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All Journal Jurnal Pendidikan Bahasa Inggris Englisia Journal Al Ishlah Jurnal Pendidikan Wacana Akademika : Majalah Ilmiah Kependidikan Jurnal Penelitian Pendidikan IPA (JPPIPA) MODELING: Jurnal Program Studi PGMI AT-TA`DIB International Journal of Community Service Learning International Journal of Educational Dynamics (IJEDS) Voices of English Language Education Society Journal of English Language Teaching Innovations and Materials (Jeltim) Journal of English Language and Pedagogy J-REaLL Jurnal Wahana Pendidikan JOLLT Journal of Languages and Language Teaching Jurnal Pendidikan dan Teknologi Indonesia Journal of Research in Instructional Edukasia: Jurnal Pendidikan dan Pembelajaran Progressive of Cognitive and Ability Journal of English Teaching and Linguistic Issues (JETLI) Journal of Innovation and Teacher Professionalism Jurnal Pendidikan Progresif
Yuyun Yulia
RMIT University, Melbourne, Australia
Agriculture, Biological Sciences & Forestry Arts Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Economics, Econometrics & Finance Education Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Materials Science & Nanotechnology Mathematics Physics 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.
Video Strategy as Scaffolding to Foster Students’ Grammar Proficiency and Writing Skills in EFL Learning Devi, Leona Patria; Abidin, M. Zaenal; Yulia, Yuyun; Jon, Roi Boy; Ariawan, Soni; Faresta, Rangga Alif; Afuwani, Siti Hanum
Journal of Languages and Language Teaching Vol. 12 No. 2 (2024): April
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i2.10351

Abstract

Despite its significance particularly when it comes to writing competence, numerous studies have revealed that grammar is still considered complicated to grasp and used by students. The purpose of this study was to determine how video-based instruction affects students' understanding of grammar in writing assignments. This sequential explanatory mixed-method study aimed to investigate how students' grammatical skills especially in degree of comparison might be improved. Quantitative evaluations such as creating written test materials for the students and qualitative interviews with both teachers and students were employed. The findings showed that students' comprehension of grammatical rules for statistical tests had improved. Descriptive data evidenced that the students were clearly excited, enthralled, and actively involved with the tactics; served as a scaffold to lower obstacles; enhanced language learners' understanding; and increased students' vocabulary. Both quantitative and qualitative approaches evidenced the significance of implementing English videos to promote students’ grammatical competence in writing skills. The study's implications and suggestions are discussed.
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): April
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): April
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.
Developing Zoonoses-Themed Reading Materials for EFL Students Within the Emancipated Curriculum Framework Armanda, Muhamad Laudy; Waly, Muchamad Muchibbuddin; Andika, Jeffri Dian; Pratiwi, Dwiyani; Yulia, Yuyun
Journal of Languages and Language Teaching Vol. 13 No. 3 (2025): July
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i3.13810

Abstract

Although the notion of establishing global education has existed since the early 21st Century, the majority of current EFL textbooks neglect global issues as teaching content. However, existing studies on the implementation of the current Emancipated Curriculum have yet to incorporate authentic materials related to these topics, which remain significantly underexplored. In such a manner, this study introduced a supplementary reading material integrated with zoonoses topic as a part of global health issues nowadays. Utilizing a mixed-method approach to accomplish an ADDIE model, the study presents clear DBR stages. Various instruments, such as questionnaires, interviews, tests, and digital artifacts, were used. Half of the student population was obtained as samples (N=63), and an English teacher participated in this study. The major findings underscore the significant difference in the experiment group students’ reading skills based on t-value (7.011) > α (0.05). To a certain extent, user responses (88%) and module evaluation (95%) toward the product were considered very worthy or eligible to be employed for teaching reading in English classrooms. Apart from the empirical evidence, the study offers practical insights for English teachers in similar areas, highlighting the potential of proposing global issue topics to bridge the students' knowledge, skills, and awareness of real-world situations. Shortly, this will contribute valuable direction for the future development of English teaching materials. 
Enhancing Students’ Narrative Writing Skills through Dictogloss: Evidence from a Vocational High School Context Kali, Marius Randan; Widyantoro, Agus; Yulia, Yuyun; Putro, Nur Hidayanto Pancoro Setyo; Purnawan, Ari
Journal of Languages and Language Teaching Vol. 13 No. 4 (2025): October
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i4.16230

Abstract

Students’ English narrative-writing skills remain weak, yet writing competence is essential in today’s global context. This study investigated the effectiveness of the Dictogloss technique for improving students’ narrative writing through a mixed-method classroom action research design involving eleventh-grade students at SMK N 1 Tanjung Selor. Data were gathered from observations, students’ worksheets, and writing tests, and analyzed using direct observation notes, self-assessment, and an analytical writing rubric. Findings revealed consistent gains across the five key aspects of writing—content, organization, vocabulary, grammar, and mechanics. From the pre-test to Cycle 1 and Cycle 2, students’ average scores steadily increased, and by the second cycle 34 students (91.2 %) surpassed the passing mark of 75, demonstrating a substantial improvement in overall writing performance. These results confirm the strong positive impact of the Dictogloss method on students’ narrative-writing ability. Pedagogically, teachers are encouraged to integrate Dictogloss as a regular classroom practice by providing structured note-taking activities, guiding pair or group reconstruction of texts, and offering focused feedback on content development, text structure, and precise vocabulary use. Such targeted strategies help students strengthen listening, collaborative, and writing skills simultaneously, ensuring more meaningful engagement and measurable progress in narrative writing. Overall, the research underscores Dictogloss as an integrative method that enhances not only writing accuracy but also collaboration and higher-order thinking skills highly relevant for vocational students preparing for the demands of a global workforce. The implication of the study is that students are encouraged to actively engage in the Dictogloss activities, as these activities help improve writing by developing listening, note-taking, and collaborative skills. It is important to focus on the text's content, structure, and vocabulary when working in pairs, as this will enhance their writing skills.
Co-Authors Afrezah, Novela Nur Afuwani, Siti Hanum Agus Widyantoro Alrian, Rahmad Amirudin, Saeful Andika, Jeffri Dian ardyaningrum, heny Ari Purnawan Armanda, Muhamad Laudy Azizi, Meirita Rahmi Azkiyah, Sofiatul Berliana Henu Cahyani Budhi, Widodo Devi, Leona Patria Dewi M, Cantika Sari Dewi Nur Widiyati Dwi Pratiwi Dwiyani Pratiwi Eiden, Kheisen Faresta, Rangga Alif Fitriyani, Choiria Handayani, Riris Hidayati, Sari Hutasoit, Mikhael Parlindungan Imam Ghozali Ishak, Wan Irham Ivashova, Elizaveta Jon, Roi Boy Jumrizal, Jumrizal Kali, Marius Randan Karima, Kauna Khosiyono, Banun Hafivah Cahyo Khosiyono, Banun Havifah Cahyo Krisna Satrio Perbowo Kusumaningrum, Betty Kusumawati, Riyani Listyaningsih, Desti Ludovikus, Ludovikus M. Sukarno M. Zaenal Abidin Maab, Siti Husna Manullang, Agatha Christiyanti Margana Margana Maulana, Muhammmad Irham Moch. Imam Machfudi Munif Munif, Munif Muti’ah, Titik Nafiah, Tri Nasution, Khairunnisa Nur Hidayanto Pancoro Setyo Putro Open, Maria Jawa Paulus Sainyakit Payung, Naftalia Fani Prastiti, Khoirunnisa Candra Pratiwi, Ika Aditya Pratiwi, Nova Indriana Rachmawati, Arandha May Rahmasari, Alissa Ramadhanti, Safira Fauzia Reswari, Girindra Putri Ardana Rozanah Katrina Herda, Rozanah Katrina Salsabila, Hanania Saputri, Maulidarni Satria, Hillario Septiyanti, Isnani Fauziah Sharizan, Sharizan Soni Ariawan Sri Adi Widodo Sutrisna Wibawa Talan, Scolastica Eva 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