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All Journal English Review: Journal of English Education AL ISHLAH Jurnal Pendidikan Journal of Modern Approaches to Communication, Humanities, and Academia
Sirniawati Sirniawati
Universitas Muhammadiyah Cirebon
Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Other

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CRITICAL REVIEW ON A DISCOURSE ANALYSIS RESEARCH: WHAT NOVICE WRITERS CAN LEARN Aldha Williyan; Sirniawati Sirniawati; Tia Nur Istianah; Mochamad Guntur
English Review: Journal of English Education Vol 11 No 1 (2023)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v11i1.7195

Abstract

EFL learners inevitably will enter the world of academia, which makes it mandatory for them to write academic writings, especially in the form of research articles. They are obliged to broaden knowledge in the field of their interest by conducting research. Unfortunately, academic writing has always been a serious challenge for them. Writing research articles indeed requires them to be familiar with the writing guidelines, particularly about how the ideas are developed. This present study is therefore intended to assist EFL learners, particularly those who have just started their academic writing experience. Insight and ideas on how to write a research article are presented in this paper. To do that, a qualitative methodology on discourse analysis was employed. The data was taken from a research article focusing on discourse marker comparisons between academic and non-academic writings. The article is broken down in detail to provide a clear picture of how it is constructed by the authors. The analysis revealed that even though it contains some minor weaknesses, the research article overall is well-written and follows the author guidelines. This study allows EFL learners to receive more explicit input and, hopefully, adapt and adopt the steps of how the article is written.
Exploring Communicative Language Teaching to Investigate English Communication Willingness in EFL Learners’ Classroom Aldha Williyan; Eka Apriani; Sirniawati Sirniawati; Utami Rosalina
AL-ISHLAH: Jurnal Pendidikan Vol 15, No 3 (2023): AL-ISHLAH: JURNAL PENDIDIKAN
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v15i3.3080

Abstract

Being Willing to Communicate (WTC) in English is significant since communicating in another language is considered to be a crucial part of learning a foreign language. Without it, the students only learn English in a passive way. This study, therefore, aims to explore the Communicative Language Teaching (CLT) to investigate the Willingness to Communicate (WTC) in English of EFL learners. This research uses mixed methods, especially Embedded Design, to explore CLT and investigate WTC in English of EFL learners.  Qualitative analysis begins this research through observation and interviews. The results of both are then strengthened by the results of quantitative analysis through the questionnaire. It was found that there were various communicative activities implemented by the teacher. Those are effectively conducted by the teacher to promote communicative language teaching in the classroom. Another finding is that there are six WTC patterns, and the pattern of voluntary participation in class activities has the highest percentage of occurrences. The conclusion that can be drawn from this research is that the willingness to communicate (WTC) in English for EFL learners is regarded as high or very willing.
Teachers’ Experiences Using ChatGPT for Lesson Planning in EFL Classrooms Sirniawati Sirniawati; Azran Azmee
MATCHA: Journal of Modern Approaches to Communication, Humanities, and Academia Vol. 1 No. 2 (2025): MATCHA: Journal of Modern Approaches to Communication, Humanities, and Academia
Publisher : CV. Akademi Merdeka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70152/matcha.v1i2.193

Abstract

This qualitative study explores EFL teachers’ experiences using ChatGPT for lesson planning, focusing on both practical interactions and reflective perceptions. Through semi-structured interviews with eight teachers, the research investigates how ChatGPT influences lesson design, professional identity, and pedagogical thinking. Findings reveal that ChatGPT enhances efficiency by providing immediate access to diverse resources and stimulates creativity by suggesting novel teaching ideas. However, teachers also face challenges related to the contextual relevance and accuracy of AI-generated content, requiring critical evaluation and adaptation to align with local curricula and student needs. Additionally, teachers experience a shift in professional identity, viewing themselves as collaborators with AI rather than sole content creators. This shift fosters deeper pedagogical reflection and more flexible lesson design practices. At the same time, concerns about over-dependence on AI and the potential loss of authenticity highlight important ethical and professional considerations. The study emphasizes the need for balanced and critical engagement with AI tools in EFL teaching, advocating for teacher training programs that address both technical and ethical dimensions. The findings contribute to understanding the complex role of AI in language education and suggest directions for future research on AI-supported teaching practices.
Co-Authors Aldha Williyan Azran Azmee Eka Apriani Mochamad Guntur Tia Nur Istianah Utami Rosalina