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All Journal English Review: Journal of English Education Edu-Ling: Journal of English Education and Linguistics PANYONARA: Journal of English Education International Journal of Educational Research and Social Sciences (IJERSC) Bima Abdi: Jurnal Pengabdian Masyarakat Journal of English Language and Education Indonesian Journal of Educational Development (IJED) JIMAKUKERTA Teaching English and Language Learning English Journal INTERNATIONAL JOURNAL OF LANGUAGE PEDAGOGY Nusantara Education Kenduri: Jurnal Pengabdian Dan Pemberdayaan Masyarakat Journal of Language and Literature Education (JoLaLE)
Sinarman Jaya
Universitas Muhammadiyah Bengkulu
Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Social Sciences Other

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PSYCHOLOGICAL FACTOR AFFECTING ENGLISH STUDENTS WILLINGNESS TO COMMUNICATE IN ENGLISH IN SOCIAL MEDIA Saputra, Dwi Ando; Saputra, Eki; Angraini, Ria; Jaya, Sinarman
Journal of Language and Literature Education Vol. 1 No. 3 (2024): September
Publisher : Yayasan Nuraini Ibrahim Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70248/jolale.v1i3.650

Abstract

The objective of the research was to find out pyschological factors and dominant factor affecting English Students′ willingness to communicate in English in Social Media. The design of this research was descriptive method. The instrument of the research was questionnaire based on MacIntyre et al. in Tuyen, Thị, & Loan (2019: 253) psychological factor affecting the students willingness to verbal communicate using English in Social Media and the questionnaire adapted from Chotipaktanasook (2017) research. The result of the research were: there are five psychological factors affecting the seventh semester students willingness to communicate in English in social media they are: Self confidence, Perceived communicative competence, learning anxiety, Students’ motivation and Personality. The dominant psychological factors affecting the seventh semester students willingness to communicate in English in social media is students motivation factor. Afterthat in communicate verbally (oral and written) the students more like or dominant use written communicate because it can make the students more confident. From the result, the researcher will give suggestion for the students: It is suggested the students can be more confident to oral communicate using English in social media. The students also diminish their anxiety to be better communicate orally using English in social media and in their daily life.
Assessing Students' Perceptions of AI Grammar and Writing Assistance Tools: Implications for Academic Writing Instruction Jaya, Sinarman; Susyla, Dian
Teaching English and Language Learning English Journal Vol. 4 No. 3 (2024): December
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36085/telle.v4i3.7535

Abstract

Abstract This qualitative study investigates how EFL students view academic writing AI tools (QuillBot, Grammarly, and ChatGPT). This qualitative study examines how English as a Foreign Language (EFL) learners see artificial intelligence (AI) tools for academic writing, including Grammarly, ChatGPT, and QuillBot. Ten seventh-semester students from Muhammadiyah University of Bengkulu's English Study Program were interviewed in order to collect data. The results show that students often utilize these AI tools, with QuillBot being used for paraphrasing, Grammarly mostly for grammar checking, and ChatGPT for idea generation. Eight out of ten students believe that using AI tools to improve their language and sentence structure is beneficial. However, difficulties arise while attempting more difficult tasks, such coherence and logical arguments; some students reported difficulties in maintaining a logical flow in their writing. Students report that while AI tools are helpful for grammar and sentence structure, they are not effective in fostering creativity and critical thinking. They also raised ethical concerns, such as plagiarism and depedence on AI tools. Most of students support the integration of these tools into EFL writing instruction as a complement to traditional methods. It is suggested that educators establish clear guidelines for using AI tools to support students' writing without limiting originality and critical thinking. Keywords: Academic writing, AI grammar assistant, AI writing assisstant, Students’ perceptions
Pre-Service Teacher’ Preparation for Teaching English At School Deta Amelia; Dian Susyla; Sinarman Jaya; Ririn Putri Ananda
Teaching English and Language Learning English Journal Vol. 4 No. 3 (2024): December
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36085/telle.v4i3.7588

Abstract

This research aims to investigate the pre-service teacher’ preparation for teaching English of English Study Program Students of University of Muhammadiyah Bengkulu. The researcher used a descriptive qualitative method. The subject of the study was all of the students at the sixth semester who enrolled microteaching subject at English program of UMB Bengkulu. The microteaching class was divided into five classes with total students 44. The researcher used interview and observation list as the instruments of the research in this study. The interview guide was constructed from “K to 12 Blended Teaching Preparation” adopted by Graham et al. (2019). The result of this research showed that the pre-service teacher’ preparation for teaching English was good or in high level of preparation. The preservice teachers’ preparations were related to some aspects; (a) Preparation related to the material to be taught; (b) Preparation related to learning media; (c) Preparation related to teaching strategies with the following steps; (d). Preparation related to assessment; (e) Preparation related to the use of ICT tool (computer/laptop); and (f) Preparation related to the mastering of using teaching online platforms (Zoom, Whatsapp, Google Classroom). It is suggested for the preservice teachers to be ready to face another possibility for the next during the pandemic of Covid-19, especially the problems which may come among the teaching and learning accessibility. The preservice teachers are required to be more interacted with the modern technology in order to be able to compete with the development of technology especially in education field. Moreover, further studies are recommended to investigate deeper research related to the preservice teachers preparation in teaching English with large number of sample of research. Keywords : Preservice Teacher, Preparation, Teaching English
Integrating Critical Thinking Skills in English Language Teaching Assessment: A Theoretical Framework Susyla, Dian; Jaya, Sinarman
Edu-Ling: Journal of English Education and Linguistics Vol. 7 No. 2 (2024): July
Publisher : English Education Study Program Faculty of Teacher Training and Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32663/edu-ling.v7i2.4613

Abstract

Integrating critical thinking skills into English Language Teaching (ELT) assessments is crucial for enhancing learners' language proficiency and cognitive abilities. This paper introduces a theoretical framework for embedding critical thinking into ELT assessments, utilizing key elements such as Bloom's Taxonomy, Paul and Elder's Critical Thinking Framework, constructivist theory, and task-based language teaching. The framework emphasizes creating assignments that address different cognitive levels, using detailed assessment criteria, and incorporating technology for interactive evaluations, which are all essential for integrating critical thinking into language assessments. Approaches include developing authentic assignments that mirror real-life contexts, providing ongoing professional development for teachers, and using formative assessments with regular feedback mechanisms to cultivate critical thinking in language evaluation. This method aims to improve English language competency by fostering deep understanding, effective communication, and problem-solving skills in students. The model seeks to establish a comprehensive and practical system for English language evaluation that aligns with current educational objectives by incorporating critical thinking to enhance language proficiency and cognitive abilities.
Technology Integration in EFL Language Teaching: The Benefits and Challenges Sinarman Jaya; Susyla, Dian
Edu-Ling: Journal of English Education and Linguistics Vol. 8 No. 1 (2024): December
Publisher : English Education Study Program Faculty of Teacher Training and Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32663/edu-ling.v8i1.4928

Abstract

The integration of technology in the classrooms has advantages and disadvantages. This study aims at investigating the advantages and difficulties that teachers encounter when utilizing technology in teaching and learning activities. The study employed a descriptive qualitative design. The study highlights key benefits such as increased motivation, personalized learning, access to authentic materials, enhanced collaboration, improved feedback, flexibility, accessibility, and digital literacy growth. However, it also points out challenges like unequal digital skills, limited access to technology, language barriers, over-reliance on digital tools, technical issues, distractions, high costs, privacy concerns, cultural differences, and struggles with self-discipline and motivation. To ensure effective and equitable technology integration in EFL teaching, the findings stress the need for comprehensive strategies that maximize benefits while addressing challenges. Technology offers significant advantages, but it requires careful management to overcome its limitations. Schools should invest in resources and support systems, and teachers need proper training. Future research should explore best practices and develop targeted solutions to address these challenges and optimize technology use in EFL education.
Needs analysis for critical reading e-book based on problem-based learning: Perspectives from EFL students, lecturers, and stakeholders Jaya, Sinarman; Hamzah, Syukri; Yunita, Wisma
Indonesian Journal of Educational Development (IJED) Vol. 6 No. 1 (2025): May 2025
Publisher : Lembaga Penelitian dan Pengabdian Kepada Masyarakat (LPPM) Universitas PGRI Mahadewa Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59672/ijed.v6i1.4682

Abstract

Indonesian higher education is placing more emphasis on developing 21st-century skills, which require EFL students to read critically, evaluate arguments, and synthesize information from various sources. However, many EFL students still struggle with critical reading due to low motivation, passive reading habits, and a lack of engaging and relevant materials. This study explored the features, content, and design elements needed to help students improve their critical reading skills using Problem-Based Learning (PBL). A mixed-methods approach was used, involving a survey of 120 EFL students from four universities in Bengkulu, Indonesia. Interviews were also conducted with 20 students, 8 English lecturers, 4 heads of English study programs, 4 alumni, 2 school principals (from junior and senior high schools), and representatives from government institutions and private companies. Quantitative data were analyzed using descriptive statistics, while qualitative data were examined through thematic content analysis. The research instruments were validated by experts in content, evaluation, and language, followed by a small pilot study to check for clarity and reliability. The findings showed that students prioritize content relevance, clear navigation, and interactive tasks that encourage deeper engagement with texts. Lecturers emphasized the need for the e-book to align with course objectives and incorporate higher-order thinking through task-based learning. Stakeholders stressed the importance of the e-book aligning with institutional goals and supporting critical reading, thinking, collaboration, and problem-solving skills. The study’s multi-perspective approach provides a foundation for developing a relevant, engaging PBL-based e-book to enhance EFL critical reading instruction.
Developing syntactic complexity and accuracy in EFL students’ essays through sentence combining Jaya, Sinarman; Susyla, Dian; Melati
Indonesian Journal of Educational Development (IJED) Vol. 6 No. 2 (2025): August 2025
Publisher : Lembaga Penelitian dan Pengabdian Kepada Masyarakat (LPPM) Universitas PGRI Mahadewa Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59672/ijed.v6i2.4802

Abstract

Many EFL students face challenges in developing syntactic complexity and grammatical accuracy in academic writing. Sentence combining, which involves merging simple sentences into more complex ones, has shown promise in enhancing grammatical control and writing fluency. However, research on its effectiveness in EFL contexts, particularly in improving syntactic variety and grammatical accuracy, is still limited. This quasi-experimental study investigated the impact of sentence combining on syntactic variety and grammatical accuracy in academic essays written by undergraduate EFL students. The participants were 40 students from the English Education Study Program at Universitas Muhammadiyah Bengkulu, selected using purposive sampling. Over one semester, the experimental group received sentence combining instruction, while the control group followed conventional writing instruction. Pre- and post-test essays were analyzed using three syntactic measures: Mean Length of T-unit (MLT), Clauses per T-unit (C/T), and Dependent Clauses per Clause (DC/C). The findings revealed statistically significant improvements in all three dimensions of syntactic complexity for the experimental group. These results demonstrate the effectiveness of sentence combining in developing EFL students’ academic writing. It is recommended that writing instructors integrate sentence combining into academic writing curricula to support syntactic development and grammatical precision.
Short-Term Gains, Long-Term Loss: Investigating EFL Students’ Retention of Academic Articles After Guided Writing Jaya, Sinarman
PANYONARA: Journal of English Education Vol. 7 No. 2 (2025): PANYONARA: Journal of English Education
Publisher : Institut Agama Islam Negeri Madura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19105/panyonara.v7i2.21147

Abstract

Guided academic writing courses have become common in EFL higher education, often helping students produce publishable articles. However, whether such instruction leads to lasting understanding or merely short-term task completion remains unclear. This study investigated how well undergraduate EFL students retained the content of their self-written academic articles after completing a one-semester guided writing course. Using an explanatory sequential mixed methods design, the research involved 40 students who completed a final exam task requiring them to reconstruct the abstract and main argument of their article without referring to the original. Their performance was then followed by semi-structured interviews with a stratified sample, supported by semester-long observational field notes. Results indicated that over 85% of students were unable to recall the core ideas from their own articles accurately. Thematic analysis, interpreted through the lenses of constructivist learning theory, levels of processing, and authorial identity, revealed several contributing factors: shallow cognitive engagement, limited topic relevance, over-reliance on templates and AI tools, and a lack of personal ownership in the writing process. These findings highlight a disconnection between writing performance and long-term learning. Unlike prior studies focusing primarily on writing quality or output, this research addressed post-writing memory, a dimension rarely explored in EFL writing research. The study calls for a pedagogical shift toward more reflective, cognitively engaging, and identity-driven writing practices that promote meaningful retention and deeper academic development.
LINGUISTIC, STRUCTURAL, AND COGNITIVE CHALLENGES IN INDONESIAN EFL STUDENTS' ARGUMENTATIVE WRITING Jaya, Sinarman
English Review: Journal of English Education Vol. 13 No. 2 (2025)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v13i2.11876

Abstract

Argumentative writing remains challenging for EFL learners due to its demands for accurate language, logical organization, and critical thinking. Although previous studies have addressed these aspects individually, limited research has examined how linguistic, structural, and cognitive difficulties interact in students’ writing. This mixed-methods study investigated these interrelated challenges among 40 undergraduate students enrolled in an Essay Writing course at Universitas Muhammadiyah Bengkulu, Indonesia. Data were collected through essay analysis, student questionnaires, and semi-structured interviews. Quantitative analysis showed that 75% of students had difficulty with sentence complexity, 67% misused cohesive devices, and 82% lacked clear thesis statements. Structurally, 69% omitted counterarguments and exhibited weak coherence. Cognitively, 58% reported anxiety and low confidence, which negatively influenced their writing quality. A strong positive correlation (r = 0.72, p < 0.01) was found between language proficiency and essay organization. Following instructor feedback and guided instruction, 72% of students showed measurable improvement in their writing. Interview findings emphasized the perceived benefits of model texts, explicit feedback, and opportunities for revision in overcoming cognitive and structural barriers. This study contributes to the limited literature on the interplay of multiple constraints in EFL writing by offering an integrated view of the obstacles that students face. The findings suggest the need for a comprehensive instructional approach that simultaneously addresses linguistic accuracy, rhetorical structure, and cognitive support to enhance students’ argumentative writing competence in EFL classrooms.
Using AI Tools in Thesis Writing: Perspectives from EFL Students and Lecturers Jaya, Sinarman; Melati; Ahmad, Norkhairi
International Journal of Language Pedagogy Vol. 5 No. 2 (2025)
Publisher : Language Pedagogy Study Program, Faculty of Languages and Arts, Universitas Negeri Padang, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24036/ijolp.v5i2.104

Abstract

Digital writing tools have become increasingly common in academic settings, yet their impact on the thesis writing process, especially in English as a Foreign Language (EFL), remains underexplored. This study examined the use of digital writing tools in thesis writing from the perspectives of EFL students and lecturers at four universities in Bengkulu, Indonesia. A mixed-methods approach was used, combining quantitative data from surveys with qualitative insights from semi-structured interviews. The instruments, which included a student survey and a lecturer interview protocol, were validated through expert review and pilot testing before being administered. The survey involved 200 undergraduate students. Additionally, 20 students and 8 lecturers participated in interviews. Data were analyzed using descriptive statistics to quantify student perceptions and experiences, while thematic analysis was applied to the qualitative interview data to identify key themes. The findings revealed that students found AI writing tools useful across various stages of the thesis writing process, particularly for idea generation and language refinement. However, concerns arose regarding overdependence, ethical issues, and insufficient institutional support. Lecturers acknowledged the benefits and challenges AI tools present to academic integrity and writing development. This study offered a more comprehensive understanding of how digital tools influenced academic writing in EFL contexts. It highlighted the need for clear institutional policies and pedagogical strategies to guide their use. Future research could examine the long-term impacts and cross-contextual applications of AI writing tools in the academic setting.
Co-Authors Ahmad, Norkhairi Angraini, Ria Anisya Triaulia Bella Permata Ayu Demita Yunifar Imaniah Deta Amelia Dian Susyla Dian Susyla Dinda Putri Anggrainy Eki Saputra Ferri Susanto Gandari, Meisy Hamzah, Syukri Hartania Yoanda Agustin Lola Aprillia Melati Nadila Oktavia Ririn Putri Ananda Saputra, Dwi Ando Silfia, Seva Susyla, Dian Syukri Hamzah Wisma Yunita Yupika Masryansyah