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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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ADVISOR-CENTRED, PEER-SUPPORTED: FEEDBACK ECOLOGIES OF INDONESIAN EFL STUDENTS ACROSS THREE DEGREE LEVELS Fahrus Zaman Fadhly; Yayan Suryana; Dadang Solihat; Marwito Wihadi; Harun Al Rasyid; Nur Fathiyya Zahira Mujahidah; Magdalena Ngongo
English Review: Journal of English Education Vol. 13 No. 3 (2025)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/englishreview.v13i3.365

Abstract

Feedback in thesis writing is usually studied as a two-way exchange between student and supervisor, yet students draw on a wider ecology of advisors, peers, institutional services and digital tools. This study examines how the feedback ecologies of Indonesian EFL thesis writers are composed and how they change across undergraduate, master's and doctoral levels. An explanatory sequential mixed-methods design combined a questionnaire completed by 23 students from 11 universities with semi-structured interviews with six of them, two at each degree level. Advisors formed the core of every ecology, named as a feedback source by 12 of 14 undergraduates, all 4 master's students and 4 of 5 doctoral students. Peers formed a supporting layer that thinned with degree level: 9 of 14 undergraduates named peers, compared with 2 of 4 master's and 1 of 5 doctoral students, and no doctoral student combined advisor and peer feedback. Writing centres were used only by three undergraduates. Advisor feedback was rated the most effective support overall (M = 4.45 on a 1-to-5 scale), while undergraduates rated peer mentoring, writing centres and workshops lower than postgraduates did. Interviews showed undergraduates embedded in reciprocal peer groups described as bahu-membahu, master's students drawing on seniors and graduates, and doctoral students working in relative isolation, with one noting the absence of a peer-review culture. The study proposes a layered model of advisor-centred, peer-supported feedback ecologies and argues that institutions should strengthen the peer and institutional layers, particularly for postgraduate writers.
WRITING AT 2 A.M.: SELF-REGULATION AND TIME MANAGEMENT AMONG WORKING INDONESIAN EFL THESIS WRITERS Fahrus Zaman Fadhly; Yayan Suryana; Dadang Solihat; Marwito Wihadi; Harun Al Rasyid; Nur Fathiyya Zahira Mujahidah; Magdalena Ngongo
Indonesian EFL Journal Vol. 12 No. 2 (2026)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v12i2.222

Abstract

Thesis writing demands sustained, self-directed effort over an extended period, a challenge compounded for Indonesian EFL students who must simultaneously manage substantial employment, business, or family obligations alongside their writing. While existing research treats self-regulation as a general disposition measured through survey instruments, few studies document the concrete, day-to-day practices working thesis writers use to protect and sustain writing time. This study addresses that gap through a qualitative, multi-case analysis of interview data from Indonesian EFL thesis writers, focusing on three informants who combined thesis writing with full-time teaching, independent business ownership, and university lecturing respectively, alongside a contrast group of non-working writers. Analysis identified three core time-management strategies — a fixed pre-dawn writing block, deadline-triggered bursts of activity, and session-based writing tied to a teaching schedule — whose severity scaled with the intensity of each writer's competing obligations. Beyond these core strategies, five further mechanisms proved central to sustaining writing under pressure: religious and spiritual anchoring of writing time, progress-tracking that served either social accountability or private efficiency depending on circumstance, active renegotiation of institutional schedules, family support functioning as practical infrastructure rather than only encouragement, and emotional regulation treated as an integrated component of time management rather than a separate concern. These findings suggest that self-regulation for working EFL thesis writers is not a single, teachable trait but a composite practice, often improvised out of necessity and scaffolded onto pre-existing routines and relationships. The study concludes that supervisory and institutional support would benefit from inviting working writers to describe and build on the systems they have already assembled, rather than offering generic time-management advice.
PARAPHRASING MACHINES AND ACADEMIC INTEGRITY: INDONESIAN EFL STUDENTS' USE OF DIGITAL TOOLS TO AVOID PLAGIARISM IN THESIS WRITING Fahrus Zaman Fadhly; Yayan Suryana; Dadang Solihat; Marwito Wihadi; Harun Al Rasyid; Nur Fathiyya Zahira Mujahidah; Magdalena Ngongo
Indonesian EFL Journal Vol. 11 No. 3 (2025)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v11i3.223

Abstract

Paraphrasing is central to avoiding plagiarism in thesis writing, yet many EFL students find it difficult and increasingly hand it to digital tools. This study examines how Indonesian EFL students use digital tools to avoid plagiarism in thesis writing and what their practices reveal about their understanding of academic integrity. An explanatory sequential mixed-methods design combined a questionnaire completed by 23 undergraduate, master's and doctoral students from 11 universities with semi-structured interviews with six of them. Students rated paraphrasing as one of the harder language skills (M = 2.96 on a scale where 1 is very difficult), and 22 of 23 used online tools such as ChatGPT, Grammarly or thesauruses. Of the 20 students who described how they avoid plagiarism, 9 delegated paraphrasing entirely to tools, 3 combined tools with their own editing or translation, 5 relied on their own words and correct citation, 2 used similarity checkers and 1 sought peer feedback. QuillBot was named by 8 students and was the default strategy among doctoral respondents. Interviews revealed premium accounts bought through online marketplaces, tools shared among friends, and one interviewee's observation, from Turnitin training, that similarity checkers cannot verify whether in-text citations match the reference list. The findings suggest that students commonly equate avoiding plagiarism with avoiding textual similarity, a view that treats integrity as a technical matter rather than one of authorship and attribution. The study proposes an integrity-oriented paraphrasing process and discusses implications for supervision, writing instruction and institutional AI policy.
AN ECOLOGICAL PERSPECTIVE ON ACADEMIC WRITING ANXIETY AMONG INDONESIAN POSTGRADUATE STUDENTS: A META SYNTHETIC ANALYSIS Harun Al Rasyid; Iis Lismaya; Dadang Solihat; Nani Ronsani Thamrin; Wulan Rahmatunnisa; Fahrus Zaman Fadhly; Vina Agustiana
Indonesian Journal of Learning and Instruction Vol. 8 No. 2 (2025)
Publisher : FKIP & Sekolah Pascasarjana Universitas Kuningan

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Abstract

Students' difficulties in understanding the abstract concept of cells, along with low learning motivation and critical thinking skills, prompted this study. The aim was to examine the implementation of metaphor-based visual learning media on cell material and its effects on the critical thinking skills and learning motivation of 8th-grade students at SMP Negeri 6 Majalengka. The study was conducted from February to April 2025 using a Research and Development (R&D) method with the ADDIE model. A sample of 52 eighth-grade students was selected through proportional random sampling. The media was developed in the form of a video titled "The Cell as a Unique School of Life", integrating everyday life analogies through visual metaphors. Data were collected through expert validation, student and teacher questionnaires, pre- and post-tests on critical thinking skills, and learning motivation questionnaires. Results showed that the media was highly valid (average score of 90.75%), practical to use (teacher response: 93.77%, student response: 87.54%), and significantly improved students’ critical thinking skills (mean rank of experimental group: 33.72; control group: 19.27). Learning motivation also increased, with extrinsic motivation at 92.30% and intrinsic motivation at 90.29%. Pearson correlation analysis indicated that the media had a stronger influence on learning motivation (r = 0.744) than on critical thinking skills (r = 0.609). Metaphor-based visual media effectively helps students understand abstract cell concepts, enhances critical thinking skills, and boosts learning motivation. This approach is recommended for science teachers as a meaningful, contextual learning strategy aligned with the Merdeka Curriculum.
WAITING FOR THE FULL DRAFT: TIMING, SOURCES, AND UPTAKE OF SUPERVISORY FEEDBACK IN INDONESIAN EFL THESIS WRITING Yayan Suryana; Fahrus Zaman Fadhly; Dadang Solihat; Marwito Wihadi; Harun Al Rasyid; Nur Fathiyya Zahira Mujahidah; Lamhot Naibaho
Indonesian Journal of Learning and Instruction Vol. 9 No. 1 (2026)
Publisher : FKIP & Sekolah Pascasarjana Universitas Kuningan

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

Abstract

Supervisory feedback is widely regarded as the most influential support in thesis writing, yet little is known about when Indonesian EFL students actually receive it, from whom, and how they use it. This study examines the timing, sources and uptake of feedback in thesis writing among Indonesian EFL students at undergraduate, master's and doctoral levels. An explanatory sequential mixed-methods design combined a questionnaire completed by 23 students from 11 universities with semi-structured interviews with six of them. Feedback was strongly end-loaded: 10 of 22 respondents received it only after completing a full draft, two only after their examination, and one within a week of submitting a draft, while 7 received it weekly. Advisors were the dominant source (20 of 23), followed by peers (12 of 23), with writing centres rarely involved (3 of 23). Students rated feedback as very useful across language, style, structure and content (means 4.09 to 4.27 on a 1-to-5 scale), rated advisor feedback the most effective support (M = 4.45), and reported implementing it often or always (20 of 22). Interviews revealed that effective feedback was specific, focused and helped students narrow their ideas, whereas inconsistent direction across meetings frustrated them and led some to comply rather than understand. When asked what would help most, students requested clear, specific, formative feedback, more frequent and flexible access, and encouragement rather than criticism. The findings suggest a paradox of high uptake under low frequency and point to staged feedback cycles as a practical improvement to thesis supervision.
AI AND MOBILE TECHNOLOGIES IN EFL WRITING: A COMPARATIVE REVIEW OF THAILAND AND INDONESIA Prattana Srisuk; Fahrus Zaman Fadhly; Nico Irawan
Indonesian Journal of Learning and Instruction Vol. 9 No. 2 (2026)
Publisher : FKIP & Sekolah Pascasarjana Universitas Kuningan

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Abstract

Generative artificial intelligence (AI) and mobile technologies are reshaping how English as a foreign language (EFL) is taught and learned in Southeast Asia, yet research from neighbouring countries is rarely compared. This comparative review examines how research from Thailand and Indonesia addresses AI and mobile technologies in EFL learning, with particular attention to writing. A purposively assembled corpus of 67 records was screened, leaving 63 unique works (41 from Thailand and 22 from Indonesia or cross-national contexts), which were classified into eight thematic categories and synthesised comparatively. The two research landscapes proved complementary rather than parallel. Thai research concentrated on technology itself: learners' and teachers' use and perceptions of ChatGPT and other AI tools, mobile-assisted and gamified learning, and a growing Thai-language technology infrastructure. Indonesian research concentrated on the writing process: the cognitive work of formulating research problems, models and strategies of academic writing, written feedback and pedagogical frameworks, while its technology studies focused mainly on speaking and on Islamic boarding schools. Only three Thai studies and two Indonesian studies addressed technology and writing together. The review proposes a process-oriented framework that aligns AI and mobile tools with the stages of writing, from generating ideas and formulating problems to drafting, feedback and revision, under teacher guidance and within each country's linguistic and institutional context. It calls for cross-national studies that combine Thailand's tool-focused evidence with Indonesia's process-focused pedagogy.
Constructing Public Attitudes toward the Makan Bergizi Gratis (MBG) Program through Appraisal Resources Vania Putri Ardianti; Marwito Wihadi; Fahrus Zaman Fadhly
Ahmad Dahlan Journal of English Studies Vol. 13 No. 2 (2026)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26555/adjes.v13i2.2304

Abstract

This study analyzes the Attitude system in online discussions regarding the Makan Bergizi Gratis (MBG) program in Indonesia using Appraisal Theory within the framework of Systemic Functional Linguistics (SFL). The study aims to identify the dominant types of Attitude and examine Attitude resources construct public attitudes toward the MBG program. This study employs a qualitative descriptive method, with data drawn from discussions on the Quora platform regarding the implementation, budget, effectiveness, and sustainability.  This analysis focuses on three subsystems of Attitude: Affect, Judgement, and Evaluation. The findings show that Appreciation is the most dominant type of Attitude, accounting for 63.92% of the identified resources, followed by Judgement (29.59%) and Affect (6.49%).  Appreciation primarily evaluates the value, benefits, quality, risks, and implementation of the MBG program, while Judgement evaluates the competence and integrity of the actors involved. Affect appears less frequently, suggesting that the discussions are more evaluative than emotional. Positive evaluations describe the MBG as a beneficial program for improving children’s nutrition and supporting community well-being, while negative evaluations highlight concerns about budget management, food safety, implementation, targeting, and the integrity of program implementers. Overall, these findings indicate that netizens are torn between recognizing the social benefits of the MBG and demanding better implementation, transparency, accountability, and safety.
READING STRATEGIES AND NAVIGATION PATTERNS: THEIR RELATIONSHIP WITH DIGITAL NON-LINEAR TEXT COMPREHENSION Ida Hamidah; Fahrus Zaman Fadhly
Indonesian Journal of Learning and Instruction Vol. 9 No. 1 (2026)
Publisher : FKIP & Sekolah Pascasarjana Universitas Kuningan

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Abstract

The development of interactive e-modules as digital learning materials has transformed how university students read and comprehend academic information, yet their ability to navigate non-linear digital texts containing hyperlinks and multimodal elements remains a significant challenge. This study aimed to analyze students' reading strategies in navigating non-linear digital texts within interactive e-modules, identify the challenges encountered, and examine the relationship between reading strategies and reading comprehension. The study employed a mixed-methods approach with an evaluative-participatory design involving 60 undergraduate students in an Indonesian Language and Literature Education program. Data were collected through digital navigation logs, think-aloud protocols, metacognitive reflections, and digital reading comprehension tests. Findings revealed that selective hyperlink navigation was the most frequently used strategy and produced the highest comprehension scores. Students employing directed-branching navigation patterns demonstrated better comprehension than those using linear or random navigation. The main challenges included excessive hyperlinks, difficulty identifying relevant information, and increased cognitive load during reading. Effective digital reading was influenced by the interaction among metacognitive strategies, navigation quality, and non-linear text structure. The novelty of this study lies in integrating reading strategy analysis, digital navigation patterns, and comprehension levels within the context of interactive e-modules, offering implications for developing digital learning materials that are more adaptive to digital readers' characteristics.
HOW INDONESIAN LECTURERS ASSESS AI-ASSISTED STUDENT WRITING: CRITERIA, DILEMMAS, AND FAIRNESS Fahrus Zaman Fadhly
Indonesian EFL Journal Vol. 11 No. 2 (2025)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v11i2.11965

Abstract

Generative artificial intelligence (AI) has made the assessment of student writing one of the most difficult tasks facing university lecturers. When a text may have been drafted, revised, or polished with AI, lecturers must decide what to assess, how to judge the student's contribution, and how to treat students fairly. This qualitative meta-synthesis examined research on the assessment of AI-assisted student writing to identify the criteria, dilemmas, and fairness concerns that shape lecturers' judgments, with particular attention to the Indonesian higher education context. Drawing on a pool of 99 records and a supplementary set of 24 Indonesian records, the synthesis included 43 studies, 27 of them from Indonesian contexts. Indonesian research has documented educators' perceptions, ethical concerns, and strategies, but no study clearly examined how lecturers grade AI-assisted student writing. Using reciprocal translation, refutational synthesis, and line-of-argument synthesis, the analysis produced three theme clusters. The criteria cluster shows a shift from judging the final product to judging the writing process, the writer's authentic contribution, and the transparency of AI use. The dilemmas cluster captures tensions between detection and trust, between permitted and prohibited use, between legitimate language support for EFL writers and unfair advantage, and between rising expectations and lecturers' limited AI literacy. The fairness cluster highlights the risks of false accusations from unreliable detectors, the stigma that encourages concealment, unequal AI literacy among students, and inconsistency across lecturers and policies. The line of argument is that fair assessment requires a move from detecting AI to assessing the writer's contribution. A process-based assessment workflow and rubric are proposed for Indonesian lecturers, together with a research agenda.
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'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