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All Journal ELTIN Journal: Journal of English Language Teaching in Indonesia Edukasi: Jurnal Pendidikan dan Pengajaran Tarbawi : Jurnal Ilmu Pendidikan SELAPARANG: Jurnal Pengabdian Masyarakat Berkemajuan Islamika : Jurnal Ilmu-Ilmu Keislaman Proceedings of ISELT FBS Universitas Negeri Padang Journal of English Education and Teaching (JEET) Abdi Dosen : Jurnal Pengabdian Pada Masyarakat Jurnal Kajian Ilmu Pendidikan (JKIP) Islamic Education Studies: An Indonesian Journal JR-ELT (Journal of Research in English Language Teaching) PEDAGOGIC: Indonesian Journal of Science Education and Technology English Review: Journal of English Education
Eliza Trimadona
Universitas Islam Negeri Sulthan Thaha Saifuddin Jambi
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Control & Systems Engineering Economics, Econometrics & Finance Education Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Medicine & Pharmacology Nursing Public Health Social Sciences Other

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Technology and Ethics: A Phenomenological Study of Lecturers’ Experiences in Supervising Artificial Intelligence use Among University Students Trimadona, Eliza; Nirwana, Iin; Sumardi, Mayang Sastra; Zurnelli, Netti; Arifah, Rahmi; Pratama, Aryawira
PEDAGOGIC: Indonesian Journal of Science Education and Technology Vol. 6 No. 3 (2026): PEDAGOGIC: Indonesian Journal of Science Education and Technology (In-Press)
Publisher : Lembaga Intelektual Muda (LIM) Maluku

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54373/ijset.v6i3.5556

Abstract

This study examines the use of Artificial Intelligence (AI) in higher education, focusing on its implications for students’ critical thinking skills and academic integrity. Although the use of AI tools such as ChatGPT and Grammarly is becoming increasingly common in the completion of academic assignments, understanding of how lecturers monitor and respond to their use remains limited. This study aims to uncover the strategies, challenges, and experiences of lecturers in monitoring students’ use of AI. The study employs a phenomenological qualitative approach, involving six lecturers from various universities in Indonesia. Data were collected through semi-structured in-depth interviews and analysed using thematic analysis, which includes the stages of transcription, repeated reading, data coding, grouping codes into themes, and interpretation of meaning. The results indicate that lecturers identify AI use through discrepancies between students’ oral and written abilities, rigid and repetitive language patterns, and inconsistencies in the academic writing process. The findings also suggest that over-reliance on AI has the potential to weaken critical thinking skills and threaten the authenticity of academic work. The main challenges faced by lecturers include limited detection tools, the absence of clear institutional policies, and ethical dilemmas in balancing technological innovation and academic integrity. This study highlights the importance of strengthening AI literacy, robust policies, and process-based assessment
PORTRAYING EFL STUDENTS’ WRITING SELF EFFICACY ACROSS IDEATON, CONVENTION, AND SELF-REGULATION: A QUALITATIVE EXPLORATION Eliza Trimadona; Urip Sulistiyo; Hadiyanto; Mukhlash Abrar
English Review: Journal of English Education Vol. 14 No. 1 (2026)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/englishreview.v14i1.157

Abstract

Writing self-efficacy plays a crucial role in shaping EFL students’ engagement, strategic behavior, and confidence in academic writing. This qualitative study investigates how university EFL students construct their writing self-efficacy through three interrelated dimensions: ideation, convention, and self-regulation. Semi-structured interviews were conducted with undergraduate EFL students and analyzed using thematic analysis supported by NVivo. The findings reveal that students’ self-efficacy in ideation is strengthened by topic familiarity, the use of planning strategies, and access to external resources, enabling them to generate and organize ideas more confidently. In terms of convention, students’ confidence is closely associated with their perceived control over grammar, vocabulary, and mechanics, often supported by digital tools as mediational resources. Self-regulation emerges as a dynamic dimension, reflected in students’ ability to manage focus, set goals, and sustain motivation, although their efficacy frequently fluctuates due to reliance on external demands such as deadlines. The results indicate that writing self-efficacy is a multidimensional and context-dependent construct shaped by the interaction of cognitive, linguistic, and regulatory processes. These findings highlight the importance of integrating strategic instruction, linguistic support, and self-regulatory guidance to foster sustainable writing self-efficacy in EFL higher education contexts.
Digital Media Integration In English Language Teaching: Its Impact On Young Learners' Speaking Confidence And Engagement Rini Artika; Wahyuni Fitria; Eliza Trimadona
Jurnal Kajian Ilmu Pendidikan (JKIP) Vol. 7 No. 6 (2026): Jurnal Kajian Ilmu Pendidikan (JKIP)
Publisher : Lembaga Riset dan Inovasi Almatani

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55583/jkip.v7i6.2748

Abstract

This study examines the integration of digital media in English language teaching and its impact on young learners’ speaking confidence and classroom engagement at the primary school level. Conducted at Excellent Mandiri School, Kota Jambi, Indonesia, this qualitative study employed structured classroom observations across twelve English lessons involving fourth- to sixth-grade elementary students. A systematic observation protocol was used to identify indicators of speaking confidence, including voluntary oral participation, spontaneous English production, and avoidance behaviors, as well as student engagement across various learning activities. The findings demonstrate a clear difference between digital media-supported and non-digital learning phases. Digital media activities generated substantially higher levels of speaking confidence, with positive speaking behaviors occurring more than twice as often as those observed during conventional instruction. Students also showed high engagement rates across digital activities, ranging from 74% to 95%, compared with 48% during teacher-centered explanations. Animated educational videos and digital songs encouraged sustained participation, while interactive quiz applications stimulated the highest level of active involvement. Differences among learner responses and the gradual increase in confidence indicators suggest that digital media integration serves not only as a motivational tool but also as a mechanism for developing communicative confidence over time. These findings highlight the importance of purposeful digital media integration in primary EFL classrooms and provide implications for teacher development, curriculum innovation, and educational policy in Indonesia.
Co-Authors Adila, Rima Alfian Alfian Amalia Nurhasanah Andriani, Reni Arifah, Rahmi Armida Armida Ayuliamita Abadi Berliana, Idea Dewi Hasanah Dwiputri Ferdi, Sherly Faiqah Mahmudah Fitria Wahyuni Hadiyanto Hadiyanto Hadiyanto Hadiyanto Hasnaini Hasnaini Iin Nirwana Mesalina, Juliana Monalisa Monalisa Muhammad Hurmaini Muhammad Iqbal Ramdhani Mukhlash Abrar Mukhlis Mukhlis Noprival Noprival Pratama, Aryawira Reni Andriani Ria Dian Pertiwi Rini Artika Sari, Mesita Shynta Amalia Sulistiyo, Urip Sumardi, Mayang Sastra Tartila Tartila Uyun Nafiah Wahyuni Fitria Wahyuni Fitria Yulia Oktarina Zurnelli, Netti