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All Journal Jurnal Pendidikan Bahasa Inggris Englisia Journal Al Ishlah Jurnal Pendidikan Wacana Akademika : Majalah Ilmiah Kependidikan MODELING: Jurnal Program Studi PGMI AT-TA`DIB 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 Journal of Research on English and Language Learning (J-REaLL) 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 Jurnal Pendidikan Progresif
Yuyun Yulia
RMIT University, Melbourne, Australia
Arts Education Engineering Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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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.
Exploring effective English learning strategies for athlete students at a senior high school Saputri, Maulidarni; Yulia, Yuyun; Nasution, Khairunnisa; Kusumawati, Riyani
Englisia Journal Vol 12 No 2 (2025)
Publisher : Universitas Islam Negeri Ar-Raniry Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v12i2.26976

Abstract

This study investigates the English learning strategies employed by athlete students at a senior high school in Kalasan, Yogyakarta, aiming to pinpoint the most effective approaches aligned with their learning preferences. Utilizing a quantitative research design, data were gathered through the Strategy Inventory for Language Learning (SILL) from 26 athlete students actively involved in diverse sports. The results indicate that cognitive strategies, employed by 76% of participants, emerged as the most prevalent, underscoring the students’ inclination toward practical, problem-solving activities. Social strategies, with a 73% usage rate, emphasized the value of collaboration, while affective strategies, at 63%, addressed emotional factors such as motivation and anxiety management. In contrast, compensatory (61%), metacognitive (61%), and memory (59%) strategies showed moderate to lower adoption, suggesting opportunities for further development. The findings highlight cognitive, social, and affective strategies as particularly effective for athlete students, offering practical guidance for educators to adapt teaching methods that balance the competing demands of academic achievement and athletic commitments.
Islamic value integration into ELT: A need analysis of international Islamic class program in high school level Munif, Munif; Maulana, Muhammmad Irham; Yulia, Yuyun; Pratiwi, Dwi
Englisia Journal Vol 12 No 2 (2025)
Publisher : Universitas Islam Negeri Ar-Raniry Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22373/ej.v12i2.27526

Abstract

The integration of Islamic values into English Language Teaching (ELT) poses significant challenges for teachers in Islamic schools. This study examines the obstacles and requirements associated with embedding Islamic principles into ELT at SMP IICP Puncak Darussalam. A needs analysis was conducted with students to explore their motivations, learning objectives, and challenges in language acquisition. The findings indicate that students primarily struggle with listening comprehension and speaking skills. To address these issues, the study recommends adopting a task-based approach, communicative language teaching, role-playing activities, and interactive listening exercises incorporating digital media to enhance engagement and align with students’ goals. These findings are expected to inform the development of effective ELT strategies in Islamic schools, particularly at SMP Puncak Darussalam, fostering more impactful teaching practices.
A Content-Based Supplementary Book Development for Islamic Junior High School Maulana, Muhammmad Irham; Munif; Yulia, Yuyun; Pratiwi, Dwiyani
Journal of English Teaching and Linguistic Issues (JETLI) Vol. 4 No. 1 (2025): Journal of English Teaching and Linguistic Issues (JETLI)
Publisher : English Education Department

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58194/jetli.v4i1.2055

Abstract

This research focuses on the development of a Content-Based Instruction (CBI)-based supplementary book for English language learning at SMP IICP Puncak Darussalam, an Islamic junior high school. The study addresses the gap in existing educational resources by integrating Islamic values and cultural themes into the English language curriculum. It aims to bridge the disconnect between students' cultural identities and the content they are taught. Using the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation), the research involved needs analysis, content design, and expert evaluations to ensure the book’s pedagogical effectiveness and cultural relevance. The supplementary book was developed to align with the school’s vision of preparing students to be proficient in English while reflecting Islamic teachings and values. This study promotes culturally relevant materials to raise student engagement, motivation, and language acquisition. The book is expected to improve the quality of English education in Islamic junior high schools through linguistic skills and cultural awareness.
EFL Students’ Perceptions of AI-Based Automated Self-Assessment in Academic Writing Pratiwi, Ika Aditya; Yulia, Yuyun
EDUKASIA Jurnal Pendidikan dan Pembelajaran Vol. 6 No. 1 (2025): Edukasia: Jurnal Pendidikan dan Pembelajaran
Publisher : LP. Ma'arif Janggan Magetan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62775/edukasia.v6i1.1447

Abstract

This study explores English as a Foreign Language (EFL) learners’ perceptions regarding the use of AI-based automated self-assessment tools and other writing technologies to improve grammatical accuracy and writing quality in English writing assignments. This study was conducted using qualitative methods. Data were collected through semi-structured interviews with five master’s students majoring in English education at Yogyakarta State University. They were selected by purposive sampling based on their experience using AI-based tools such as Grammarly and ProWritingAid. The data were then analyzed using thematic analysis, which involved several stages, including data recognition, initial coding, theme search, theme review, and theme definition and naming. This study shows that there are five challenges of using AI-based automated self-assessment tools. These are including context and interpretation errors, difficulty understanding feedback, dependence on paid features, lots of auto-feedback, and technology limitations. In the other hand, there are four benefits of using AI-based automated self-assessment. These are including increased self-confidence, efficiency in writing, independent learning, and better writing quality. This study contributes to the ongoing discussion about the role of technology in language learning, with a focus on how technology influences student learning outcomes, motivation, and reliance on automated feedback.
Assessing translanguaging as a strategy for enhancing students’ classroom activity participations in a rural vocational high school: A case study Karima, Kauna; Windianto, Nur Eko; Machfudi, Moch. Imam; Salsabila, Hanania; Purnawan, Ari; Sukarno, Sukarno; Yulia, Yuyun
Journal of Research on English and Language Learning (J-REaLL) Vol. 6 No. 2 (2025): Journal of Research on English and Language Learning (J-REaLL)
Publisher : Universitas Islam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33474/j-reall.v6i2.23479

Abstract

Translanguaging (TL) has been recognized for its potential to enhance students’ understanding and participation in English as a foreign language (EFL) classroom, particularly in speaking, reading, writing, and listening. This is especially relevant for vocational high school students in rural settings, where limited English proficiency and resource constraints present challenges. TL allows students to engage more actively by flexibly using their native language alongside English. However, its effectiveness depends on various contextual factors, including teachers’ implementation strategies and students’ language proficiency. This case study investigates how teachers and students perceive the effectiveness of TL in supporting comprehension within the context of English for specific purposes (ESP) in a rural school setting. The data were collected through teacher interviews, student focus group discussions, and classroom observations. Findings indicate positive perceptions of TL from both teachers and students, with teachers using it strategically to explain complex ideas and foster language skills. However, its effectiveness varies based on language familiarity, with a noted preference for mixing English with Bahasa Indonesia over Javanese. Despite TL's benefits in building confidence and comprehension, challenges such as balancing native languages with English, managing limited vocabulary, and ensuring consistent practice remain. Overall, while TL strategies could enhance comprehension and confidence in speaking English, the success depends on strategic implementation and alignment with students' proficiency levels. Future studies could explore the efficacy of TL in improving students’ comprehension across diverse educational settings.
Implementing English Augmented Reality Flashcards For Primary School Students: A Need Analysis Prastiti, Khoirunnisa Candra; Rachmawati, Arandha May; Pratiwi, Nova Indriana; Yulia, Yuyun; Wahid, Muhammad Nurdin
Jurnal Pendidikan Bahasa Inggris undiksha Vol. 13 No. 2 (2025): August
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v13i2.95579

Abstract

Vocabulary is one of the foundations of the English language learning; mastering it is detrimental to language mastery. However, it was found that motivation, or lack thereof, is problematic. Needs analysis aims to identify what students and teachers need in learning English. The limited use of interactive learning media results in students being less motivated. Teachers who have limitations in using ICT are an obstacle to following current educational trends. AR flashcards have emerged to be offered as a learning medium.  The aim of this research is to analyze the needs of students and teachers in the English learning process, especially vocabulary learning. This research used a mixed method with the research subjects being fifth grade students and English teachers at SD N Pucung. Use of questionnaires in the form of close - ended questions and interviews as instruments in collecting the data. The research results showed that students and teachers needed more interactive learning media. Therefore, it is necessary for implementing AR Flashcards to increase student motivation in learning English vocabulary so that it becomes interesting and interactive.
An analysis of higher order thinking skills on three English textbooks for senior high school Sainyakit, Paulus; Yulia, Yuyun
Journal of English Language and Pedagogy Vol 4 No 2 (2021)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36597/jelp.v4i2.9236

Abstract

Abstract: This research aims at finding the empirical evidence of the higher order thinking skill distribution based on revised edition of Bloom’s taxonomy in three English textbooks, namely: Pathway to English, Bahasa Inggris, and Buku Teks Pendamping Bahasa Inggris untuk SMA/MA/SMK/MAK revised edition for the eleventh-graders of senior high school students and investigating the difference among those three English textbooks related to the higher order thinking skills (HOTS). This research used content analysis method. In collecting data, this research used checklist table to collect qualitative data in form of words which were on essay questions. It employed analysis card as the instrument to analyze the data. The results found that each textbook had different distribution of the HOTS that consisted of three skills, namely: analyzing skills or C4, evaluating skills or C5, and creating skills or C6. The analyzed skill in Pathway to English textbook and Bahasa Inggris (Buku Teks Pendamping) obtained same portion of distribution which contained 23 questions while Bahasa Inggris textbook only obtained 2 questions. Further, evaluating skills in Bahasa Inggris textbook obtained the highest distribution among others with 34 questions, Pathway to English textbook as the second obtained 22 questions while Bahasa Inggris (Buku Teks Pendamping) obtained 11 questions. Finally, creating skills from the English textbooks obtained the lowest distribution. Pathway to English textbook obtained 5 questions, Bahasa Inggris textbook obtained 6 questions and Bahasa Inggris (Buku Teks Pendamping) obtained 1 question. This research concludes that the skills of the HOTS among three English textbooks that analyzed skill or C4, evaluated skill or C5, and created skill or C6 were conditionally different and unequal to each other related to the distribution. Keywords: English textbooks, essay reading exercise, higher order thinking skill.
Improving students’ enthusiasm for learning English using animated video Open, Maria Jawa; Yulia, Yuyun
Journal of English Language and Pedagogy Vol 5 No 1 (2022)
Publisher : Universitas Sarjanawiyata Tamansiswa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36597/jelp.v5i1.9264

Abstract

The study aimed at investigating the effectiveness of animated videos in improving students’ enthusiasm at SDK Sang Timur Yogyakarta and describing the improvement of students’ enthusiasm for learning English. The design of this research was Classroom Action Research (CAR) and the subject of this research was 25 students of the first graders of elementary school at SDK Sang Timur, located in Batikan, Yogyakarta. The observation indicated that students had difficulties in saying English words correctly and when they respond in the English language. Moreover, the result of cycle 1 showed that students’ enthusiasm for learning English got improved. Students still felt doubtful about responding to questions. They seemed to be excited about the video. In cycle 2, students’ enthusiasm improved. Students had a good recollection of the previous lesson when the researcher asked them about it. It also appeared that students became more active and enthusiastic about the lesson and seemed eager to learn more using animated videos. Therefore, it can be concluded that animated videos brought a positive learning environment and enthusiasm as they educated and entertained students at the same time. In short, an animated video was an effective tool for improving students’ motivation for learning English.
Co-Authors Afrezah, Novela Nur Afuwani, Siti Hanum Agus Widyantoro 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 Dwi Pratiwi Dwiyani Pratiwi Faresta, Rangga Alif Fitriyani, Choiria Handayani, Riris Hidayati, Sari Imam Ghozali Ishak, Wan Irham 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 Maulana, Moh. Irham Moch. Imam Machfudi Muhammad Arif 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 Rahmad Alrian Ramadhanti, Safira Fauzia Reswari, Girindra Putri Ardana Salsabila, Hanania Saputri, Maulidarni 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 yogi hestuaji Zainnur Wijayanto