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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 JEELS (Journal of English Education and Linguistics Studies) Jurnal Pengabdian Pada Masyarakat GEMBIRA (Pengabdian Kepada 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 Jurnal Karya untuk Masyarakat (JKuM) ELT Echo: The Journal of English Language Teaching in Foreign Language Context Jurnal Ilmu Pendidikan
Yustinus Calvin Gai Mali
Universitas Kristen Satya Wacana
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From rejection to publication: A content analysis of reviewers’ feedback to strengthen research papers in English education Yustinus Calvin Gai Mali
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.
Indonesian EFL Students’ Thesis Writing in the Age of AI: Practices and Ethical Perspectives Yustinus Calvin Gai Mali
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.
Reading comprehensively using an interactive-reflective writing technique: From theory to implementation Yustinus Calvin Gai Mali
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.
Teaching reflection of using technology in two Indonesian EFL classrooms: an autoethnography Yustinus Calvin Gai Mali
Journal on English as a Foreign Language Vol 12 No 1 (2022): Issued in March 2022
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v12i1.2860

Abstract

Integrating technology in EFL writing classrooms is a trial-and-error process that requires teachers to reflect, constructively analyze their practices, and have the flexibility to make positive changes to their teaching with technology. Using various data sources of my students
From rejection to publication: A content analysis of reviewers’ feedback to strengthen research papers in English education Yustinus Calvin Gai Mali
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.
TECHNOLOGY WORKSHOP FOR VOCATIONAL HIGH SCHOOL STUDENTS Joy Graciella Sananta; Orvala Rahmadhani; Fitria Ayu Rahmadani; Aurelya Salsabila Susanto; Chrisma Natalia Dwi Andini; Rolanda Elysia Syifa; Yustinus Calvin Gai Mali
Jurnal Gembira: Pengabdian Kepada Masyarakat Vol 4 No 04 (2026): AGUSTUS 2026
Publisher : Media Inovasi Pendidikan dan Publikasi

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

Abstract

Kesenjangan digital dan rendahnya kompetensi digital guru tetap menjadi tantangan utama dalam integrasi teknologi ke dalam pembelajaran bahasa Inggris. Untuk mengatasi masalah ini, program Pengabdian kepada Masyarakat (PkM) mengembangkan Wordwall, Wayground, dan Brave AI guna mendukung pengembangan kosakata, tata bahasa, dan keterampilan berbicara siswa sekolah menengah kejuruan. Sesi tatap muka diadakan di SMKN 2 Salatiga bersama siswa kelas 10 dengan menggunakan permainan interaktif, kuis daring, dan latihan pengucapan yang dibantu AI. Di akhir sesi, para siswa mengisi Google Form untuk mengevaluasi kurikulum. Enam belas responden (62,5%) menilai lokakarya ini sangat bermanfaat; sisanya menilai lokakarya ini bermanfaat. Semua peserta menyatakan akan merekomendasikan sesi ini kepada teman mereka. Para siswa mengatakan bahwa belajar bahasa Inggris melalui situs web dan permainan lebih menyenangkan dan lebih mudah dipahami daripada melalui ceramah. Hasil ini menunjukkan bahwa pembelajaran berbasis teknologi dapat meningkatkan motivasi siswa meskipun menghadapi tantangan seperti akses internet yang tidak stabil
Effort Attributions in Indonesian EFL Classrooms Yustinus Calvin Gai Mali
Jurnal Ilmu Pendidikan Vol. 22 No. 1 (2016)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um048v22i12016p80-93

Abstract

Kajian ini meneliti penggunaan pelatihan atribusi bernama promoting students’ effort attributions (Dornyei, 2001) dan secara khusus menyelidiki atribusi dari dua puluh sembilan mahasiswa Indonesia dari kelas berbicara dan menulis Bahasa Inggris sebagai Bahasa Asing di Program Studi Pendidikan Bahasa Inggris, Universi­tas Dunia Indonesia (ED-DU), sebelum dan sesudah mereka menyelesaikan pelatihan tersebut. Kajian ini juga memperinci usaha yang mahasiswa lakukan di kelas sebagai bagian dari pelatihan tersebut. Untuk mencapai tujuan ini, saya membagikan angket pada awal dan akhir semester dan meminta para mahasiwa untuk menulis jurnal refleksi mingguan sepanjang 150-200 kata yang menjelaskan secara lengkap tan­tangan berkaitan dengan tugas Bahasa mereka, strategi untuk menghadapi tantangan tersebut, dan hal yang mereka dapat pelajari dari pengalaman tersebut. Analisa data nampak mengindikasikan bahwa keberhasil­an pelatihan atribusi hanya terjadi pada mahasiswa di kelas menulis, namun kajian ini tetap menegaskan pentingnya pelatihan tersebut pada pencapaian akademik para mahasiswa.
Co-Authors Adventi, Arinda Luthyara Anita Kurniawati Hadiyanto Anne Indrayanti Timotius Antonina Anggraini Setiamunadi Ardiyarso Kurniawan Arya, Raynaldo Gusti Aurelya Salsabila Susanto Briana Putri Alridya Candra Dewi Dwika Wardani Chrisma Natalia Dwi Andini Daniel Kurniawan Debora Tri Ragawanti Debora Tri Ragawanti Dewani, Meta Sekar Dian Toar Y. G. Sumakul Erinta , Elmi Fitria Ayu Rahmadani Harwanto, Novie Feronika Januardi, Josephine Ilona Joseph Ernest Mambu Joy Graciella Sananta Kritandani, Weny Listyani Lokollo, Natalia Christy Emy Made Frida Yulia Made Hery Santosa Maria Christina Eko Setyarini Neny Isharyanti Orvala Rahmadhani Pakiding, Risdy Wijaya Paramitha, Nathasa Gracia Picauly, Irma Amy Putra, Angga Widitama Putri, Yohanna Amanda Putriani, Arlinda Renita, Reza Rolanda Elysia Syifa Samsuar, Rizky Setiawan Setia, Narendra Swara, Sanditya Jati Tanore, Jose Argo Tresiani, Ike Vania Yosiana Wardani, Candra Dewi Dwika Widiprastyanti, Anita Yuntiawati, Meykke Alvia Yustina Priska Kisnanto