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All Journal IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature KACANEGARA Jurnal Pengabdian pada Masyarakat Martabe : Jurnal Pengabdian Kepada Masyarakat International Journal for Educational and Vocational Studies Jurnal Pendidikan dan Konseling E-Link Journal English Focus: Journal of English Language Education Ed-Humanistics : Jurnal Ilmu Pendidikan ABIDUMASY : Jurnal Pengabdian kepada Masyarakat Jurnal Ilmiah Wahana Pendidikan Journal of English Language and Education Jurnal Bastra (Bahasa dan Sastra) TEFLICS QAZI : Journal of Islamic Studies QOUBA : Jurnal Pendidikan Aktualisasi Pengabdian Masyarakat: Jurnal Pengabdian Kepada Masyarakat Proceeding International Conference on Education Bilingua ABDI NUSANTARA: Jurnal Pengabdian Kepada Masyarakat Journey: Journal of English Language and Pedagogy Mumtaza: Journal of Arabic Teaching, Linguistic and Literature At Tadbir: Journal of Islamic Education Management Mastery: Master of English Language Journal
Pipit Ertika Daristin
Universitas Hasyim Asy’ari Tebuireng Jombang
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Control & Systems Engineering Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Engineering Environmental Science Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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Journal : teflics

 1 
THE USE OF BAAMBOOZLE GAMES TO TEACH VOCABULARY Zanuar, Muhammad Rifqi; Daristin, Pipit Ertika; Maisaroh, Ummi
Teaching English as Foreign Language, Literature and Linguistics Vol. 4 No. 2 (2024): TEFLICS
Publisher : Program Studi Pendidikan Bahasa Inggris,, Fakultas Ilmu Pendidikan, Universitas Hasyim Asy'ari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33752/teflics.v4i2.7489

Abstract

There are a lot of challenging problems in education today that are connected to societal change and technology advancement. In the present era, the number of digital natives, or at least second-generation traditions, is growing. These are people that consider their environment to be the digital one they have been a part of since birth. Many research investigations have demonstrated how game-based learning encourages students to actively participate in the classroom because it makes them feel good. The purpose of this study is to investigate how well Bamboozle works for teaching vocabulary in English. This study is a literature review. Teaching English in the classroom with Baamboozle is interesting. By using a gamification technique, such as Baamboozle games, the quick advancements in technology can produce a competitive environment that can be used inside the classroom
THE USE OF BAAMBOOZLE GAMES TO TEACH VOCABULARY Zanuar, Muhammad Rifqi; Daristin, Pipit Ertika; Maisaroh, Ummi
Teaching English as Foreign Language, Literature and Linguisticss Vol. 4 No. 2 (2024): TEFLICS
Publisher : Program Studi Pendidikan Bahasa Inggris,, Fakultas Ilmu Pendidikan, Universitas Hasyim Asy'ari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33752/teflics.v4i2.7489

Abstract

There are a lot of challenging problems in education today that are connected to societal change and technology advancement. In the present era, the number of digital natives, or at least second-generation traditions, is growing. These are people that consider their environment to be the digital one they have been a part of since birth. Many research investigations have demonstrated how game-based learning encourages students to actively participate in the classroom because it makes them feel good. The purpose of this study is to investigate how well Bamboozle works for teaching vocabulary in English. This study is a literature review. Teaching English in the classroom with Baamboozle is interesting. By using a gamification technique, such as Baamboozle games, the quick advancements in technology can produce a competitive environment that can be used inside the classroom
Exploring EFL Students’ Perceptions of Using Padlet in Collaborative Academic Writing Novitaningrum, Angella; Yuswandari, Kurnia Devi; Daristin, Pipit Ertika
Teaching English as Foreign Language, Literature and Linguisticss Vol. 5 No. 2 (2025): TEFLICS
Publisher : Program Studi Pendidikan Bahasa Inggris,, Fakultas Ilmu Pendidikan, Universitas Hasyim Asy'ari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33752/teflics.v5i2.10546

Abstract

This study investigates how students perceive the use of Padlet in collaborative academic writing. As digital platforms become increasingly integrated into language classrooms, understanding learners’ engagement with these technologies is essential for optimizing pedagogical outcomes. It employed a descriptive qualitative research design that involved 14 third-semester undergraduate students from the English Education Study Program at STIT Miftahul Midad Lumajang as the participants. The data of this study were collected through semi-structured interviews, classroom observations and documentation. The findings reveal five major themes that reflect students’ perceptions in using Padlet for collaborative academic writing, including enhanced engagement and confidence, support for the writing process, technological and interpersonal challenges, emotional and cognitive impact and metacognitive reflective practice. These themes provide a comprehensive understanding of how Padlet mediates students’ engagement, interaction, and learning development in digitally supported writing context. Overall, the study highlights Padlet’s potential to transform academic writing from an individual task into a dynamic, socially situated learning experience that promotes engagement, reflection, and collaborative knowledge construction in digital EFL contexts.
AI in Reading Comprehension Learning: Literature Review on Roles and Challenges of Artificial Intelligence Hidayati, Arini; Maulida Shofia, Hana; Izhara, Mutiara Dewi; Daristin, Pipit Ertika; Herwiana, Sakhi
Teaching English as Foreign Language, Literature and Linguisticss Vol. 6 No. 1 (2026): TEFLICS
Publisher : Program Studi Pendidikan Bahasa Inggris,, Fakultas Ilmu Pendidikan, Universitas Hasyim Asy'ari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33752/teflics.v6i1.11816

Abstract

The rapid advancement of digital technology has transformed language learning, particularly reading comprehension, with Artificial Intelligence (AI) emerging as a promising tool that enhances learning through adaptive support, instant feedback, and personalized instruction. This study investigates the roles and challenges of AI in reading comprehension learning through a literature review. The increasing use of AI-based platforms, such as ChatGPT, Grammarly, QuillBot, and ELSA Speak, highlights the need to evaluate their pedagogical contributions and potential risks. Guided by Sweller’s Cognitive Load Theory and Skinner’s Operant Conditioning framework, this study analyzes findings from national and international academic journals retrieved through Google Scholar. Data were examined using descriptive qualitative content analysis. The results identify four major roles of AI in reading comprehension learning: providing immediate feedback, facilitating personalized learning experiences, offering cognitive scaffolding for complex texts, and increasing student motivation and engagement. Nevertheless, five significant challenges emerge: learners’ tendency to avoid lengthy reading materials, excessive dependence on AI-generated answers, reduced opportunities for productive cognitive struggle, increased cognitive load when processing complex information, and a growing preference for quick-answer seeking behavior. These findings suggest that AI can serve as an effective instructional support tool when integrated thoughtfully into reading instruction. However, its implementation should be accompanied by active teacher guidance to prevent overreliance and to encourage critical thinking. The study advocates a hybrid instructional approach in which AI functions as a scaffold that complements, rather than replaces, learners’ cognitive processes, thereby promoting deeper and more sustainable reading comprehension development.
The Roles and Impacts of Using AI for Critical Reading: A Literature Review Fathma, Hilya Camelia; Azza, Fina Adila; R, Mafazati Addina; Herwiana, Sakhi; Daristin, Pipit Ertika
Teaching English as Foreign Language, Literature and Linguisticss Vol. 6 No. 1 (2026): TEFLICS
Publisher : Program Studi Pendidikan Bahasa Inggris,, Fakultas Ilmu Pendidikan, Universitas Hasyim Asy'ari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33752/teflics.v6i1.11883

Abstract

Article history: Accepted: 28 May 2026 Approved: 23 June 2026 The rapid integration of artificial intelligence (AI) tools in higher education has generated a paradox. While AI enhances accessibility and supports critical reading, it simultaneously risks fostering cognitive dependency that may erode students’ independent analytical skills. This literature review aims to identify the roles of AI for critical reading practices and the negative effects of overreliance on AI on critical reading skills. Using thematic synthesis based on qualitative content analysis, this study reviewed national and international publications from 2016 to 2026 sourced from Google Scholar, Scopus, and DOAJ. Findings reveal that AI functions as an accessibility enhancer, scaffolding tool, metacognitive catalyst, and self-regulated learning facilitator when integrated within structured pedagogical frameworks. However, excessive AI dependency is associated with cognitive offloading, epistemological passivity, atrophy of deep reading skills, and threats to academic integrity. Moderating variables, including prior reading habits, pedagogical context, and quality of AI interaction, shape the degree of risk. This review contributes a nuanced, evidence-based understanding of the AI–critical reading relationship, reframing AI as a conditional epistemological partner rather than an inherent threat or unconditional aid. Practical implications for instructional design and literacy policy in Indonesian higher education are discussed.
Co-Authors Agustina, Ria Kamilah Ali Mustofa Alisah Zani Rabbani Amer, Afizan Angella Novitaningrum Ansori, Sholihul Azza, Fina Adila Bahroodin, Ariga Dias Tiara Putri Utomo Elda Yulia Ryandini Fani Indrawan Fathma, Hilya Camelia Hadi Sucipto, Hadi Herwiana, Sakhi Hidayati, Arini Hilya Camelia Fathma Ifina Adila Azza Indrawan, Fani Izhara, Mutiara Dewi Laili, Elisa Nurul Levi Iswahyudi Lik Anah M. Awfi Zaki Zamani Ma'rifatulloh, Sayid Maghfiroh Maisaroh, Ummi Maskhurin Fajarina Maskhurin Fajarina, Maskhurin Maulida Shofia, Hana Ma’rifatulloh, Sayid Misfa’atin, Misfa’atin Muflihah, Nur Mukminatus Zuhriyah, Mukminatus Nailah Maziyah Novia Dwi Rahmawati Nur Muthmainnah Nuri, Mita Amalia Nurul Swandari R, Mafazati Addina Ria Kamilah Agustina Rohmatul Fitriyah Dewi Rohmatun Inayah Rokhim, Arif Nur Sakhi Herwiana Saputra, Nopran Riyan Agung SLAMET SETIAWAN Sulton Agung Widoyoningrum, Sri Yuswandari, Kurnia Devi Yuyun Bahtiar Zanuar, Muhammad Rifqi