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All Journal Jurnal Pendidikan Bahasa Inggris Beyond Words : a journal on language education, applied linguistics and curriculum & instructions International Journal of Education BAHASA DAN SASTRA IJEE (Indonesian Journal of English Education) Celt: A Journal of Culture, English Language Teaching & Literature Pedagogia: Jurnal Pendidikan OKARA: Jurnal Bahasa dan Sastra Journal on English as a Foreign Language (JEFL) Journal of English and Education EDULITE: Journal of English Education, Literature and Culture E-Dimas: Jurnal Pengabdian kepada Masyarakat Journal of Foreign Language Teaching and Learning Indonesian Journal of English Language Studies (IJELS) IJIET (International Journal of Indonesian Education and Teaching) Jurnal Pengabdian UntukMu NegeRI LLT Journal: A Journal on Language and Language Teaching Indonesian Journal of English Language Teaching and Applied Linguistics Jurdimas (Jurnal Pengabdian Kepada Masyarakat) Royal Proceedings of ISELT FBS Universitas Negeri Padang Elsya : Journal of English Language Studies IJOLTL (Indonesian Journal of Language Teaching and Linguistics) Diseminasi : Jurnal Pengabdian kepada Masyarakat ELTR Journal Journal of English Teaching and Learning Issues DEDIKASI PKM Abdimas Altruis: Jurnal Pengabdian Kepada Masyarakat Jurnal bahasa, sastra, seni, dan pengajarannya JEELS (Journal of English Education and Linguistics Studies) Jurnal Pengabdian Pada Masyarakat Jurnal Pengabdian Masyarakat dan Riset Pendidikan Jurnal Pengabdian Masyarakat Indonesian Journal of English Language Teaching and Applied Linguistics Jurnal bahasa, sastra, seni, dan pengajarannya ELT Echo: The Journal of English Language Teaching in Foreign Language Context
Yustinus Calvin Gai mali
Universitas Kristen Satya Wacana
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An Online Sharing Session on Project-Based Learning: From Theories to Implementations: Pengabdian Mali, Yustinus Calvin Gai
Jurnal Pengabdian Masyarakat dan Riset Pendidikan Vol. 4 No. 2 (2025): Jurnal Pengabdian Masyarakat dan Riset Pendidikan Volume 4 Nomor 2 (October 202
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jerkin.v4i2.2948

Abstract

Integrating project-based learning into teaching and learning practices is a possible way to innovate the practices in universities in Indonesia. This community service program aims to equip its participants with practical knowledge of project-based learning that they might need when implementing the approach in their teaching instructions. The community service program was in the form of an online sharing session conducted via the Zoom application. The participants of the session were thirty lecturers of the Language Education and Literature Program in the Faculty of Teacher Training and Education at Universitas Jambi. In the online sharing session, the author presented project-based learning principles (i.e., students’ engagement in a project, group collaboration, learning autonomy, and public audience) and real examples of implementations of project-based learning in his language classrooms (i.e., creating a digital poster and doing an English funfair). The presentation was then followed up by a question-and-answer session where the participants asked questions to the author and shared their experiences in implementing project-based learning in their classrooms. Some recommendations for future community service programs and guiding questions for future project-based learning-related research are also presented in this article.
Students Subject-Verb Agreement Errors in Paragraph Writing Class Mali, Yustinus Calvin Gai; Yulia, Made Frida
LLT Journal: A Journal on Language and Language Teaching Vol 15, No 2 (2012): October 2012
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/llt.v15i2.320

Abstract

Subject-verb agreement is an essential element to master by English Language Education Study Program (ELESP) students, who are prepared to be English teachersin the future. However, the researchers still find the fact that ELESP students makethe errors on the agreement. For that reason, it would be significant to find out theerrors made by the students as well as to discover the factors behind the errors.To achieve those purposes, the researchers conducted a document analysis and asemi-structure interview.The research results showed most of the errors belongedto misinformation category (71.4%) and were subsequently followed by omissioncategory (17.9%) and addition category (10.7%). In addition, from the interview,the researchers also found five (5) major factors that caused the students to makethe errors, namely interlingual error, ignorance of rule restrictions, incompleteapplication of rules, false concepts hypothesized, and carelessness.
Pelatihan Penggunaan Teknologi Untuk Pengajaran Bagi Guru Bahasa Inggris di Kabupaten Kudus Mali, Yustinus Calvin Gai
Jurnal Pengabdian Masyarakat (JUDIMAS) Vol. 3 No. 2 (2025)
Publisher : Pusat Penelitian dan Pengabdian Masyarakat STIKes Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54832/judimas.v3i2.574

Abstract

The trend of technological development in education encourages teachers to improve their professionalism as educators to know the latest technology tools and the potential they can maximize to support their teaching activities in their classrooms. In response to that situation, this community service (henceforth called PkM) activity in the form of guest lecture was held for 30 Madrasah English teachers at the Madrasah Tsanawiyah (MTs) and Madrasah Aliyah (MA) levels in Kudus Regency. The guest lecture session was held on Tuesday, August 20, 2024, from 12.30-4.30 pm (Western Indonesia Time) at the Postgraduate Building, Universitas Muria Kudus. In the material presentation session under the guidance of the author as the speaker of the session, the participants had the opportunity to try directly and experience the potential of various technology tools, such as Famous People Lessons, Readlang, WordSift, ChatGPT, Google Gemini, and Google AI Studio, which they could use for English teaching activities in their language classrooms. Overall, the PkM ran smoothly, and the participants responded positively to the PkM session. Finally, the author shares some notes on continuing this PkM in the future.
The exploration of Indonesian students’ attributions in EFL reading and writing classes Gai Mali, Yustinus Calvin
Bahasa dan Seni: Jurnal Bahasa, Sastra, Seni, dan Pengajarannya Vol. 50, No. 1
Publisher : citeus

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

Abstract

Although the previous studies have given so much attention to exploring the students’ attributions in various settings and academic levels, there is a scarcity of research that presents and compares findings on the attributions of Indonesian university students, specifically in the reading (receptive skill) and writing (productive skill) courses. This study researched students’ attributions in their English as a Foreign Language (EFL) writing and reading classrooms at a private university in Indonesia. The research participants were 161 students who responded to an online questionnaire that explored their attributions for the success or failure in achieving the learning objectives of the classes. The study revealed that most of the students in both courses could successfully achieve the learning objectives, and there were no attribution differences in the courses. Their effort and positive teacher’s performances were mostly cited attributions for the success, whereas low ability and lack of effort were the primary attributions for some students’ failure in achieving the learning objectives of the classes. Practical strategies to support teaching and learning in the EFL reading and writing classes and directions for further research were presented.
Reading comprehensively using an interactive-reflective writing technique: From theory to implementation Mali, Yustinus Calvin Gai
EduLite: Journal of English Education, Literature and Culture Vol 11, No 1 (2026): February 2026
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/e.11.1.49-66

Abstract

Reading and reflecting on an English literacy book with hundreds of pages, advanced vocabulary, and complex literacy theories might be daunting tasks for English as a Foreign Language (EFL) students. In response, this basic qualitative study aims to illustrate the implementation of the Interactive-Reflective Writing (IRW) technique for reading and reflecting on the textbook entitled Remixing Multiliteracies: Theory and Practice from New London to New Times, edited by Frank Serafini and Elisabeth Gee in 2017. To achieve that goal, the author collected supporting data, including the author’s reflection submitted to a literacy content course, the transcripts of his asynchronous written interactions with three graduate students, and the course instructor’s written feedback. The author then analyzed the data qualitatively and presented them to illustrate better how the IRW technique was implemented. In the results section, the author presented his reflections under five main themes: redefining teachers’ roles, using his blog to spread optimism, communicating in the real world, understanding the meaning of digital touch, and connecting classroom learning to students’ real life. With that, this paper provided some evidence on how the technique might help the author grasp and make personal connections to the ideas conveyed in the literacy book, explain the meanings of literacy in the twenty-first century, and identify areas for his future improvement as a person and an English teacher. It is hoped that the IRW technique will interest EFL lecturers worldwide seeking novel and creative ways to help their students comprehend a textbook with characteristics similar to those discussed in this study. In the end, the author acknowledged the study’s limitations and outlined directions for further research.
Reflective Practice in Language Teaching and Learning: A Literature Review Mali, Yustinus Calvin Gai
Journal of English Teaching and Learning Issues Vol 8, No 2 (2025): December
Publisher : Institut Agama Islam Negeri Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/jetli.v8i2.25463

Abstract

Language teachers have been interested in reflecting on their teaching and learning practices to improve their professional skills. This study aims to locate, analyze, and synthesize the current state of research on reflective practice (RP) specifically related to English language teaching and learning. Using a set of rigorous criteria that encompassed the quality, content, and types of articles, the researcher selected and reviewed thirty-seven scholarly articles published in fifteen international journals between 2012 and 2022. Employing the holistic approach, the researcher examined the body of RP-related literature, including research goals, methods, contexts, participants, and RP practices. The analysis identified five main themes: collaborative reflection, teaching and learning experiences, reflection techniques, self-study, and written reflection analysis. Each theme was further sub-categorized into different research strands and discussed in light of the relevant literature. As a result, this study has detailed how various forms of RPs were implemented, along with their potential implementation challenges and weaknesses, which should be of interest to language teachers or practitioners who plan to operationalize RP in their pedagogical practices. Methodological implications, empirical voids in RP-related studies, and directions for further research are presented.
From rejection to publication: A content analysis of reviewers’ feedback to strengthen research papers in English education Mali, Yustinus Calvin Gai
Journal on English as a Foreign Language Vol 16 No 1 (2026): Issued in March 2026
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v16i1.10358

Abstract

Academics need to publish research papers in scholarly journals successfully for various purposes. However, practical tips and tricks to help readers successfully publish their research in academic peer-reviewed journals, particularly in English education and teaching-related fields, remain limited. As a response, this study aims to present lessons learned from various journal reviewers on ways to substantially enhance a research paper so that it can be successfully published in a reputable academic journal, particularly in the English education and teaching-related fields. To meet the research objective and address the empirical gap in the literature, a qualitative content analysis was conducted on reviewers’ feedback from nine manuscript submissions (both accepted and declined) to SCOPUS (Q1 and Q2) and SINTA 2-indexed journals. The analysis results showed various lessons learned summarized in a checklist table, providing specific, actionable writing guidelines for each section of a paper, emphasizing clarity, coherence, detail, and argumentation. Main research implications regarding the importance of reviewers’ feedback for substantially enhancing a research paper and the essence of using the text deconstruction strategy in writing a quality, publishable research paper are discussed.
Pelatihan Penggunaan Teknologi Kecerdasan Buatan Untuk Guru Bahasa Inggris SMA di Wilayah Kabupaten Semarang Mali, Yustinus Calvin Gai
Jurnal Pengabdian UntukMu NegeRI Vol. 10 No. 1 (2026): Pengabdian Untuk Mu negeRI
Publisher : LPPM UMRI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37859/jpumri.v10i1.11137

Abstract

This community service program (PkM), in the form of teachers’ training, aims to introduce and demonstrate various artificial intelligence (AI) tools for teaching English as a Foreign Language (EFL). The PkM was held offline at State Senior High School 1 Getasan, Semarang Regency, Central Java, on Thursday, 25 September 2025, from 09.30 a.m. – 3.30 p.m. The participants of the training were 33 English teachers of various senior high schools in Semarang Regency. During the training, the author, who was also the speaker, introduced, demonstrated, and tried out some AI technology with the participants. The technology tools were: 1) Gliglish and 2) ChatGPT, which both can be used for practicing English conversations with AI. Another AI tool is 3) Google Translate, which can be used to practice English pronunciation and create an English-Indonesian dictionary. In addition to the AI technology, the author asked the participants to explore 4) British Council Websites for finding relevant English learning materials for their students. At the end of the session, the author asked participants to complete a Google Form to evaluate the session. Recommendations for following up on the current session were also presented in this paper.
Technology Challenges and Opportunities in Indonesian School Education: Tantangan dan Peluang Teknologi dalam Pendidikan Sekolah Indonesia Mali, Yustinus Calvin Gai; Tresiani, Ike; Harwanto, Novie Feronika; Renita, Reza; Putriani, Arlinda; Widiprastyanti, Anita; Yuntiawati, Meykke Alvia; Erinta , Elmi; Samsuar, Rizky Setiawan; Arya, Raynaldo Gusti; Setia, Narendra
Pedagogia : Jurnal Pendidikan Vol. 15 No. 2 (2026): August
Publisher : Universitas Muhammadiyah Sidoarjo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21070/pedagogia.v15i2.2208

Abstract

General Background: Technology has become an essential component in contemporary education, supporting teaching and learning practices across diverse contexts. Specific Background: This study explores technology use in schools across three Indonesian islands Sumatra, Kalimantan, and Sulawesi through a holistic review of 34 newspaper and online articles published between 2022 and 2024. Knowledge Gap: Previous studies have rarely utilized newspaper sources to examine region-specific technological issues in Indonesian education, particularly across multiple islands. Aims: The study aims to identify key issues and challenges associated with integrating technology into teaching and learning practices in these regions. Results: The findings reveal that limited infrastructure, including inadequate computers and slow internet access, remains a major challenge, especially in Kalimantan and Sulawesi, while more structured technological initiatives are evident in Sumatra; despite constraints, schools demonstrate adaptive strategies such as digital literacy programs, coding activities, and the use of simple technologies to support learning engagement. Novelty: The study introduces a holistic literature review approach based on newspaper data to map educational technology conditions across geographically diverse regions. Implications: The results highlight the need for collaborative support among schools, government, and private sectors, as well as the importance of preparing pre-service teachers to utilize low-bandwidth and simple technologies suitable for remote educational settings. Highlights• Limited infrastructure remains a central barrier in multiple regions• Rural classrooms adopt adaptive digital practices despite constraints• Teacher education requires focus on simple technology utilization KeywordsEducational Technology; Rural Education; Digital Infrastructure; Teacher Education; Indonesia
Indonesian EFL Students’ Thesis Writing in the Age of AI: Practices and Ethical Perspectives Mali, Yustinus Calvin Gai
IJELTAL (Indonesian Journal of English Language Teaching and Applied Linguistics) Vol 11, No 1 (2026): Indonesian Journal of English Language Teaching and Applied Linguistics
Publisher : Universitas Islam Negeri Sultan Aji Muhammad Idris Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21093/ijeltal.v11i1.2439

Abstract

This study aims to explore how Indonesian EFL university students use Artificial Intelligence (AI) tools to support their undergraduate thesis writing, why they use those tools, and the AI-use policies they expect to have in their thesis writing process. To achieve these goals, the researcher conducted a qualitative case study involving five female EFL undergraduate students who were in the process of completing their theses at an English Education Program at a private university in Indonesia. Research data were collected through an in-depth semi-structured interview, supported by the students’ thesis draft to help them recall their thesis writing experiences. The researcher considered four rigor standards for qualitative studies: credibility, transferability, dependability, and confirmability to ensure the quality of the research findings. The inductive data analysis results revealed that students used four AI tools; ChatGPT, DeepL, Grammarly, and Quillbot in their thesis writing process to help them paraphrase, generate writing ideas, translate words and sentences, and select appropriate vocabulary. These tools were used because the students believed they might help enhance the quality of their writing, write faster, and increase their confidence in writing their thesis. At the same time, the students were also aware of the risks of being too dependent on AI tools and the inaccuracy of AI-generated texts and suggestions, which encouraged them to verify the AI outputs before incorporating them into their thesis. Practical implications for EFL lecturers who are supervising thesis students and directions for future research were presented.
Co-Authors Adventi, Arinda Luthyara Anita Kurniawati Hadiyanto Anne Indrayanti Timotius Antonina Anggraini Setiamunadi Ardiyarso Kurniawan Arya, Raynaldo Gusti Candra Dewi Dwika Wardani Daniel Kurniawan Debora Tri Ragawanti Dewani, Meta Sekar Erinta , Elmi Harwanto, Novie Feronika Januardi, Josephine Ilona Joseph Ernest Mambu Kisnanto, Yustina Priska Kritandani, Weny Listyani Lokollo, Natalia Christy Emy Made Frida Yulia Made Hery Santosa Neny Isharyanti Pakiding, Risdy Wijaya Paramitha, Nathasa Gracia Picauly, Irma Amy Putra, Angga Widitama Putri, Yohanna Amanda Putriani, Arlinda Renita, Reza Samsuar, Rizky Setiawan Setia, Narendra Setyarini, Maria Christina Eko Swara, Sanditya Jati Tanore, Jose Argo Tresiani, Ike Wardani, Candra Dewi Dwika Widiprastyanti, Anita Yuntiawati, Meykke Alvia