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All Journal Jurnal English Education: Jurnal Tadris Bahasa Inggris Journal on English as a Foreign Language (JEFL) POLYGLOT JURNAL SCHEMATA : Pascasarjana UIN Mataram ELITE Journal: Journal of English Linguistics, Literature, and Education J-REaLL Education and Linguistics Knowledge Journal (Edulink) ENGLISH FRANCA : Academic Journal of English Language and Education Studies in English Language and Education
Afif Ikhwanul Muslimin, Afif Ikhwanul
UIN Maulana Malik Ibrahim Malang
Religion Arts Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Social Sciences Other

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Reimagining teacher professional development in the age of AI: Indonesian EFL teachers’ beliefs and pedagogical adaptations in writing classrooms Halimah, Nur; Muslimin, Afif Ikhwanul; Prabjandee, Denchai
Journal of Research on English and Language Learning (J-REaLL) Vol. 7 No. 1 (2026): 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.v7i1.24655

Abstract

Although artificial intelligence has gained growing attention in language education, previous research has largely emphasized technical effectiveness and student outcomes, while teachers’ professional experiences remain insufficiently examined. This study explores how Indonesian EFL lecturers perceive the use of artificial intelligence in academic writing instruction, how they adjust their pedagogical practices, and how these experiences shape their professional development and professional identity, particularly in writing assessment. Employing a phenomenological approach, data were collected through semi-structured interviews, classroom observations, and teaching documents involving twelve lecturers from East Java and Central Indonesian regions. The findings reveal interconnected experiences influenced by institutional readiness, access to digital infrastructure, and lecturers’ pedagogical beliefs. Participants reported a shift in professional identity from primary evaluators of student writing toward facilitators who guide learners in critically engaging with artificial intelligence-generated feedback. In the absence of systematic institutional training, lecturers relied heavily on informal peer communities as spaces for learning, reflection, and sharing instructional strategies. The study suggests that professional development for artificial intelligence-supported writing instruction should move beyond technical orientation and provide sustained, context-sensitive support that integrates ethical awareness, reflective practice, and collaborative learning. While the qualitative design and limited number of participants require cautious interpretation, the findings contribute to broader discussions on teacher professional development in technologically evolving educational contexts.
THE EFFECT OF PQ4R AND MIND MAPPING TO STUDENTS’ READING COMPREHENSION Muslimin, Afif Ikhwanul; Harintama, Fitrana
Schemata: Jurnal Pascasarjana UIN Mataram Vol. 8 No. 1 (2019): Schemata Jurnal Pascasarjana IAIN Mataram
Publisher : Universitas Islam Negeri Mataram, Indonesia

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Abstract

The study aims at proving the effectiveness of the PQ4R and Mind-Mapping strategies in helping students to achieve higher reading comprehension score. The study involved two groups of Electrical Engineering department of UMM which were drawn using random sampling technique. The experimental group was taught using PQ4R (Preview, Question, Read, Reflect, Recite, Review) and Mind-Mapping strategies meanwhile the control group was taught using Direct Reading Activity (DRA) strategy. it was proven that PQ4R and Mind-Mapping strategies were more effective in helping students achieve higher literal comprehension score in reading since the different marginal means of post-test between control and experimental groups was 33.67 and the students were trained to be more active learners.
Enhancing EFL Teaching in Indonesian Islamic Senior High Schools Through Artificial Intelligence Integration Harintama, Fitrana; Muslimin, Afif Ikhwanul
Schemata: Jurnal Pascasarjana UIN Mataram Vol. 13 No. 2 (2024): Schemata: Jurnal Pascasarjana UIN Mataram
Publisher : Universitas Islam Negeri Mataram, Indonesia

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Abstract

This research aims to explore the integration of Artificial Intelligence (AI) in English as a Foreign Language (EFL) teaching within Indonesian Islamic Senior High Schools. Employing a Systematic Literature Review (SLR) methodology, the study synthesizes existing research to identify effective AI applications, challenges faced by educators and students, and the broader implications for educational reform. The findings reveal that AI can significantly enhance EFL instruction through personalized learning experiences, intelligent tutoring systems, and language learning applications, which improve student engagement and language proficiency. However, challenges such as inadequate teacher training, resource limitations, and ethical concerns regarding data privacy must be addressed to ensure successful implementation. The implications of this study highlight the need for a balanced approach that combines AI integration with human interaction in teaching practices. Additionally, it underscores the importance of professional development for educators and equitable access to technology for all students. This research contributes to the growing body of literature on AI in education and provides actionable insights for policymakers and educators seeking to enhance English language teaching in Indonesia's Islamic Senior High Schools. Keywords: Artificial intelligence, EFL teaching, Indonesia, Islamic senior high schools Penelitian ini bertujuan untuk mengeksplorasi integrasi Kecerdasan Buatan (AI) dalam pengajaran Bahasa Inggris sebagai Bahasa Asing (EFL) di Sekolah Menengah Atas Islam di Indonesia. Dengan menggunakan metodologi Tinjauan Literatur Sistematis (SLR), penelitian ini mensintesis penelitian yang sudah ada untuk mengidentifikasi aplikasi AI yang efektif, tantangan yang dihadapi oleh para pendidik dan siswa, dan implikasi yang lebih luas untuk reformasi pendidikan. Temuan tersebut mengungkapkan bahwa AI dapat secara signifikan meningkatkan pengajaran EFL melalui pengalaman belajar yang dipersonalisasi, sistem bimbingan belajar yang cerdas, dan aplikasi pembelajaran bahasa, yang meningkatkan keterlibatan siswa dan kemahiran bahasa. Namun, tantangan seperti pelatihan guru yang tidak memadai, keterbatasan sumber daya, dan masalah etika terkait privasi data harus diatasi untuk memastikan implementasi yang sukses. Implikasi dari penelitian ini menyoroti perlunya pendekatan yang seimbang yang menggabungkan integrasi AI dengan interaksi manusia dalam praktik pengajaran. Selain itu, penelitian ini juga menggarisbawahi pentingnya pengembangan profesionalisme bagi para pendidik dan akses yang adil terhadap teknologi untuk semua siswa. Penelitian ini berkontribusi pada literatur yang berkembang tentang AI dalam pendidikan dan memberikan wawasan yang dapat ditindaklanjuti bagi para pembuat kebijakan dan pendidik yang ingin meningkatkan pengajaran bahasa Inggris di Sekolah Menengah Atas Islam di Indonesia. Kata kunci: Kecerdasan buatan, pengajaran bahasa Inggris, Indonesia, sekolah menengah atas Islam
Artificial Intelligence Assisted Feedback in EFL Writing: Student Perceptions of ChatGPT in an Indonesian Islamic University Harintama, Fitrana; Saputra, Agus; Muslimin, Afif Ikhwanul
Schemata: Jurnal Pascasarjana UIN Mataram Vol. 14 No. 2 (2025): Schemata: Jurnal Pascasarjana UIN Mataram
Publisher : Universitas Islam Negeri Mataram, Indonesia

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Abstract

The growing presence of artificial intelligence in education has introduced new possibilities for providing feedback in academic writing. This study investigates students’ perceptions of feedback generated by ChatGPT in an argumentative writing course in the English Language Education Program at Universitas Islam Negeri Mataram, Indonesia. The research aims to understand how students perceive the usefulness of ChatGPT feedback, identify the aspects of feedback they find most helpful, and examine the challenges they experience when using the tool during the writing revision process. The study employed a descriptive mixed-method approach involving thirty-five undergraduate students. Data were collected through a rubric-based writing assessment, a perception questionnaire, and semi-structured interviews. The quantitative data were analyzed using descriptive statistics, while qualitative responses were examined through thematic analysis. The findings indicate that students generally perceive ChatGPT feedback as useful in improving grammar accuracy, sentence clarity, and organization of ideas in their essays. At the same time, students reported that some suggestions required careful evaluation because they did not always align with the intended argument. The study suggests that ChatGPT can function as a supplementary feedback resource that supports students during the revision stage. When combined with instructor guidance, artificial intelligence tools may contribute to more interactive and reflective learning environments in academic writing courses within Islamic higher education.
Co-Authors Fitrana Harintama, Fitrana Hartono, Rodi Hidayat, Didin Nuruddin Ivone, Fransisca Maria Khan, Aslam Mahlil, Mahlil Mason, Jon Nur Halimah Nur Mukminatien Prabjandee, Denchai Saputra, Agus Syahrul R, Syahrul