hinges on how effectively they are integrated into existing teaching practices. Twee AI, a tool designed to generate EFL-relevant learning content, offers numerous features for receptive and productive skills instruction. However, without pedagogical scaffolding, its use in classrooms can be inconsistent and fragmented. Using a design and development research (DDR) approach, this study proposes two instructional frameworks that align Twee AI’s features with established models for teaching receptive and productive skills. For receptive skills, the framework maps Twee tools onto the stages of schema activation, comprehension scaffolding, and post-task reflection. For productive skills, it guides the integration of Twee features into preparation, practice, and reflection stages. These frameworks are theoretically grounded and have not yet been empirically tested. By translating AI tool functionalities into coherent instructional sequences, the study offers practical guidance to EFL teachers and supports principled AI integration that sustains teacher agency and instructional coherence in increasingly AI-mediated classrooms.
PROCESS TYPES IN EFL LEARNERS’ NARRATIVE TEXT: A PORTRAIT ON LINGUISTICS AND GENDER CONNECTIONS Aldha Williyan; Lala Bumela
ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol. 1 No. 1 (2016): December 2016
Publisher : IAIN Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eltecho.v1i1.969

Abstract

Abstract: This present study explores the female and male EFL learners’ process types in their narrative text to connect the linguistics and gender. According to Bank (2007, 3-4) school help to shape the sex-role socialization theorists: that is, the theory which focuses on how people learn the role of male and female in the society.  Thus, this study is intended to: 1) find out the differences between both female and male in term of process types in narrative text, 2) find out the relation between gender of writers and the choice of process types in writing narrative text. This study shows that female EFL learner uses eleven process types; material (37%), attributive intensive (22,6%), mental affection (7,5%), behavioral (7,5%), identifying intensive (6,1%), mental perceptive (5,4%), verbal (4,8%), attributive possessive (4,1%), mental cognition (2,7%), causative (1,3%), and existential process (0,7%).  In contrast, the male respondent tends to use and produce only nine kinds of process types in his narrative text.  Those process types are the material (47%), Verbal (13,3%), behavioral (12,2%), attributive intensive (8,1%), identifying intensive (5,8%), mental cognition (4,6%),  mental perceptive (4%), attributive possessive (3,4%), mental affection processes (1,1%). Key words: process types, gender,Male EFL learner, Female EFL learner
SOCIAL CONTEXTS AND CONVERSATIONAL IMPLICATURES IN CONVERSATIONS AMONG FAMILY MEMBERS Aldha Williyan
ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol. 3 No. 2 (2018): DECEMBER 2018
Publisher : IAIN Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eltecho.v3i2.3244

Abstract

Social contexts play important roles in the conversations.  The speakers need to always refer to those contexts when conversing.  Moreover, conversations do not only contain literal meanings but also meanings beyond the utterances.  This study therefore aims to reveal the social contexts that influence how the participants talk and produce conversational implicatures in the conversations, particularly among family members.  Four participants are involved with this study.  They are a father, mother, son and daughter from one family.  The data are taken from the conversations that occur only before school and father’s work using recording and note taking.  This study shows that the conversation among those four participants is rich of conversational implicatures.  There are several types of conversational implicatures found in this study.  Those are standard implicature with the highest emergence, particularized conversational implicature, generalized conversational implicature, and a deliberate flouting of the maxims.  This study concludes that the use of conversational implicature is strongly influenced by the social contexts of the participants, such as age, power or social status and social distance.
ICT IN DISTANCE LEARNING: TEACHERS’ ATTITUDES AND PROBLEMS Aldha Williyan; . sirniawati
ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol. 5 No. 2 (2020): December
Publisher : IAIN Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eltecho.v5i2.6949

Abstract

In 2020, conducting education in distance is obligatory since the education must continue while the world is still fighting with the coronavirus disease and one of the ways of teaching in distance learning is using ICT. While several studies have investigated teachers’ attitudes of using ICT in face to face classrooms, few studies investigate teachers’ attitudes of using ICT in distance learning. This study examines 52 teachers’ attitudes and problems in using ICT in EFL distance learning in a language development center. The questionnaires are delivered and the interview is conducted to collect the data that disclose the teachers’ attitudes and problems of using ICT in distance learning. After analyzing the data, the findings in this study indicate that the teachers have positive attitudes toward the use of ICT in distance learning. The problems that occur when using ICT in distance learning are further discussed and possible suggestions are presented.
AI AS TEACHING PARTNER: EXAMINING EFL EDUCATORS' PRACTICES IN ONLINE READING COMPREHENSION Aldha Williyan; Ema Wilianti Dewi; Kautsar Kautsar
ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol. 10 No. 2 (2025): DECEMBER 2025
Publisher : UIN Siber Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eltecho.v10i2.20046

Abstract

This study examines how EFL teachers incorporate Artificial Intelligence (AI) into teaching reading comprehension in online environments, with a focus on its role in lesson planning, delivery, and evaluation. The research aims to understand the diverse ways educators adopt AI tools in their practices. Using a qualitative approach, involving interviews and classroom observations, the study captures teachers' experiences with AI integration. Findings reveal that AI enhances the personalization of reading materials, enables real-time feedback during lessons, and streamlines the grading process. However, the study also highlights differing attitudes toward AI, as some teachers prefer traditional methods, citing concerns about losing pedagogical control and the limitations of AI technology. The study concludes that, while AI holds significant potential for improving instructional practices, there is a clear need for professional development programs to help teachers effectively balance AI use with traditional pedagogical methods. Future research should investigate the long-term effects of AI on student learning outcomes, examine AI's influence on teacher-student interactions, and evaluate the role of professional development in supporting AI adoption in education.
AI-powered pedagogy for argumentative essays in tertiary ELT: Insights from focus groups Aldha Williyan; Muhammad Ilyas; Salah Shahat; Mochamad Guntur; Utami Rosalina
Journal of General Education and Humanities Vol. 4 No. 3 (2025): August
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v4i3.423

Abstract

This study explores AI-powered pedagogy for teaching argumentative essays in tertiary English Language Teaching (ELT) through focus group discussions with six experienced ELT lecturers. The research addresses two key questions: how to develop AI-powered lesson plans for argumentative essay writing systematically, and what EFL students' perceptions of AI-powered tools' impact on specific dimensions of argumentative writing are. Using Framework Analysis of qualitative data, the study identifies four areas where AI enhances instruction: scaffolding argument development, providing real-time feedback, improving peer review, and fostering reflective revision. These insights informed the development of a structured 110-minute lesson plan integrating AI tools throughout the writing process. Student questionnaires revealed overwhelmingly positive attitudes (82-90%) toward AI-powered tools, with benefits perceived in generating better arguments, improving writing skills, structuring essays, and identifying flaws in reasoning. The findings suggest that AI, when thoughtfully integrated, can address persistent challenges in argumentative writing instruction by providing personalised support while maintaining a balance between technological assistance and learner autonomy. This research contributes to the growing discourse on AI integration in language education.
EFL STUDENTS’ PERCEPTIONS OF GRAMMARLY FOR GRAMMAR ACCURACY AND INDEPENDENT LEARNING IN THE ERA OF EDUCATION 5.0 Lili Sururi Asipi; Aldha Williyan; Angga Adi Saputra
Indonesian EFL Journal Vol. 12 No. 1 (2026)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v12i1.35

Abstract

The integration of artificial intelligence (AI) into English as a Foreign Language (EFL) instruction has reshaped feedback practices in academic writing, particularly through Automated Writing Evaluation (AWE) tools such as Grammarly. Within the Education 5.0 paradigm, AI is expected to support human-centered learning, reflective engagement, and learner autonomy rather than replace teacher mediation. This study explores Indonesian EFL students’ perceptions of Grammarly in supporting grammatical accuracy, independent learning, and writing confidence. Employing a qualitative-dominant research design, data were collected from 100 undergraduate EFL students through a descriptive questionnaire and follow-up semi-structured interviews with three purposively selected participants. Quantitative data were analyzed descriptively, while qualitative data were examined using reflexive thematic analysis. The findings indicate that students generally perceived Grammarly as easy to use and helpful in identifying grammatical errors, expanding vocabulary, and improving sentence-level accuracy. Grammarly was also perceived to encourage self-checking and reflective revision; however, learner independence was found to be conditional, as many students still relied on teacher guidance for contextual and rhetorical aspects of writing. In addition, positive affective outcomes emerged, including increased confidence and reduced anxiety toward writing tasks. Overall, the study suggests that Grammarly functions as a micro-level linguistic scaffold rather than a comprehensive writing tutor. Its pedagogical value is maximized when integrated within teacher-guided instructional frameworks that promote critical engagement with AI feedback, aligning with the human-centered principles of Education 5.0.
Co-Authors . sirniawati Afni Afifah Fauziah Ai Nurul Aini Aini, Ai Nurul Alin Herliyana Putri Alisa Maulida Sari Angga Adi Saputra Aprilia Riyana Putri Devi Nurhayati Devi Tania Maudy Dewi, Ema Wilianti Didit Kurniadi Dila Charisma Djoko Sutopo Dwi Nopiyadi Eka Apriani Eka Pujiastuti Ema Wilianti Dewi Farouk Imam Arrasyid, Farouk Imam Fauziah, Afni Afifah Fuadi, Adillah Suroyyah Kautsar Kautsar Kautsar, Kautsar Lala Bumela Lili Sururi Asipi Lili Sururi Asipi Mochamad Guntur Mochamad Guntur Muhammad Aulia Taufiqi Muhammad Ilyas Muzakki, Muhammad Alie Naelul Rohmah Neng Nisa Anisa Padilah Neng Nisa Anisa Padilah Nessa Yuanita Ningrat, Chelsea Chahya Nurlaela Rahmawati Putri Aliyanti Putri Wulandari PUTRI WULANDARI Putri, Aprilia Riyana Rahma Ayuditya Putri Reno Julyan Retno Purwani Sari Riksan Nawawi Fahrul Padri Rosalina, Utami Saifudin Saifudin Salah Shahat Salsa Ayu Denistiani Sirniawati Sirniawati Siti Lina Nurlina Tia Nur Istianah Umar Umar Umar, Umar - Utami Rosalina Utami Rosalina Utami Rosalina Vanesa, Vica Via Vica Via Vanesa Virga Putra Darma Virga Putra Darma W, Widhiyanto