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All Journal Jurnal Pendidikan Bahasa Inggris Englisia Journal AL ISHLAH Jurnal Pendidikan MODELING: Jurnal Program Studi PGMI AT-TA`DIB International Journal of Community Service Learning Journal of English Language and Pedagogy J-REaLL Jurnal Wahana Pendidikan JOLLT Journal of Languages and Language Teaching Jurnal Pendidikan dan Teknologi Indonesia Edukasia: Jurnal Pendidikan dan Pembelajaran Progressive of Cognitive and Ability Journal of English Teaching and Linguistic Issues (JETLI) Journal of Innovation and Teacher Professionalism
Yuyun Yulia
RMIT University, Melbourne, Australia
Arts Economics, Econometrics & Finance Education Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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Journal : JOLLT Journal of Languages and Language Teaching

 1 
Scrutinizing English Academic Writing Skills: Indonesian Postgraduate Students' Challenges and Strategies in an AI-Empowered Era Andika, Jeffri Dian; Waly, Muchamad Muchibbuddin; Yulia, Yuyun; Reswari, Girindra Putri Ardana
Journal of Languages and Language Teaching Vol 13, No 2 (2025)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i2.12884

Abstract

Indonesian postgraduate students encounter significant challenges in academic writing, particularly in areas such as clarity, coherence, organization, grammar, and plagiarism prevention. This study investigates these challenges and explores the potential of AI-driven strategies to enhance writing skills. Utilizing a mixed-methods approach, including quantitative surveys of 50 participants and qualitative interviews with six postgraduates, the research identified key obstacles such as difficulty in formulating clear research questions, using precise academic vocabulary, maintaining logical flow, and mastering citation practices. To address the issues, they employed several effective strategies employed      including seeking feedback, attending workshops, outlining, varying sentence structures, and thorough proofreading. AI tools like Grammarly, QuillBot, ChatGPT, and Mendeley are widely used for grammar checks, paraphrasing, citation management, and enhancing coherence, demonstrating their value in supporting academic writing. However, the study underscores the importance of human oversight to ensure originality and foster critical thinking. These findings have implications for both theoretical advancement and educational practice, particularly in the integration of AI tools in higher education. The findings hold significant implications for educational practice, suggesting that AI integration in higher education can serve as an effective support tool, provided it is accompanied by guidance on responsible usage.
Enhancing Secondary Education Viewing Skills Through Differentiated Mobile Learning: A Lesson Learned from Teachers’ Perspective Widora, Intan; Armanda, Muhamad Laudy; Yulia, Yuyun; Manullang, Agatha Christiyanti
Journal of Languages and Language Teaching Vol 13, No 2 (2025)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i2.13338

Abstract

The proliferation of mobile learning has introduced a wide range of educational apps and flexible learning supports, extending education beyond traditional constraints of time and location. While mobile learning has proven effective for language acquisition, its potential extends into areas of digital engagement critical to modern education. Differentiated instruction, essential for personalized learning, can particularly benefit from mobile learning platforms, as demonstrated in this study’s focus on viewing skills, a component highlighted in Indonesia’s Independent Curriculum but less explored in research. This qualitative study reflects on English teachers' experiences using mobile learning to teach viewing skills to secondary students across Indonesia, utilizing interviews, focus groups, and digital artefacts to gather insights. Findings reveal that mobile learning facilitates differentiated instruction in viewing skills, fosters student motivation and critical thinking, enhances digital literacy, and requires teacher strategies to mitigate distractions. These results suggest that structured mobile learning integration can effectively promote differentiated learning across diverse skills, offering educators a flexible tool for skill-specific instruction.
Co-Authors Amirudin, Saeful Andika, Jeffri Dian ardyaningrum, heny Ari Purnawan Armanda, Muhamad Laudy Azkiyah, Sofiatul Berliana Henu Cahyani Budhi, Widodo Dewi Nur Widiyati Dwi Pratiwi Dwiyani Pratiwi Eiden, Kheisen Fitriyani, Choiria Handayani, Riris Imam Ghozali Ivashova, Elizaveta Karima, Kauna Khosiyono, Banun Hafivah Cahyo Khosiyono, Banun Havifah Cahyo Kusumaningrum, Betty Kusumawati, Riyani Listyaningsih, Desti Ludovikus, Ludovikus M. Sukarno Manullang, Agatha Christiyanti Maulana, Muhammmad Irham Moch. Imam Machfudi Munif Munif, Munif Muti’ah, Titik Nafiah, Tri Nasution, Khairunnisa Open, Maria Jawa Paulus Sainyakit Prastiti, Khoirunnisa Candra Pratiwi, Ika Aditya Pratiwi, Nova Indriana Rachmawati, Arandha May Rahmasari, Alissa Reswari, Girindra Putri Ardana Rozanah Katrina Herda, Rozanah Katrina Salsabila, Hanania Saputri, Maulidarni Sharizan, Sharizan Thamrin, Andi Hidayat Titania, Fani Nabila Trisharsiwi Trisharsiwi, Trisharsiwi Wahid, Muhammad Nurdin Waly, Muchamad Muchibbuddin Wardani, Rosiana Widora, Intan Windianto, Nur Eko Wipsar Siwi Dona Ikasari yogi hestuaji Zainnur Wijayanto