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All Journal Language Circle : Journal of Language and Literature Lingua Cultura Jurnal Varidika IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Al Ishlah Jurnal Pendidikan NUSANTARA : Jurnal Ilmu Pengetahuan Sosial Lectura : Jurnal Pendidikan Edulangue JEES: Journal of English Educational Study Journal of English Language Teaching and Linguistics Bahasa: Jurnal Keilmuan Pendidikan Bahasa dan Sastra Indonesia SCAFFOLDING: Jurnal Pendidikan Islam dan Multikulturalisme Dinasti International Journal of Education Management and Social Science Jurnal Educatio FKIP UNMA Buletin KKN Pendidikan Jurnal Pendidikan dan Pembelajaran Indonesia (JPPI) Jurnal Abdimas Indonesia : Jurnal Abdimas Indonesia Penamas: Journal of Community Service Proceeding ISETH (International Summit on Science, Technology, and Humanity) Prosiding University Research Colloquium Jurnal Keilmuan dan Keislaman INGGARA : Jurnal Pendidikan Bahasa Inggris dan Bahasa Arab TELL - US JOURNAL Applied Research in English Education Journal of International Multidisciplinary Research JLE: Journal of Literate of English Education Study Program Conference Proceedings International Conference on Education Innovation and Social Science Holistik Analisis Nexus Language Circle : Journal of Language and Literature Indonesian Journal on Learning and Advanced Education (IJOLAE)
Mauly Halwat Hikmat
Universitas Muhammadiyah Surakarta
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Biochemistry, Genetics & Molecular Biology Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Medicine & Pharmacology Public Health Social Sciences Other

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Instructional Strategies and Their Impact on Efl Students’ Reading Comprehension: An Empirical Study at Champasack University Vongsawath, Khanngeun; Fauziati, Endang; Hikmat, Mauly Halwat
Bahasa: Jurnal Keilmuan Pendidikan Bahasa dan Sastra Indonesia Vol 7, No 3 (2025): Bahasa: Jurnal Keilmuan Pendidikan Bahasa dan Sastra Indonesia
Publisher : ppjbsip

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26499/bahasa.v7i3.1681

Abstract

The purpose of this study is to examine how certain teaching methods to improve reading comprehension skills of EFL students at the Faculty of Education Champasack University. However, empirical evidence on the impact of instructional reading strategies on EFL students’ reading comprehension and learner perceptions in Lao university contexts remains limited. The use of specific selection of teaching methods, such as explicit strategy instruction and collaborative reading activities, creates the command of students to use strategies at different levels of reading comprehension. The study involved 25 final-year EFL students and 5 lecturers who were purposefully sampled. The data were collected using the following methods and instruments: open-ended questionnaires, semi-structured interviews, pre-test and post-tests, classroom observations, and reading comprehension tests. The qualitative component of the study involved thematic analysis of the participants’ perceptions and classroom interactions, which provided triangulation for the study. The analysis of the data indicated that the reading comprehension instructional strategies had the most impact on the students’ ability to comprehend text at the literal and inferential levels, i.e. identifying the main ideas, supporting details, and making simple inferences. There was limited improvement in the students’ critical reading and advanced strategic behaviors, which demonstrated the need for extended and continued training to improve comprehension at the higher levels. The most important findings of the study also demonstrated the positive impact that structured and strategy-based instruction (SBI) has on EFL students’ reading comprehension. This research contributes important implications for EFL teaching in higher education which indicated the need for constant integration of strategy-focused and student-centered reading instruction.  AbstrakTujuan dari penelitian ini adalah untuk mengkaji bagaimana metode pengajaran tertentu dapat meningkatkan keterampilan pemahaman membaca mahasiswa EFL di Fakultas Pendidikan Universitas Champasack. Namun, bukti empiris mengenai dampak strategi pembelajaran membaca terhadap pemahaman membaca dan persepsi pembelajar EFL di konteks perguruan tinggi di Laos masih terbatas. Penggunaan bagian tertentu dari metode pengajaran, seperti instruksi strategi eksplisit dan kegiatan membaca kolaboratif, menciptakan kemampuan mahasiswa untuk menggunakan strategi pada berbagai tingkat pemahaman membaca. Penelitian ini melibatkan 25 mahasiswa EFL tahun akhir dan 5 dosen yang dipilih secara purposif. Data dikumpulkan dengan menggunakan metode dan instrumen berikut: kuesioner terbuka, wawancara semi-terstruktur, pre-test dan post-test, observasi kelas, serta tes pemahaman membaca. Komponen kualitatif dari penelitian ini melibatkan analisis tematik terhadap persepsi peserta dan interaksi kelas, yang memberikan triangulasi untuk penelitian ini. Analisis data menunjukkan bahwa strategi pengajaran pemahaman membaca memiliki dampak terbesar pada kemampuan mahasiswa untuk memahami teks pada tingkat literal dan inferensial, yaitu mengidentifikasi ide pokok, rincian pendukung, dan membuat inferensi sederhana. Ada peningkatan terbatas dalam kemampuan membaca kritis dan perilaku strategis lanjutan mahasiswa, yang menunjukkan perlunya pelatihan yang lebih panjang dan berkelanjutan untuk meningkatkan pemahaman pada tingkat yang lebih tinggi. Temuan paling penting dari penelitian ini juga menunjukkan dampak positif dari pengajaran terstruktur dan berbasis strategi (SBI) terhadap pemahaman membaca mahasiswa EFL. Penelitian ini memberikan implikasi penting bagi pengajaran EFL di pendidikan tinggi yang menunjukkan perlunya integrasi berkelanjutan dari pengajaran membaca yang berfokus pada strategi dan berpusat pada siswa.
Implementation of Authentic Assessment in English Listening Lessons at Junior High School Fajar, Umul; Muamaroh; Halwat Hikmat, Mauly
INGGARA (Jurnal Pendidikan Bahasa Inggris dan Bahasa Arab) Vol 3 No 2 (2024): January
Publisher : LPPM Institut Studi Islam Sunan Doe

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58330/inggara.v3i2.431

Abstract

The study explores the implementation of authentic assessment in English listening lessons within Junior High Schools under Indonesia’s Merdeka Curriculum. Employing a qualitative research method, the study involves interviews with English teachers in Sragen to gather insights into their experiences. The findings indicate that teachers utilize various assessment types, such as diagnostic, formative, and summative assessments, integratred into the learning process. Despite the benefits of authentic assessment, including improved listening skills and real-world application, teachers face challenges such as limited time, resources, and confidence in implementing these assessments. The research highlights the necessity for comprehensive support and professional development to optimize the use of authentic assessment in enhancing students’ listening skills.
Developing AI-Enhanced Writing Materials for University Students: A Case Study at Universitas Muhammadiyah Surakarta Pamungkas, Damar Jati; Muamaroh, M; Ratih, Koesoemo; Hikmat, Mauly Halwat
Proceeding ISETH (International Summit on Science, Technology, and Humanity) 2025: Proceeding ISETH (International Summit on Science, Technology, and Humanity)
Publisher : Universitas Muhammadiyah Surakarta

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

Abstract

This study explores the development of Artificial Intelligence (AI)-enhanced teaching materials for improving university students' writing skills at Universitas Muhammadiyah Surakarta (UMS). In response to the ongoing digital transformation in higher education, AI-based tools such as Grammarly, ChatGPT, and Write & Improve have been increasingly utilized in writing instruction. The study employs a qualitative descriptive design and gathers data through classroom observations, semi-structured interviews with three English lecturers, and reflective journals from twenty students in the English Education Department. The findings reveal that AI tools significantly enhance students' engagement, critical thinking, and awareness of writing mechanics. However, several challenges remain, including over-reliance on AI, gaps in digital literacy, and insufficient teacher training. The study proposes a localized model for AI-integrated material development grounded in Tomlinson's (2011) materials development framework and the TPACK model (Mishra & Koehler, 2006). It concludes that thoughtful integration of AI can enrich the process writing approach and promote learner autonomy when pedagogical principles remain central to instructional design.
Negotiating Comprehension: Surakarta Elementary Teachers' Perspectives on Reading Pedagogy in the Age of AI Maulida, Nimas Ayu Nawal; Muamaroh, M; Ratih, Koesoemo; Hikmat, Mauly Halwat
Proceeding ISETH (International Summit on Science, Technology, and Humanity) 2025: Proceeding ISETH (International Summit on Science, Technology, and Humanity)
Publisher : Universitas Muhammadiyah Surakarta

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

Abstract

This qualitative study explores how elementary English teachers negotiate their understanding and practice of reading pedagogy in an era where artificial intelligence tools can instantaneously summarize, analyze, and interpret complex texts. Drawing on reader-response theory and postmodern pedagogical frameworks, this research examines the tensions between traditional notions of "deep reading" and AI-mediated comprehension practices. Through semi-structured interviews with twelve English teachers from diverse school contexts, this study investigates how educators conceptualize authentic comprehension, critical literacy, and the role of intellectual struggle in reading development when students have access to AI assistance. The findings reveal significant concerns about the erosion of effortful reading practices, the shift from personal interpretation to AI verification, and the complex negotiation between accessibility and intellectual growth. Using the pedagogical narrative of Freedom Writers (2007) as a conceptual anchor, this study argues that while AI tools may democratize access to difficult texts, they simultaneously threaten the transformative, meaning-making processes that have long been central to reading education. This research contributes to ongoing debates about literacy education in digital contexts and offers implications for reimagining reading pedagogy that acknowledges both the affordances and limitations of AI technologies. This study particularly focuses on elementary school teachers in Surakarta, Indonesia, as they navigate how to integrate AI technology in early reading instruction while maintaining authentic comprehension and character-based literacy learning.
Improving Student’s Motivation and Learning Outcomes through Canva in English Learning at Middle Schools Ferdian Rizki Pratama; Mauly Halwat Hikmat
Journal of English Language Teaching and Linguistics Journal of English Language Teaching and Linguistics, 9(3), December 2024
Publisher : Yayasan Visi Intan Permata

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21462/jeltl.v9i3.1381

Abstract

Increasing student motivation and learning outcomes can be done by utilizing technology in the learning process. The objective of this study was to describe students' perspectives on the use of the Canva in English class. The type of research was descriptive qualitative. The subjects of the study were students of class VIII of SMP Muhammadiyah 7 Surakarta. The sampling method used purposive sampling. Data collection techniques used questionnaires, observations, and interviews. Before the instrument was used, validation was carried out by experts (supervisors), and the collected data was validated using source triangulation and triangulation of data collection methods. Data analysis used qualitative analysis. The results of the study were: (1) Teachers use Canva in English classes for three reasons. First, to display learning materials interactively. Second, to create interesting worksheets. Third, for students to do assignments with Canva; (2) Students' perspectives on Canva as a mediua in English classes showed good results. Students agreed and gave positive responses regarding Canva as a media in learning English. Students agreed that Canva is a good mediua to use in learning English. The conclusion is that the use of Canva as a learning media can increase students' learning motivation and learning outcomes. The implication of the results of this study is that teachers can use the Canva application as a learning medium.
INTEGRATING GENERATIVE AI (GROK.AI) INTO THE DEVELOPMENT OF PERSONALIZED ENGLISH TEACHING MEDIA IN KINDERGARTEN Larasati, Guniar; Hikmat, Mauly Halwat
Journal of English Educational Study (JEES) Vol 9, No 1 (2026): May Edition
Publisher : STKIP Persada Khatulistiwa Sintang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31932/jees.v9i1.6355

Abstract

This study investigates the process of Integrating Generative Artificial Intelligence, specifically Grok.ai, into the development of personalized English teaching media in kindergarten. Adopting a descriptive qualitative approach, this study was conducted at TK Kartika XV-3, Kartasura, Sukoharjo, Central Java, with 41 students participating in an English lesson on the theme of Occupations and Workplaces. Data were collected through direct observation, semi-structured interviews with the classroom teacher, and documentation of the AI-generated media and classroom activities. Data analysis followed Miles, Huberman, and Saldaña’s (2014) interactive model. Findings reveal that Grok.ai was integrated through a deliberate two-stage process: (1) the creation of personalized flashcards in which each student’s photograph was transformed via AI-generated image editing to depict the child wearing a professional costume, and (2) the development of differentiated worksheets tailored to the distinct proficiency levels of two student groups. Both stages required carefully crafted prompts and iterative refinement cycles to produce outputs that were visually appropriate and pedagogically usable. These findings confirm that effective integration of generative AI in early childhood English teaching media demands deliberate prompt literacy and systematic pre-observation of student needs, and that Grok.ai is an effective tool for creating personalized, developmentally appropriate English teaching materials in Indonesian kindergartens.Keywords: English Teaching; Generative AI; Grok.ai; Kindergarten; Personalized Media
Comparing AI and Teacher Feedback: Student Insights on Creativity and Critical Thinking Alfin Amaliah Zahroh; Mauly Halwat Hikmat; Agus Wijayanto
Dinasti International Journal of Education Management and Social Science Vol. 7 No. 2 (2025): Dinasti International Journal of Education Management And Social Science (Decem
Publisher : Dinasti Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.38035/dijemss.v7i2.5797

Abstract

This mixed-method study investigates students’ reflections on the strengths and limitations of feedback provided by ChatGPT compared to teacher feedback, particularly in relation to creativity, critical thinking, and content development in writing. The study was conducted in an English vocational school setting involving 40 students and 4 English teachers. Focus groups, in-depth interviews, and questionnaires were used to gather information in order to fully comprehend the opinions and experiences of the students. The analysis focused on how students evaluated the clarity, usefulness, and relevance of the feedback from both sources, as well as its impact on their ability to generate creative ideas, think critically, and improve the content of their writing. The findings suggest that teacher feedback remains essential for addressing students’ challenges in vocabulary, grammar, and idea expression by providing clarity, motivation, and personalized guidance. While ChatGPT contributes speed, accessibility, and consistency, it lacks the contextual depth and interpersonal dimension inherent in teacher feedback. Therefore, a hybrid feedback model that integrates human expertise with AI efficiency offers promising potential to optimize students’ writing development.
Penguatan Kemampuan Refleksi Kritis untuk Peningkatan Kualitas Pembelajaran Bahasa Inggris Mauly Halwat Hikmat; Agus Wijayanto; Aryati Prasetyarini; Nur Hidayat; Friendly Lucianna
Jurnal Abdimas Indonesia Vol. 6 No. 2 (2026)
Publisher : Perkumpulan Dosen Muslim Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34697/jai.v6i2.2983

Abstract

Kualitas guru berpengaruh keberhasilan proses belajar mengajar. Latihan refleksi membantu guru mengembangkan kualitas dan kemampuan diri. Namun, refleksi sering dilakukan secara tidak terstruktur dan hanya sebagai formalitas administratif, seperti dalam penelitian tindakan kelas untuk pengembangan karir. Kondisi ini juga ditemukan pada guru-guru Muhammadiyah di Sukoharjo, Jawa Tengah. Untuk mengatasi hal tersebut, dilakukan lokakarya yang bertujuan meningkatkan kemampuan guru dalam pengajaran reflektif, termasuk melatih refleksi diri, identifikasi masalah, serta perencanaan solusi berbasis teori. Lokakarya ini diikuti oleh 23 guru sekolah menengah Muhammadiyah dan dilaksanakan dalam tiga tahap: persiapan, pelaksanaan, dan praktik reflektif di sekolah. Terdapat lima sesi dalam lokakarya, mulai dari pengenalan refleksi menggunakan teknik KWL, praktik refleksi, identifikasi masalah dan solusi, diskusi tentang pembelajaran reflektif melalui penelitian tindakan kelas, hingga refleksi atas kegiatan lokakarya. Guru juga mempresentasikan hasil pembelajaran mereka. Lokakarya ini terbukti efektif dalam menyegarkan kembali pengetahuan akademik dan pedagogis guru serta membantu mereka merancang solusi atas masalah yang dihadapi, sehingga berdampak pada peningkatan kualitas pembelajaran.
Challenges and Strategies Used of Thai Students in Indonesian Language Learning in the BIPA Program: A case of EMI Nuro Sabuela; Mauly Halwat Hikmat; Nur Hidayat
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 14 No. 1 (2026): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v14i1.9972

Abstract

This study aims to explore the challenges faced by Thai students and the strategies they employ in Indonesian language learning in the BIPA program at Universitas Muhammadiyah Surakarta (UMS), where English is used as a Medium of Instruction (EMI). The increasing use of EMI in multilingual educational settings has created both opportunities and challenges for international students who are learning a new language through another foreign language. The research focuses on analyzing the types of learning difficulties students experience when EMI is used as the instructional language and the factors contributing to these challenges. A qualitative case study research methodology was employed, collecting data through semi-structured interviews and classroom observations with five Thai students participating in the BIPA program. The interviews were conducted to explore students’ perceptions of their learning experiences, while classroom observations were used to examine how students interacted with the lecturer and responded to EMI during classroom activities. The result indicated that students faced language challenges including limited English language proficiency, difficulty processing multiple languages simultaneously, and difficulty understanding explanations from English-speaking instructors. Classroom observations also revealed that students frequently used online translation tools and sought peer assistance to better understand lessons. In several situations, students relied on their classmates to clarify instructions and translate unfamiliar vocabulary into their native language. Despite these challenges, students developed various learning strategies such as using translation applications, collaborating with peers, and self-studying vocabulary. These strategies demonstrate students’ ability to adapt to a multilingual learning environment and actively manage their language learning process. These findings suggest that while EMI may create language barriers in multilingual classrooms, appropriate teaching strategies and peer support can help students cope with these challenges and enhance their learning experiences in the BIPA program.
Co-Authors Agus Wijayanto Agus Wijayanto, Agus Ahsanu, Rizkika Ainia Mega Rusdiana Ainurvely Gehandiatie Maudy Aisyifa, Wildanita Risna Anggi Alfin Amaliah Zahroh Ana Retnowati Anam Sutopo Apriliano Jarot Prayogo, Edo Armita Ayu Sekarsari Arum, Rahayu Lailatul Aryati Prasetyarini Aryati Prasetyorini Astrini, Atik Atiqa Sabardila Bambang Harmanto, Bambang Condro Nur Alim Dewi Candraningrum Dhina Shinto Wresni Dian patriana, Wendy Dwi Haryanti Dwi Haryanti, Dwi Endang Fauziati Eryantini, Intan Fajar, Umul Farrah Zakiyah Anwar Farrah Zakiyah Anwar, Farrah Zakiyah Febrianti, Nisa Ferdian Rizki Pratama Friendly Lucianna Gardini, Nosa Violeta Hardiyanto, Ocavaro De Adio Harsono, H Indaryati, Oktavia Nur Jakia, Nikmatu Junita Dwi Wardhani Khamlan Phommavongsa Koesoemo Ratih Kusumawardani, Wiratri Nurul Ayu Larasati, Guniar M Thoyibi Maharsiwi, Dwi Moqsa Malikatul Laila Maratusolekhah, Annisa Maryadi Maryadi Masir, Rizkya A. Maulida, Nimas Ayu Nawal Meggy Novitasari Muaamaroh Muamaroh Muamaroh Muamaroh Muamaroh, M Murfiah Dewi Wulandari Nur Fatinah, Farida Nur Hidayat Nur Hidayat Nuro Sabuela Pamungkas, Damar Jati Prasetyorini, Aryati Puspitasari, Ratna Kusuma Regina F. Santos Ricky Arjuna Rizki Azizah, Rizki Roisma, Rossa Sabar Narimo Sanjani, Muhammad Iqwan Sigit Haryanto Siti Nurjanah Sofyan Anif Sri Katoningsih Suharyanto Suharyanto Sunaryo, Ilham Suryani, Latifah Sutama Thoyibi, M Thoyibi, Mohammad Thoyibi, Muhammad Tunzia Fadillah Dinda Maghfiroh Vongsawath, Khanngeun Wulandari, Diana Rizki Avita Yanita Candra Dewi Yanita Candra Dewi, Yanita Candra Yasir Sidiq Yulia Maftuhah Hidayati Zahidannisa, Z Zahra, Shabrina Zulfati Az