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All Journal Script Journal: Journal of Linguistic and English Teaching Cetta: Jurnal Ilmu Pendidikan Kamaya: Jurnal Ilmu Agama JELTII (Journal of English Language Teaching and Islamic Integration) Social, Humanities, and Educational Studies (SHEs): Conference Series Jurnal Abdi Insani JIIP (Jurnal Ilmiah Ilmu Pendidikan) SELL (Scope of English Language Teaching, Linguistics, and Literature) Journal JPIn : Jurnal Pendidik Indonesia Journal of Advanced in Information and Industrial Technology (JAIIT) Metta : Jurnal Ilmu Multidisiplin Kalam Cendekia: Jurnal Ilmiah Kependidikan Decode: Jurnal Pendidikan Teknologi Informasi Journal of Nusantara Education Indonesian Journal of English Teaching Frasa: English Education and Literature Journal Jurnal Pengabdian Kolaborasi dan Inovasi IPTEKS Nusantara Community Empowerment Review SELL (Scope of English Language Teaching, Linguistics, and Literature) Journal EDUTREND: Journal of Emerging Issues and Trends in Education
Ryan Purnomo
Universitas Nahdatul Ulama Sidoarjo
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Astronomy Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Electrical & Electronics Engineering Energy Engineering Environmental Science Health Professions Immunology & microbiology Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Nursing Physics Public Health Social Sciences Other

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The Implementation of Differentiated Instruction by Certified Teacher Leaders Across Educational Tiers: A Qualitative Case Study Ana Christanti; Ryan Purnomo
SELL (Scope of English Language Teaching, Linguistics, and Literature) Journal Vol. 11 No. 2 (2026): SELL Journal
Publisher : Penerbit STKIP PGRI Bangkalan

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Abstract

This qualitative case study investigates how certified teacher leaders (Guru Penggerak) execute Differentiated Instruction (DI) across distinct educational tiers, from kindergarten to senior high school, in Sidoarjo, East Java. Utilizing classroom observations and post-observation interviews with four educators across public and private institutions, this research evaluates teacher perceptions and the practical application of content, process, and product differentiation. The empirical findings reveal a persistent disconnect between pedagogical awareness and actual classroom execution. Although participants expressed positive attitudes toward DI as a catalyst for student engagement, their ability to apply content differentiation varied substantially across developmental stages. Early childhood educators experienced structural barriers in adapting learning content due to young learners' dependence on direct teacher instruction. In contrast, primary and secondary teachers implemented process and product differentiation more fluently by tapping into students' growing capacity for self-directed learning, though outcomes remained tied to teacher creativity. These insights highlight the need for level-specific professional development to refine differentiation practices within evolving competency-based curricula.
The Implementation of Differentiated Instruction by Certified Teacher Leaders Across Educational Tiers: A Qualitative Case Study Ana Christanti; Ryan Purnomo
SELL (Scope of English Language Teaching, Linguistics, and Literature) Journal Vol. 11 No. 2 (2026): SELL Journal
Publisher : Penerbit STKIP PGRI Bangkalan

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

Abstract

This qualitative case study investigates how certified teacher leaders (Guru Penggerak) execute Differentiated Instruction (DI) across distinct educational tiers, from kindergarten to senior high school, in Sidoarjo, East Java. Utilizing classroom observations and post-observation interviews with four educators across public and private institutions, this research evaluates teacher perceptions and the practical application of content, process, and product differentiation. The empirical findings reveal a persistent disconnect between pedagogical awareness and actual classroom execution. Although participants expressed positive attitudes toward DI as a catalyst for student engagement, their ability to apply content differentiation varied substantially across developmental stages. Early childhood educators experienced structural barriers in adapting learning content due to young learners' dependence on direct teacher instruction. In contrast, primary and secondary teachers implemented process and product differentiation more fluently by tapping into students' growing capacity for self-directed learning, though outcomes remained tied to teacher creativity. These insights highlight the need for level-specific professional development to refine differentiation practices within evolving competency-based curricula.
Beyond Frequency: Digital English-Learning Purposes, Motivation, and Self-Perceived Proficiency among Non-English-Major Students Wa Ode Riniati; La Ode Achmad Suherman; Nur Jannah; Munirah Munirah; Ryan Purnomo
EDUTREND: Journal of Emerging Issues and Trends in Education Vol. 3 No. 2 (2026): In-Progress Issue
Publisher : Lembaga Riset dan Inovasi Masyarakat Madani

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59110/edutrend.990

Abstract

Digital technologies have become an important part of English learning beyond formal classroom instruction, yet frequency of use alone may not fully capture the nature of students’ digital engagement. This study examined whether the purposes of digital English learning provided explanatory value beyond engagement frequency among non-English-major undergraduate students at an Indonesian university. Using a quantitative cross-sectional correlational design, data were collected from 180 students. Ten reported learning purposes were summarized into three purpose-breadth indicators: task-oriented, language-development-oriented, and authentic/communicative purposes. Descriptive statistics, Spearman’s rank-order correlations, and hierarchical multiple regression analyses were employed. Translation (71.7%) and assignment completion (65.6%) were the most frequently reported purposes, indicating a strong orientation toward immediate academic and language-support needs. Digital-learning frequency was positively associated with English-learning motivation (ρ = .309, p < .001) and self-perceived English proficiency (ρ = .280, p < .001). In the hierarchical regressions, frequency remained a significant predictor of both outcomes. Adding the three purpose-breadth indicators did not significantly improve the motivation model, ΔR² = .037, p = .061, and this result was sensitive to a small number of extreme observations. In contrast, purpose breadth significantly increased the explained variance in self-perceived proficiency, ΔR² = .063, p = .006, with authentic/communicative purpose breadth emerging as the only significant purpose-specific predictor (β = .248, p = .006). These findings suggest that the relevance of digital-learning purposes is outcome-specific: frequency remains important, while authentic and communicative engagement provides additional explanatory value particularly for students’ perceptions of their English proficiency.
Exploring EFL University Students’ Experiences of Engaging with ChatGPT-Generated Feedback during Academic Writing: A Qualitative Case Study Ryan Purnomo; Moh Rif'attullah Rif'attullah; Septiana Wandira Septiana; Thomas Kaufmann Thomas; Deng Zhauyue Deng; A'i Mulyani Az-Zahra Mulyani
Script Journal: Journal of Linguistics and English Teaching Vol. 11 No. 2 (2026): August
Publisher : Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24903/sj.v11i2.2397

Abstract

 Background: This study investigates how EFL university students engage with ChatGPT-generated feedback during academic writing, focusing on behavioral, cognitive, and affective dimensions. Although generative AI is  increasingly used as a feedback tool in EFL contexts, limited research has examined how students interpret, evaluate, and respond to AI-generated feedback as part of the writing process. Methodology: This qualitative case study involved five EFL university students who had experience using ChatGPT as a feedback tool during academic writing tasks. Data were collected through semi-structured interviews exploring students’ reported experiences, perceptions, and decision-making processes when interacting with ChatGPT-generated feedback. The interview data were analyzed thematically to identify perceived behavioral, cognitive, and affective dimensions of AI-mediated feedback engagement. Findings: The findings suggest that participants reported engaging with ChatGPT-generated feedback through iterative revision, evaluative judgment, and emotional regulation, reflecting behavioral, cognitive, and affective dimensions of feedback engagement. Participants also perceived several affordances of ChatGPT, including immediate responses, explanatory support, and motivational encouragement, while simultaneously reporting challenges related to feedback accuracy, contextual appropriateness, and potential overreliance. These findings indicate that the pedagogical value of AI-generated feedback is not inherent in the technology itself but may emerge through learners’ critical interpretation, evaluation, and adaptation of AI suggestions during the revision process. Originality: This study provides qualitative insights into EFL students’ engagement with AI-generated feedback by examining their self-reported experiences of interacting with ChatGPT during academic writing revision. The findings reveal how students perceived behavioral, cognitive, and affective dimensions of engagement, including their reported practices of seeking, evaluating, and applying AI-generated feedback, as well as their emotional responses toward AI-assisted writing. Rather than providing direct evidence of students’ revision processes, this study offers an in-depth understanding of how learners interpret and negotiate ChatGPT feedback within their academic writing experiences.
Co-Authors A'i Mulyani Az-Zahra Mulyani Abda Abda Abdillah, Ikhwan Achmad Mufliq Achmad Wahyudi Agoes Moh. Moefad Ahmad Wahyudi Aisiyafirdaus, Mei Nur Ali Nurdin Ana Christanti Angga Lisdiyanto Anggraini Puspita Sari Arianti, Qori Hajidah Boyas, Jeziano Rizkita Cristanti, Ana Deng Zhauyue Deng Dewi, Lailatul Ramadhani Lestari Evi Mahsunah Evi Mavidhotul Ilmi Fadhl Mohammed Awadh Gharamah Farhani, Ahmad Luqman Fathul Fauziyah, Ninik Ganal Arief Rahmawan Ganal Arief Rahmawan Ganal Arief Rahmawan Giyoto Hasanah, Aldhania Uswatun Ikhwan Abdillah Istian Kriya Almanfakulti Jeziano Rizkita Boyas Kiromi, Mukhammad Nuzulul Kusumah, Meutya Qiran Noor Azizah Putri Lilik Hamidah Lina Nurlaili, Afina Luluk Fikri Zuhriyah Luthfiyana Mahrurin Abadi Marzuqa, Caroylina Masruro, Yesita Rahayu Moh Rif'attullah Rif'attullah Moh. Rif’attullah Mohammad Setyo Wardono Muhammad Muharrom Al Haromainy Muhammad Muharrom Al Haromainy Muhammad Muharrom Al Haromainy Munirah Munirah Nadhif, Wildan Nafisah, Sittah Durrotun Nunung Suryati Nur Jannah Nur Nafisatul Fitriyah Nurlaili, Afina Lina Oktyaramadhan, Afifia Puspa Pamungkas, Yudha Catur Pratama Wirya Atmaja Pratama, Erlangga Wahyu Pratama, Pratama Wirya Atmaja Puri, Annisa Aulia Puspitasari, Azmilia Citra Dwi Qoimah, AI Hidayahtul Mus Rahmawan, Ganal Arief Rahmawan, Ghanal Arief Rizki Ramadhan Romadhoni, Berlianti Karunia Ruri Fadhilah Kurniati Safira, Afni Melati Salamah, Alvina Daris Sefriana, Tarisya Septiana Wandira Septiana Shofi, Ahmad Thoyyib Sitanggang, Rhebecca Paulene Lay Siti Nur Azizah, Siti Nur Suherman, La Ode Achmad Suprapti Syamsiar, Syamsiar Theressa Marry Christianty Thomas Kaufmann Thomas Tri Septianto Wa Ode Riniati Wati, Dini Atika Wulandari, Yuli Arisa