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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
Aldha Williyan
Universitas Siliwangi
Religion Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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AI-powered pedagogy for argumentative essays in tertiary ELT: Insights from focus groups Williyan, Aldha; Ilyas, Muhammad; Shahat, Salah; Guntur, Mochamad; Rosalina, Utami
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.
A Portrait of Teaching Writing in Online Classroom Nurlina, Siti Lina; Denistiani, Salsa Ayu; Williyan, Aldha
LEOTECH: Journal of Learning Education and Technology Vol. 1 No. 1 (2024): LEOTECH: Journal of Learning Education and Technology
Publisher : CV. Akademi Merdeka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70152/leotech.v1i1.5

Abstract

Nowadays, online classrooms are growing in popularity. Especially given the Covid-19 outbreak in Indonesia, which has forced online learning. This study aims to investigate online learning in EFL learners’ writing classrooms. This study uses a qualitative method and a descriptive qualitative research design to examine in detail how teachers teach EFL learners in online writing. Researchers collected data through the technique of nonparticipant observation, and the researcher "observes from the sidelines" the action being observed. The results of this study reveal that the observed teacher's teaching method is not consistent with the four reference strategies employed by the researchers. The four strategies include; building knowledge of field, modeling of text, joint construction of text, and independent construction of text. Because, after being observed, the teacher employs only one strategy to teach writing, specifically building knowledge of field.
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.
Examining the roles of Duolingo Application as a learning tool in promoting efl learners' autonomy Fauziah, Afni Afifah; Williyan, Aldha; Rosalina, Utami
Tomorrow's Education Journal Vol. 2 No. 2 (2024): November 2024
Publisher : Institut Prima Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58660/tej.v1i1.123

Abstract

This study aims to explore the role of the Duolingo app in increasing students' English language learning independence. Data was collected through interviews with five participating students over two weeks in May 2024. The results showed that the majority of students enjoy using the mobile app to learn English because it is effective, fun, and allows learning anytime and anywhere. Some students highlighted that the app provides engaging content such as text, audio and video which enhances their learning experience. Most students know Duolingo from teachers, social media such as Instagram, and personal use. Their first impressions of Duolingo are very positive, mainly due to its attractive design and fun learning experience. After using Duolingo, students feel that the app is effective in helping them expand their vocabulary and understand basic grammar. Duolingo's interactive and engaging design also increases their motivation to learn. Students feel motivated by the daily targets and reward system in Duolingo. Gamification features such as points, levels and daily streaks make them more eager to learn every day. Most students use Duolingo to prepare for study abroad in the hope of strengthening their English skills so as not to face communication difficulties. The features most appreciated by students are the immediate feedback and the variety of language courses. Duolingo helps students learn independently by providing a variety of topics, flexible access, and a structured curriculum. Some students report significant improvements in listening, speaking, and vocabulary skills after using Duolingo. Features such as points, levels, streaks, feedback, daily challenges, and listening and vocabulary exercises are what motivate students to continue learning the most. This research shows that Duolingo can increase students' learning independence by creating a fun and challenging learning environment and providing flexibility in the learning process
The Implementation of Brainstorming Method by EFL Teachers in Improving Students’ Engagement in Speaking Class A Case Study at SMAN 1 Pangalengan Neng Nisa Anisa Padilah; Aldha Williyan; Utami Rosalina
Tomorrow's Education Journal Vol. 2 No. 2 (2024): November 2024
Publisher : Institut Prima Bangsa

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

Abstract

This study aims to explore how EFL teachers implement brainstorming methods to increase student engagement in speaking classes and how it impacts student engagement. The method used in this research is qualitative method and case study. Utilizing a qualitative case study approach, this research involves observations, interviews, and document analysis to gather data on how brainstorming activities affect student participation and speaking skills. The results of this study show that EFL teachers at SMAN 1 Pangalengan use brainstorming method to increase student engagement in speaking class. The steps include making lesson plans, choosing the type of brainstorming, preparing teaching materials, conditioning the class, dividing groups, brainstorming sessions, and classifying ideas. The types of brainstorming used were round robin, mind mapping, role storming, and brainwriting. The impact was increased participation, confidence, motivation, critical thinking skills, focus, concentration, and English language skills. This method makes learning more varied and dynamic.
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.
Co-Authors . sirniawati Ai Nurul Aini Aini, Ai Nurul Alin Herliyana Putri Alisa Maulida Sari Aprilia Riyana Putri Denistiani, Salsa Ayu 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 Mochamad Guntur Muhammad Aulia Taufiqi Muhammad Ilyas Muzakki, Muhammad Alie Naelul Rohmah Neng Nisa Anisa Padilah Nessa Yuanita Ningrat, Chelsea Chahya Nurlaela Rahmawati Nurlina, Siti Lina 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 Shahat, Salah Sirniawati Sirniawati Tia Nur Istianah Umar Umar Umar, Umar - Utami Rosalina Vanesa, Vica Via Vica Via Vanesa Virga Putra Darma Virga Putra Darma W, Widhiyanto