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All Journal Jurnal Visi Ilmu Pendidikan Journal on English as a Foreign Language (JEFL) Jurnal Pendidikan Informatika dan Sains Jurnal Pendidikan Bahasa Indonesian Journal of English Language Teaching and Applied Linguistics JURNAL EDUCATION AND DEVELOPMENT JET (Journal of English Teaching) Adi Buana JETL (Journal Of Education, Teaching and Learning) GERVASI: Jurnal Pengabdian kepada Masyarakat ACITYA Journal of Teaching & Education Scope: Journal of English Language Teaching Rayah Al Islam : Jurnal Ilmu Islam Journal of Computer Science, Information Technology and Telecommunication Engineering (JCoSITTE) International Journal of Humanities Education and Social Sciences Journal of English Language Teaching and Education Kapas: Kumpulan Artikel Pengabdian Masyarakat CENDEKIA PENDIDIKAN Tut Wuri Handayani : Jurnal Keguruan dan Ilmu Pendidikan BEGAWE: Jurnal Pengabdian Masyarakat Journal of English Language Proficiency Indonesian Journal of English Language Teaching and Applied Linguistics International Journal of Educational Narratives
Dedi Irwan
Universitas PGRI Pontianak
Religion Aerospace Engineering Agriculture, Biological Sciences & Forestry Arts Humanities Chemical Engineering, Chemistry & Bioengineering Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Electrical & Electronics Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Physics Social Sciences Other

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Integrating Generative AI in English Listening Instruction: A Multi-Perspective Analysis of Teacher and Students Perceptions Teguh Putra Anugrah; Dedi Irwan; Rahayu Meliasari
International Journal Of Humanities Education and Social Sciences (IJHESS) Vol 6 No 1 (2026): IJHESS AUGUST 2026
Publisher : CV. AFDIFAL MAJU BERKAH

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55227/ijhess.v6i1.2390

Abstract

The existence of artificial intelligence (AI) today can help teachers create contextual listening materials through tools like ChatGPT and Google AI Studio. This study aims to determine the perceptions of an English teacher and students regarding the use of AI in contextual listening materials. Employing a qualitative approach with a descriptive design, the research involved an English teacher and six students at State Junior High School 1 Balai. Data were collected through interviews and observations and analyzed using thematic analysis. The findings revealed that students perceived AI-generated contextual materials as significant for augmenting listening skill through clearer pronunciation and digestible content. The integration of local stories, such as "Mangkit hamlet," fostered higher engagement, enjoyment, and cultural relevance. From the teacher's perspective, GenAI served as a bridge to develop contextual materials efficiently, allowing for the customization of content to reflect students' daily lives and local heritage. Furthermore, collaboration with the researcher supported the teacher's professional competencies in navigating AI tools. Despite these benefits, challenges such as the need for stylistic audio refinements, teacher training, and stable infrastructure (internet and electricity) were identified as crucial factors for successful classroom integration.
Contextualizing EFL Listening through AI: A Study on Perception of Students and Teacher Novita Andini; Dedi Irwan; Rahayu Meliasari
International Journal Of Humanities Education and Social Sciences (IJHESS) Vol 6 No 1 (2026): IJHESS AUGUST 2026
Publisher : CV. AFDIFAL MAJU BERKAH

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55227/ijhess.v6i1.2391

Abstract

This research aims to examine students’ and teacher’s perceptions of the use of Generative Artificial Intelligence (GenAI) tools specifically ChatGPT and Google AI Studio in context-based English language learning. This study employs a qualitative descriptive design. The participants consisted of two female students, one male student, and an English teacher from a senior high school in Pontianak. Data were collected through semi-structured interviews and non-participant observation, then analyzed using thematic analysis. The research findings regarding student perceptions indicate that GenAI-based listening materials enhance student engagement and motivation because they are more relevant to their daily lives. Students also found it easier to understand the material, remember vocabulary, and felt more confident in their learning. From the teacher’s perspective, GenAI helps in creating learning materials more efficiently and contextually. However, there are several challenges, such as infrastructure limitations and the need to improve teacher’s competencies in using technology. Overall, the use of GenAI in contextual listening instruction has a positive impact on the learning process, although it still requires further development and support for optimal implementation
Does academic writing coaching with genre pedagogy work with teachers? A case study of public school teachers in West Kalimantan, Indonesia Aunurrahman Aunurrahman; Jo-Ann Netto-Shek; Dedi Irwan; Muhammad Iqbal Ripo Putra
Journal on English as a Foreign Language Vol 14 No 2 (2024): Issued in September 2024
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v14i2.7857

Abstract

Recent studies in academic writing have used coaching to develop specific skills and affective variables. There are limited studies on coaching academic writing using genre pedagogy (GP) with adult learners, specifically Indonesian EFL teachers. This study investigated how academic writing coaching activities (AWCA) that implement GP could help develop the writing skills of public school teachers in Ketapang Regency, West Kalimantan, Indonesia. This qualitative case study involved fifty-seven participants who attended the coaching. Data obtained from participant observations and open-ended questionnaires were analyzed using inductive thematic analysis, and the participants
ENGLISH FOR EMPOWERMENT: PROGRAM PENGUATAN DIRI BAGI ANAK DI LEMBAGA PEMBINAAN KHUSUS ANAK (LPKA) MELALUI PEMBELAJARAN BAHASA INGGRIS DAN AKTIVITAS KREATIF Dian Shinta Sari; Maliqul Hafis; Desi Astuti; Sahrawi Sahrawi; Dayat Dayat; Dedi Irwan; Rahayu Meliasari; Muhammad Putra; Finny Anita; Ageung Darajat; Elly Syahadati; Aunurrahman Aunurrahman; Tri Kurniawati; Citra Kusumaningsih; Diah Astriyanti; Heti Susanti; Marsa Tira
BEGAWE: Jurnal Pengabdian Masyarakat Vol. 4 No. 2 (2026): BEGAWE: Jurnal Pengabdian Masyarakat, Juli 2026
Publisher : Lembaga Berugak Baca

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62667/begawe.v4i2.347

Abstract

Children residing in the Juvenile Correctional Facility (LPKA) generally experience school dropout, low literacy levels, and limited access to educational opportunities that promote empowerment. These conditions negatively affect their academic abilities, learning motivation, and self-confidence. This community service program was implemented to enhance basic English proficiency while simultaneously fostering creative expression through an integrative learning model that combines experiential language activities with creativity-based tasks. The results of the pre-test and post-test indicate substantial improvement: vocabulary mastery increased by 63%, the ability to construct simple sentences improved by 61%, and the use of functional expressions rose by 65%. Observations and interviews further revealed positive changes in learning attitudes, motivation, and students’ willingness to participate actively. Creative skills also improved significantly, with 80% of participants able to produce English mini posters, 75% successfully developing story cards with clear narrative sequences, 60% capable of presenting their work orally, and 80% demonstrating positive expressions and enthusiasm throughout the activities. These findings suggest that creativity-based language learning not only enhances linguistic competence but also strengthens emotional resilience and self-expression. Overall, the program serves as an effective empowerment strategy for juvenile residents, supporting their academic, psychological, and social development.
Co-Authors Abdul Arif Afina Afina Ageung Darajat Akwilia Setya Mirandea Alisa, Alisa Andini Linarsih Ardila Venesa Aunurrahman Batuah, Jelisca Chellsy Timol Bintang Septia Permata Darosta Cindy Claudia, Cindy Citra Iswara Citra Kusumaningsih Dalimunthe, Yulia Agustina Dayat Dayat Desi Astuti Desi Sri Astuti Diah Astriyanti Dian Shinta Sari Ednivia Elmanita Yopa Pratiwi Elfa Sally Lorenza ELLY SUSANTI Elly Syahadati Exianus Exianus Fadriati Fadriati Fahrul Jatannur Faldi Tri Arrival Faryah Anshariyah Fatimah Azzahra Rabiah Febiola Esfandiani Geraldine Felice, Imel Oktaviani Finny Anita Habibillah, Ahmad Hasdiana Hasdiana Heti Susanti Ira Nofita Sari Jo-Ann Netto-Shek Jo-Ann Netto-Shek, Jo-Ann Linarsih, Andini Luthfiana, Annisa M. Iqbal Ripo Putra M. Iqbal Ripo Putra M.Iqbal Ripo Putra Magdalena Simanjuntak Maliqul Hafis Marsa Ayu Tira Marsa Tira Marwinda Siska Masrokhin Melianti, Dewi Mikael Albinus Silitonga Muhammad - Firdaus Muhammad Iqbal Ripo Putra Muhammad Putra Musa Musa Nabila Alhilma Nindy Debbytha Adystifanny Novita Andini Nur Lu’lu’il Maknunah Nurussaniah Olivia Ellasari Bua’a Pratama, Bima Rada, Devita Rahayu Meliasari Rustam -, Rustam Sahrawi Sahrawi Sarah Ashari Senny Wiyanti Siti Umaya Sari Sulaiman Sulaiman Sulaiman Sulaiman Sulaiman Sulaiman Syahputra, Syarif Faldy Teguh Putra Anugrah Tri Kurniawati Tri Kurniawati Utin Nadila Nadila Vina Dominica Widia Agustina Yulia Ramadhiyanti Zulham Efendi Van Batubara