Article Per Year (5 Year)
p-Index From 2021 - 2026
0.61
P-Index
This Author published in this journals
All Journal Edukasi: Jurnal Pendidikan dan Pengajaran Jurnal Sinar Edukasi (JSE)
Rd. M. Ali
Universitas Jambi, Indonesia
Education Languange, Linguistic, Communication & Media Other

Published : 3 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 3 Documents
Search

 1 
The EFL Undergraduate Students and English Reading Styles: Evidence from One English Education Program Fortunasari Fortunasari; Rd. M. Ali; Lili Lestari; Harlina Harja; Siti Rahma Sari; Sri Hidayati
Edukasi Vol 9 No 2 (2022)
Publisher : Universitas Islam Negeri Raden Fatah Palembang, South Sumatra, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.19109/ejpp.v9i2.15759

Abstract

The study was aimed to investigate the students’ English reading learning styles used by EFL undergraduate students. The participants were students from one English study program at Faculty Teacher Training and Education in Jambi, which aims to produce teachers in English teaching. This study used total sampling with 75 participants consisting of 22 participants in the second semester, and 53 participants in the sixth semester. The analysis of the data was based on the students’ response to twenty five statements that consist of five parts: there are auditory, kinesthetic, group, visual, and individual. For which they were required to choose any of five alternatives namely strongly agree, agree, not sure, disagree, and strongly disagree. The results revealed that the most preferred reading learning style among the respondents was the auditory learning style and the least is visual learning style. Then, for the gender male used kinesthetic learning style and female used auditory learning style. In this study, suggestions for future research, students, lectures and university are also discussed.
Navigating chatgpt in academic writing: Perceptions, challenges, and strategies among university EFL students Nunung Fajaryani; Yulhenli Thabran; Radiatan Mardiah; Rd. M. Ali; Duti Volya
Jurnal Sinar Edukasi Vol 7 No 2 (2026): Jurnal Sinar Edukasi [in progress]
Publisher : Institute of Information Technology and Social Science (IITSS)

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

Abstract

This study explores EFL students' perceptions of ChatGPT's effectiveness in academic writing, the challenges they encounter, and their strategies for responsible use. Using a quantitative survey design, data were collected from 81 fifth-semester English Language Education students at Universitas Jambi, Indonesia. The instrument was a closed-ended questionnaire adapted from Al-Sofi (2024), and the data were analyzed using descriptive statistics. Most students perceived ChatGPT as effective, particularly for brainstorming (91.4%), organizing their writing (79.0%), and outlining (76.5%). Interpreted through Self-Regulated Learning theory, these results suggest that ChatGPT acts as a cognitive scaffold, most clearly during planning. However, students also expressed notable concerns. Over 70% worried about the originality of their writing and over 50% about plagiarism, while 45% to 47% feared reduced creativity and critical thinking. Through the lens of ethical literacy, these concerns show that students can recognize ethical risks but still need support in ethical reasoning and action. Regarding strategies, 85.2% believed that ChatGPT should complement rather than replace lecturer feedback, and 91.3% called for formal training on responsible AI use. Yet only 30.9% had received such training. The study concludes that ChatGPT can enhance academic writing when used responsibly. Institutions, however, must establish clear ethical guidelines, provide targeted training, and develop assessment methods that preserve critical thinking and academic integrity.
The alignment of lecturers’ teaching styles with students’ learning styles in the MKDU English course: The case of a public university Rd. M. Ali; Yulhenly Thabran; Reny Heryanti; Dony Efriza
Jurnal Sinar Edukasi Vol 7 No 2 (2026): Jurnal Sinar Edukasi [in progress]
Publisher : Institute of Information Technology and Social Science (IITSS)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61346/jse.v7i2.307

Abstract

This study examines the alignment between lecturers’ teaching styles and students’ learning styles. The problem stems from differences between the two, which can create conflict in the classroom. Each lecturer has an individual teaching style that tends to follow his or her dominant learning style, and students likewise have their own learning styles. This diversity can lead to classroom conflict and prevent the targets of the teaching and learning process from being achieved. The purposes of this study were to identify lecturers’ teaching styles and students’ learning styles based on Grasha’s teaching and learning style scales, and to use Grasha’s teaching style clusters to determine the alignment of lecturers’ teaching styles with students’ learning styles in the MKDU English course at Jambi University. This study employed a descriptive research design. The subjects were the lecturers who teach the MKDU English course and all students of the Faculty of Teacher Training and Education, Jambi University, who were taking the course. The instruments were the Grasha teaching style and learning style questionnaires, and the data were analyzed using the Grasha scales and teaching style clusters. The analysis showed that the lecturers of the English Study Program at Jambi University mainly used the facilitator, personal model, expert, and delegator teaching styles, and to a small extent the formal authority style, whereas the students’ learning styles were collaborative, competitive, dependent, participant, independent, and avoidant. Overall, the lecturers’ teaching styles and the students’ learning styles were congruent.
Co-Authors Dony Efriza Duti Volya Fortunasari, Fortunasari Harlina Harja Lili Lestari Nunung Fajaryani Radiatan Mardiah Reny Heryanti Siti Rahma Sari Sri Hidayati Yulhenli Thabran Yulhenly Thabran