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All Journal Jurnal Penelitian Humaniora Kajian Linguistik dan Sastra JURNAL KONFIKS EXPOSURE JOURNAL Jurnal Sosial Humaniora Voices of English Language Education Society JKIP (Jurnal Keguruan dan Ilmu Pendidikan) Acuity : Journal of English Language Pedagogy, Literature and Culture Jurnal Suluh Pendidikan Budapest International Research and Critics Institute-Journal (BIRCI-Journal): Humanities and Social Sciences Buletin Literasi Budaya Sekolah English Language Education Reviews Abdi Psikonomi Prosiding University Research Colloquium Abdi Teknoyasa Journal of Education Method and Learning Strategy JR-ELT (Journal of Research in English Language Teaching) Jurnal Pendidikan Generasi Nusantara (JPGENUS) Lire Journal (Journal of Linguistics and Literature) Journal of English Language Teaching and Literature (JELITA)
Hepy Adityarini
Universitas Muhammadiyah Surakarta
Religion Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Medicine & Pharmacology Physics Social Sciences Other

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NEGOTIATING IDENTITY AND INVESTMENT THROUGH AI-MEDIATED ENGLISH COMMUNICATION: EVIDENCE FROM INDONESIAN EFL LEARNERS Muhammad Rehan Sabir; Hepy Adityarini; Yeny Prastiwi; Alwy Ahmed Mohamed
JR-ELT (Journal of Research in English Language Teaching) Vol. 10 No. 1 (2026): Journal of Research in English Language Teaching (Process)
Publisher : English Language Education Program, Faculty of Education and Teacher Training, Sulthan Thaha Saifuddin State Islamic University of Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30631/kfmrdr82

Abstract

Despite the rapid proliferation of large language model (LLM)-based conversational AI tools in educational settings, their implications for learner identity remain insufficiently examined, particularly in postcolonial multilingual contexts such as Indonesia.  This study aims to address this gap by examining how Indonesian EFL university students negotiate identity and investment in AI-mediated English communication through Norton's identity and investment framework. Data were collected through semi-structured interviews and participant-shared AI interaction logs from 12 undergraduate students at a private university in Central Java, Indonesia, and analysed using reflexive thematic analysis. It explores how learners position themselves as English speakers, how their investments in English shape engagement with AI, and what ideological tensions emerge from these interactions. The analysis identified four interrelated themes: imagined identity and aspirational investment, affective positioning and the non-judgmental interlocutor, contested legitimacy and native-speaker ideology, and agentive appropriation and its structural limits. The findings suggest that AI-mediated interaction functions as a site of identity negotiation, enabling learners to rehearse imagined futures, manage affective risks, and negotiate linguistic legitimacy. These findings contribute to emerging scholarship on AI-mediated language learning by illustrating how identity, investment, and agency are negotiated in AI-mediated English communication and by identifying implications for EFL pedagogy in Indonesian and comparable Global South contexts.
The Teachers’ Perception on Challenges and Strategies upon CALL Practice in EFL Secondary Classroom Rizki Azizah; Hepy Adityarini; Yeny Prastiwi
Jurnal Sosial Humaniora Vol. 16 No. 2 (2025): OKTOBER
Publisher : Universitas Djuanda Bogor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30997/jsh.v15i2.14968

Abstract

CALL draws attention for teachers’ EFL classroom due to its captivating power for enhancing language learning. Several studies prove that CALL is extremely able to promote learners’ skills, yet, there are some obscures ideal practices. The study aims at investigating teachers’ perception on challenges and strategies on CALL practice in the EFL secondary classroom. This study utilises qualitative methods with oral semi-structured interview as the data collection. It involves 6 English teachers who have accustomed their teaching with CALL. They possess different teaching experiences, school infrastructures, and setting ; 2 urban public school, 1 suburban public school, 2 urban private school, and 1 suburban private school. The data are analysed through three phases for ensuring demanded results which can depict challenges and strategies on the basis of teachers’ perception. It results that teachers encounter challenges on insufficient school facilities, inadequate lesson time, unfavourable instructional culture, and disproportionate technological competence. Pertaining to the strategies, they recommend the fulfilment of school facilities, plan-b design, and forum group discussion among teachers. As the summary, this study has deemed a light on how technology is integrated through CALL in EFL Secondary Classroom that eventually brings about preventive action plan for granting the desired outcome. The teachers’ perception might depend on their background knowledge related to the issue, their current workplace, and teaching experiences.
LINGUISTIC PERSPECTIVES ON ENGLISH TEACHERS’ PERCEPTIONS OF CULTURALLY RESPONSIVE TEACHING Ani Ayu Sariningsih; Hepy Adityarini
Lire Journal (Journal of Linguistics and Literature) Vol. 9 No. 3 (2025): Lire Journal (Journal of Linguistics and Literature)
Publisher : Elite Laboratory Jurusan Sastra Inggris Universitas Bangka Belitung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33019/lire.v9i3.532

Abstract

Culturally Responsive Teaching (CRT) has been recognized as an effective pedagogical approach that integrates students’ cultural backgrounds into the learning process, yet limited research in Indonesia has examined English teachers’ perceptions of CRT through a linguistic lens. This study explores how junior high school English teachers in Klaten perceive and discursively construct CRT in their classrooms. Employing a qualitative design, data were collected through semi-structured interviews with six English teachers of diverse backgrounds, and analyzed using Miles and Huberman’s interactive model, focusing both on thematic content and linguistic markers such as lexical choices, metaphors, and stance-taking. The findings reveal three patterns of teachers’ understanding: some framed CRT as a teaching method, others as a broader educational approach, while one admitted unfamiliarity with the concept. These perceptions were linguistically constructed through markers of uncertainty (e.g., interrogatives, hedges), evaluative and metaphorical language (e.g., “learning asset”), and stance-taking devices that reflected confidence or hesitation. In implementation, teachers integrated CRT through project-based learning, local cultural narratives, and school routines, though coherence varied depending on their conceptual grounding. Obstacles included limited teacher competence, insufficient facilities, students’ cultural identity resistance to English, and low self-confidence, while strategies involved professional development, use of technology, relationship building, and material adaptation. The study concludes that teachers’ discourse both reflects and shapes their engagement with CRT, and that without strong theoretical foundations, practices risk remaining intuitive rather than systematic. It recommends strengthening professional development programs to combine theoretical understanding and practical strategies, thereby supporting more inclusive and culturally grounded English language teaching in Indonesia.
The Implementation of Baamboozle Website for Teaching English Vocabulary to ‘Aisiyah Singopuran Kindergarten Diah Fajar Rahmawati; Hepy Adityarini
Acuity: Journal of English Language Pedagogy, Literature and Culture Vol. 11 No. 2 (2026): Acuity: Journal of English Language Pedagogy, Literature and Culture
Publisher : LPPM Universitas Advent Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35974/re9a1021

Abstract

This study aims to examine the implementation of the Baamboozle website as a game-based learning medium for teaching English vocabulary to kindergarten students, to explore the teacher’s perception of its use, and to analyze students’ responses toward Baamboozle-based learning. In early childhood education, English vocabulary instruction requires interactive and engaging approaches that align with young learners’ cognitive characteristics and learning preferences, making the integration of digital game-based tools increasingly relevant in Teaching English to Young Learners (TEYL). This research employed a descriptive qualitative approach with a case study design conducted at TK ‘Aisiyah Singopuran, involving one English teacher and eleven senior-class kindergarten students. Data were collected through classroom observations to investigate the learning implementation and students’ responses, as well as semi-structured interviews to capture the teacher’s perception of using Baamboozle. The findings reveal that Baamboozle was implemented effectively through structured stages, including student grouping, explanation of game rules, and vocabulary learning activities, which created an interactive and enjoyable learning atmosphere. The use of Baamboozle increased students’ engagement, motivation, and vocabulary retention, while encouraging collaboration among learners. The teacher perceived Baamboozle as an effective and accessible learning medium that supports both classroom and home-based learning, although limited free game features were identified as a minor challenge. Overall, students responded positively to Baamboozle-based learning, demonstrating high enthusiasm and active participation. The study concludes that Baamboozle is a suitable and effective digital tool for supporting English vocabulary learning in kindergarten contexts.
INVESTIGATING THE USE OF COMPUTER IN TEACHING LEARNING ENGLISH Alfin Amaliah Zahroh; Hepy Adityarini; Yeny Prastiwi
JPGENUS: Jurnal Pendidikan Generasi Nusantara Vol 2 No 2 (2024): Jurnal Pendidikan Generasi Nusantara (JPGENUS), Edisi Juli-Desember 2024
Publisher : Samudra Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61787/t8tdy408

Abstract

The way English is taught these days has advanced significantly with the usage of modern technology. The majority of English language instructors in the modern era actively use a variety of technical tools intended to provide the best possible instruction. One of the technical tool is “Computer”. This is one of the most important technological developments of our day, and because of its great performance efficiency and immense potential, which have decreased effort, time, and costs in many areas of use. The teaching and learning of languages is one of these. A computer is utilized for linguistic tasks that related to mastering the English skill. This essayaims to emphasize the advantages and applications of computers that can be used by the teacher in teaching learning English. Furthermore, it seeks to increase awareness of the advantages of computer technology in illuminating instruction for both educators and students. The design of this study is qualitative library method. Even though there are many shortcomings using computer, this can still help teachers in English teaching learning process and increase students’ motivation in learning English.
FACTORS SHAPING STUDENTS' POSITIVE AND NEGATIVE ATTITUDES TOWARD MYSPADA LMS IN A PHRASE CONSTRUCTING COURSE Wanda Elya Suci Amanah; Hepy Adityarini
Jurnal Suluh Pendidikan Vol 14 No 2 (2026): Agustus
Publisher : Universitas HKBP Nommensen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36655/jsp.v14i2.2646

Abstract

Learning Management Systems (LMS) are routine infrastructure in higher education. This study aimed to identify the factors shaping students' positive and negative attitudes toward My Spada LMS in a Phrase Constructing course and to interpret these factors through the Technology Acceptance Model (TAM). A descriptive qualitative design was used with open-ended questionnaire responses from 43 students and semi-structured follow-up interviews with four purposively selected participants. Thematic analysis produced six first-order themes organized into three higher-order dimensions. Pedagogical affordances comprised centralized access to learning materials, learning flexibility, and improved task management; technological friction comprised technical access problems and system instability; and instructional orchestration concerned inconsistent lecturer use of the platform. The first two dimensions illuminate course-level experiences of perceived usefulness and perceived ease of use, whereas instructional orchestration shows that available LMS functions become pedagogically meaningful only when they are consistently organized, explained, and integrated into learning activities. The study contributes a pedagogically situated interpretation of technology acceptance in English language education by showing that students' attitudes emerge from the interaction of platform affordances, technical reliability, and lecturer enactment. The findings suggest that reliable access should be accompanied by coherent course organization, clear task sequencing, and consistent guidance so that My Spada functions as part of the learning design rather than merely as a repository or submission channel.
Co-Authors Agus Wijayanto Aisya Agustina Alfin Amaliah Zahroh Alwy Ahmed Mohamed Ani Ayu Sariningsih Aprilia Saputri Riski Pratiwi Asmawati, Linda Diah Fajar Rahmawati Endang Wahyu Pamungkas Eny Kusumawati Handayani, Duwi Hanif Afifurrohman Indah Dwi Utami Indah Triwahyuni Jan Wantoro Laila, Fitri Nur Linda Asmawati Malikatul Laila Maryadi Maryadi Muamaroh Muamaroh Muhammad Fahmi Johan Syah Muhammad Rehan Sabir Nidaul Hasanah Nidaul Hasanah Nisa Nurharjanti, Nashirotun Nur Alifa Aulia Putri Permata Dewi , Indah Pratiwi, Aprilia Saputri Riski Putri, Eskasari Putri, Nur Alifa Aulia Rina Trisnawati Rizki Azizah Salsabila Bazighoh Zahron Triwahyuni, Indah Utami, Indah Dwi Wanda Elya Suci Amanah Wiratmoko, Gandung Yusuf Sulistyo Nugroho Zharif, Yusuf Hafizh