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All Journal Indonesian Journal of Applied Linguistics (IJAL) English Review: Journal of English Education EDULITE: Journal of English Education, Literature and Culture Empowerment : Jurnal Pengabdian Masyarakat Indonesian Journal of Learning and Instruction Indonesian EFL Journal Journal of English Language Teaching and Linguistics Elsya : Journal of English Language Studies Indonesian Journal of EFL and Linguistics DINAMIKA ILMU: Jurnal Pendidikan Journal of Innovation and Sustainable Empowerment Studies in English Language and Education ADJES (Ahmad Dahlan Journal of English Studies) ASEAN Journal of Educational Research and Technology Indonesian Journal of English Language Teaching and Applied Linguistics English Review: Journal of English Education Indonesian EFL Journal Indonesian Journal of Learning and Instruction Studies in English Language and Education Journal of Language and Literature
Fahrus Zaman Fadhly
Universitas Kuningan
Religion Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

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STRATEGIES AND CONSTRAINTS OF EFL STUDENT CITATION IN ACADEMIC WRITING COURSES Suci Amelia; Fahrus Zaman Fadhly
Indonesian Journal of Learning and Instruction Vol. 8 No. 2 (2025)
Publisher : FKIP & Sekolah Pascasarjana Universitas Kuningan

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Abstract

This study explores the complex interplay between generative AI tools and citation practices among EFL (English as a Foreign Language) students in academic writing contexts. Using a qualitative descriptive approach, the research investigates students’ conceptual understanding, technical challenges, emotional struggles, and institutional constraints in managing citation tasks. Data from 15 participants reveal a range of issues—from confusion about when and how to cite, overreliance on AI-generated references, to anxiety over paraphrasing and plagiarism. While tools like ChatGPT, Grammarly, and Mendeley offer assistance, the absence of proper guidance often leads to misuse and ethical ambiguity. The findings underscore the urgent need for integrated citation instruction, AI literacy, and ethical training in higher education. The study concludes with student-driven recommendations for improving citation education through hands-on workshops, consistent policies, and increased access to credible academic resources. 
PARENTAL AND LEARNER VOICES IN SCHOOL FINANCIAL MANAGEMENT: INSIGHTS FROM A RURAL KWAZULU-NATAL CASE STUDY Zakhele Dennis Nzuza; Fahrus Zaman Fadhly
Indonesian Journal of Learning and Instruction Vol. 8 No. 2 (2025)
Publisher : FKIP & Sekolah Pascasarjana Universitas Kuningan

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Abstract

Democratic school governance in South Africa mandates parental and learner participation in financial management through School Governing Bodies (SGBs). However, effective involvement in rural schools remains poorly understood. This study examined the nature and challenges of parent and learner participation in school financial management at a rural school in KwaZulu-Natal’s Umzinyathi District. A qualitative case study was employed, using semi-structured interviews with eight SGB members at a selected secondary school. Data were analysed thematically. Key challenges include unclear roles and responsibilities, insufficient financial skills among SGB members, a lack of formal financial policy guidelines, poor communication, and the exclusion of parents and learners from meaningful decision-making, leading to frustration and disengagement. Participation is largely symbolic rather than substantive, undermining accountability and transparent governance. To enhance financial governance, targeted capacity-building programmes, the development of clear school-based financial policies, and inclusive communication strategies are urgently needed to empower all SGB stakeholders.
Enhancing academic writing pedagogy for university students in the AI age: Insights from a Delphi-based framework Fahrus Zaman Fadhly; Dadang Solihat; Marwito Wihadi; Taufiqulloh Taufiqulloh; Umar Fauzan; Nanan Abdul Manan; Nur Fathiyya Zahira Mujahidah
Studies in English Language and Education Vol. 13 No. 1 (2026)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v13i1.169

Abstract

Academic writing is an essential skill for university students, but many find it challenging due to problems with coherence, argumentation, and genre. These problems are multidisciplinary and are exacerbated in multilingual educational settings. In response to these concerns and issues, this research adopted a Delphi-based approach to identify, assess, and validate best teaching strategies in Academic Writing. A Delphi method was used to determine the most successful teaching methods, moderated by a panel of 15 professionals specializing in academic writing. The verified approaches derived from this approach comprised process-oriented writing instruction, computer-based writing support, genre-based instruction, and metacognitive orientation training. A pilot study with 120 undergraduate participants was conducted to assess the feasibility of these expert-endorsed guidelines. Writing performance across aspects was significantly improved in the study, including coherence, argument development, lexical complexity, and overall organization (p < 0.001). Students reported highly positive perceptions of the modified teaching structure, with 87% favoring iterative writing and feedback and 79% citing benefits of AI technology; however, students also indicated a possible overreliance on technology. This paper demonstrates an integrated approach that incorporates the structural writing process, reflective learning, and digital development systems to enhance clarity, consistency, and efficiency in academic writing. Through students’ experience, this workplace validation has led to a malleable, adaptable model for enhancing pedagogy that can be applied across different university settings and serve the interests of students, curriculum design, and policymakers.
Effects of Collaborative Assessment on Undergraduate Students Writing Performance Taufiqulloh Taufiqulloh; Fahrus Zaman Fadhly; Ihda Rosdiana
Studies in English Language and Education Vol 11, No 3 (2024)
Publisher : Universitas Syiah Kuala

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24815/siele.v11i3.37704

Abstract

This study investigates the impact of collaborative assessment on undergraduate students writing performance in English as a Foreign Language (EFL) courses in Indonesia. Collaborative assessment, which encompasses self-assessment, peer assessment, and teacher assessment, enhances writing proficiency and critical thinking skills. This study exclusively incorporates the field dependence-independence (FDI) cognitive styles to explore how these learning styles interact with collaborative assessment strategies. The research used a quantitative method to involve 120 students from Universitas Pancasakti Tegal, divided into field-independent and field-dependent groups. Over 14 weeks, students participated in collaborative assessment activities within their writing courses. Pre- and post-tests, along with survey questionnaires, measured improvements in writing performance and student attitudes. Results indicated significant improvements in writing skills for both cognitive style groups, with field-independent students showing slightly higher gains. The study concludes that collaborative assessment effectively enhances writing performance and fosters positive learning attitudes, regardless of cognitive style, and recommends integrating this approach into EFL writing instruction. The findings imply that collaborative assessment is a valuable tool for accommodating diverse learning styles in EFL education.
Emotions and Emotion Regulation in Indonesian Islamic Schools: A Qualitative Phenomenological Study of EFL Students’ Lived Experiences across Intercultural Contexts Ariyanti Ariyanti; Sukaena Sukaena; Muhammad Bayu Pratama; Agnes Veronika; Fahrus Zaman Fadhly; Diana Rozelin
Dinamika Ilmu Vol. 26 No. 1 (2026): Dinamika Ilmu, 26(1), June 2026
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan, Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/di.v26i1.12944

Abstract

Emotions matter in English as a Foreign Language (EFL) learning because they shape how students participate, persist, and respond to classroom demands. Although emotion regulation has received growing attention in language education, little is known about how students in Indonesian Islamic schools describe and manage their emotions in everyday English lessons. This gap is important. When models developed mainly in Western psychological traditions are applied without cultural reading, students’ silence, hesitation, or restraint can easily be mistaken for low motivation or weak ability. In an Islamic-Indonesian school context, the same responses may also be connected with patience, modesty, face-saving, respect for others, or the wish to keep classroom harmony. Using a qualitative phenomenological design, this study explored the emotional experiences and emotion regulation strategies of 67 students from two Islamic high schools in East Kalimantan, Indonesia. Data were gathered through open-ended questionnaires and two focus group discussions involving 20 selected students, and were analysed thematically. The findings show three intertwined emotional patterns: enjoyment, confidence, and motivation; anxiety, confusion, boredom, and fear of making mistakes; and fluctuating or neutral emotional states. Students most often used cognitive reappraisal (n = 25) and expressive suppression (n = 13), but they also reported more practical strategies, including deep breathing, peer talk, goal reminders, resting, drawing, asking questions, and silent self-composure. These findings suggest that emotion regulation in Islamic EFL classrooms is not only an individual cognitive process. It is also embodied, social, and shaped by local cultural expectations. The study therefore calls for EFL classrooms where teachers read students’ silence and hesitation carefully, reduce the social risk of error, and support emotional well-being through culturally responsive pedagogy.
Appraising Voices on Quora: Engagement Realizations in Discussions of the Sandwich Generation Phenomenon Marwito Wihadi; Fahrus Zaman Fadhly; Aulia Apriliani
Journal of Language and Literature Vol. 26 No. 1 (2026): April
Publisher : English Letters Department, Faculty of Letters, Universitas Sanata Dharma

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/joll.v26i1.51

Abstract

Engagement is now widely found on social media such as Quora, which contains various user perspectives on social issues. However, studies on the application of Engagement in discussions about the sandwich generation on Quora are still limited. The term sandwich generation is widely discussed nowadays. It is a condition where a child who has worked must become the breadwinner of the family where all of his/her income is given to meet household needs. This research examined the Engagement used by Quora users concerning the sandwich generation phenomenon. This research aimed to determine sub-categories of Engagement and analyze their functions used by 100 Quora users. Qualitative method used for this research with used discourse analysis approach and document analysis as research instrument. The result showed that there were 769 clauses containing the sub-categories of Engagement. The functions of Engagement sub-categories included monogloss to express a direct statement, deny to refute a statement directly, counter to oppose a statement by providing another statement, concur to show agreement, pronounce to give a strong statement, endorse to support viewpoint, entertain to open up discussion, acknowledge to refer to the external source, and distance to give distance with other viewpoints. Sandwich generation users tended to reject viewpoints related to this phenomenon, while non-sandwich generation users tended to open discussion spaces related to differences of viewpoints with other users.
A Delphi-Based Curriculum Framework for Sustainable Entrepreneurship Education to Support the Sustainable Development Goals (SDGs) I. Iskandar; Fahrus Zaman Fadhly; Yeyen Suryani; Entin Jumantini
ASEAN Journal of Educational Research and Technology Vol 5, No 3 (2026): AJERT: VOLUME 5, ISSUE 3, December 2026
Publisher : Bumi Publikasi Nusantara

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Abstract

Sustainable Entrepreneurship Education (SEE) is important for preparing future entrepreneurs to generate economic value while addressing environmental and social challenges. This study developed a Delphi-based curriculum framework for Indonesian higher education to support the Sustainable Development Goals (SDGs). Fifteen experts from education, sustainability, curriculum development, industry, and government participated in three iterative Delphi rounds. The findings identified a hierarchy of curriculum priorities. Core sustainability competencies, including sustainability literacy, ethical leadership, and circular economy knowledge, achieved 90% agreement, while pedagogical strategies and assessment methods reached 88% and 85%, respectively. Experiential learning and project-based learning also received strong support, whereas AI-driven learning and long-term industry collaboration remained below the 80% consensus threshold. The resulting framework distinguishes core curriculum components from context-dependent enhancements for SEE implementation.
Unraveling the Power of Written Feedback: A Meta-Synthesis on Student Academic Writing Fahrus Zaman Fadhly; Dadang Solihat; Marwito Wihadi
Elsya : Journal of English Language Studies Vol. 7 No. 3 (2025): Elsya : Journal of English Language Studies
Publisher : Universitas Lancang Kuning

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31849/n66j6w65

Abstract

A single written comment can redirect a learner’s academic trajectory, yet evidence on which written feedback practices most effectively improve student academic writing remains dispersed across studies, contexts, and delivery modalities. This study addresses that gap by integrating findings on feedback types, feedback delivery, and contextual influences to clarify how written feedback supports academic writing development, particularly in EFL settings. Employing a qualitative meta synthesis, we reviewed 25 peer reviewed studies published between 2017 and 2024, selected through explicit inclusion criteria and appraised for methodological quality, then analysed using thematic coding to generate higher order interpretive themes. Findings show that formative feedback most consistently supports improvement because it guides revision decisions, scaffolds self-regulation, and builds writer confidence; in contrast, summative feedback and corrective feedback contribute mainly to evaluation and linguistic accuracy and are less likely to generate durable gains when used alone. Across delivery methods, teacher feedback, automated tools, and web platforms show potential, but impact is strongest when technology mediated input is paired with teacher mediation and clear explanation. The synthesis further indicates that student emotions and culturally shaped expectations condition trust, engagement, and whether feedback is translated into substantive textual change. The study contributes an integrated framework that treats feedback effectiveness as a system linking purpose, medium, affect, and context, with implications for feedback design, teacher feedback literacy, and responsible digital feedback policy in higher education. Future research should test which iterative feedback features drive lasting improvement and how hybrid human and intelligent feedback can be optimised for equitable learning.
UNIVERSITY STUDENTS' ACADEMIC WRITING ECOLOGIES: HOW STUDENTS COMBINE FORMAL, INFORMAL, AND AI-BASED RESOURCES IN WRITING RESEARCH PAPERS Fahrus Zaman Fadhly; Harun Al Rasyid; Dadang Solihat; Nani Ronsani Thamrin; Wulan Rahmatunnisa; Vina Agustiana; Muhammad Aprianto Budie Nugroho
English Review: Journal of English Education Vol. 14 No. 1 (2026)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/englishreview.v14i1.361

Abstract

University students no longer write research papers with a single source of support. They draw at once on formal resources such as courses, supervisors and feedback, informal resources such as peers, online tutorials and digital communities, and AI-based resources such as generative chatbots, paraphrasing tools and AI-assisted search. Yet research has mostly examined these resources in isolation, leaving unclear how students combine them. This article addresses that gap through an integrative review of 50 publications from 2022 to 2026, interpreted through the lens of learning ecology. The review was organised into seven thematic clusters and synthesised across the stages of research paper writing: planning, reading and sourcing, drafting, revising, and citing and submitting. Three findings emerged. First, formal resources remain the anchor of students' writing ecologies, setting standards and legitimising feedback, but they are often limited in time and access. Second, informal and AI-based resources increasingly fill these gaps, offering immediate, low-stakes and personalised support, with AI-based resources concentrated in drafting and revising. Third, students actively orchestrate these resources rather than simply consuming them, but this orchestration produces tensions concerning trust, authorship, academic integrity and equity. The article proposes an Academic Writing Ecology Model that positions the student writer as an orchestrator of three resource layers embedded in institutional and platform ecologies. It concludes with implications for writing pedagogy, institutional AI policy and future empirical research.
"PROGRESS EVERY DAY, EVEN ONE SENTENCE": SELF-REGULATED STRATEGIES OF INDONESIAN EFL STUDENTS IN THESIS WRITING Fahrus Zaman Fadhly; Yayan Suryana; Dadang Solihat; Marwito Wihadi; Harun Al Rasyid; Fathiyya Zahira Mujahidah; Magdalena Ngongo
English Review: Journal of English Education Vol. 14 No. 2 (2026)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/englishreview.v14i2.364

Abstract

Thesis writing demands sustained self-regulation over months or years, yet little is known about how Indonesian EFL students regulate this long and often isolating process. This study examines the self-regulated strategies Indonesian EFL students use to manage thesis writing across undergraduate, master's and doctoral levels. Drawing on Zimmerman's cyclical model of self-regulation, an explanatory sequential mixed-methods design combined a questionnaire completed by 23 students from 11 universities with semi-structured interviews with six of them. Students reported frequent difficulties with grammar and vocabulary (M = 3.39 on a 1-to-5 frequency scale) and coherence (M = 3.35), and only 2 of 22 felt very confident writing grammatically correct academic English. To manage these demands, they relied most on seeking feedback from advisors or peers (19 of 23), revising drafts repeatedly (17), using grammar checkers (15) and writing outlines (14), while only 5 attended writing workshops. Open-ended responses and interviews revealed a distinctive strategy of incremental daily progress, captured in one student's resolve to "progress every day, even if only one sentence," alongside scheduled writing blocks, reading and modelling on previous theses, progress tracking, extensive use of paraphrasing and AI tools, and persistence sustained by motivational and spiritual self-talk. The findings show that students' self-regulation is strongest in the performance phase, relies heavily on external regulation through advisors and deadlines, and is increasingly mediated by digital tools. The study proposes an incremental self-regulation cycle for thesis writing and discusses implications for supervision and writing support.
Co-Authors . Meliyawati Agnes Veronika Ariyanti Arrofa Acesta Aulia Apriliani Aulia Rahmah Ayu Putri Kurnia Bahing, Bahing Cucu Suhartini Dadang Solihat Dede Purwanto Diana Rozelin Diva Zahra Anindya Diva Zahra Anindya Dwi Puji Nurhayati Edy Suprayetno Emawati emawati Emzir Emzir, Emzir Endang Darsih Endang Darsih Entin Jumantini Erlindawaty Erlindawaty Erwin Oktoma Fathiyya Zahira Mujahidah Fatimah Sari Siregar Febrianti, Sarwendah Fina Apriyani Gadis Pujawiyanti Hana Dhiya Ulhaq Harun Al Rasyid Herman Herman I. Iskandar Ida Hamidah Ida Hamidah Ihda Rosdiana Iin Nuraeni Iis Lismaya Iis Sopiah Ira Yuliani Lestari, Denisa Putri Lilis Lismaya Magdalena Ngongo Manan, Nanan Abdul Marwito Wihadi Marwito Wihadi Marwito Wihadi Marwito Wihadi Marwito Wihadi Meilantina, Mayang Mona Rizkia Pebriani Muhammad Aprianto Budie Nugroho Muhammad Aprianto Budie Nugroho Muhammad Aprianto Budie Nugroho, Muhammad Aprianto Budie Muhammad Bayu Pratama Muhammad Noor Fadillah Muziatun Mukadji Nabil Al-Awawdeh Naibaho, Lamhot Namaziandost, Ehsan Nanan Abdul Manan Nico Irawan Nida Amalia Asikin Ninuk Lustyantie Novia Aryani Nur Fathiyya Zahira Mujahidah Nur Fathiyya Zahira Mujahidah Nurendah . Nurul Hasanah Prattana Srisuk Rahmawati Rahmawati Ratnaningsih, Nita Rizky Sangaji Shilvia Nur Meida Sifa Nurfauziyah Siti Sa&#039;diah Sri Budiyono Suci Amelia Sukaena Sun Suntini Taufiqulloh Taufiqulloh Thamrin, Nani Ronsani Umar Fauzan Vania Putri Ardianti Vina Agustiana Vina Agustiana Wulan Rahmatunisa Wulan Rahmatunisa Wulan Rahmatunnisa Yanti Kristina Sinaga Yayan Suryana Yeyen Suryani Yuniarti Yuniarti Zakhele Dennis Nzuza