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All Journal Jurnal Pendidikan Indonesia Jurnal Infinity English Review: Journal of English Education Al Ishlah Jurnal Pendidikan Register Journal Journal of ELT Research UICELL Conference Proceeding Tarbawi : Jurnal Ilmu Pendidikan IRJE (Indonesian Research Journal in Education) Globish: An English-Indonesian Journal for English, Education, and Culture JURNAL TARBIYAH JOURNAL OF APPLIED LINGUISTICS AND LITERATURE EDUKATIF : JURNAL ILMU PENDIDIKAN Jurnal Teknodik JURMA : Jurnal Program Mahasiswa Kreatif International Journal of Engineering, Science and Information Technology Edukasia: Jurnal Pendidikan dan Pembelajaran International Journal of Educational Best Practices Jurnal Pustaka Indonesia Jurnal Infinity Indonesian EFL Journal
Herri Mulyono
Universitas Muhammadiyah Prof DR HAMKA, Indonesia
Religion Arts Humanities Astronomy Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Earth & Planetary Sciences Education Electrical & Electronics Engineering Energy Engineering Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Library & Information Science Materials Science & Nanotechnology Mathematics Mechanical Engineering Physics Public Health Social Sciences Transportation Other

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CULTURE AND GENDER REPRESENTATION IN VISUAL AND VERBAL TEXTS: AN ANALYSIS OF NATIONALLY ENDORSED INDONESIAN EFL TEXTBOOKS FOR UPPER SECONDARY STUDENTS Syarif, Lelyana; Mulyono, Herri
International Journal of Educational Best Practices Vol. 7 No. 1 (2023)
Publisher : Prodi Administrasi Pendidikan Program Pascasarjana Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/ijebp.7.1.17-29

Abstract

This study aimed to analyze the representation of culture and gender in visual and verbal texts in English as a Foreign Language (EFL) textbooks used by upper secondary school students. A content analysis was conducted on three EFL textbooks for upper secondary school students, using Xiao's (2010) framework to guide the analysis of culture “small-c” representation, and Brugeilles and Cromer's (2009) study to  examine gender character according to their roles portrayed in the textbooks. The findings revealed that the highest number of visual illustrations was predominantly presented in the lifestyle aspect, followed by customs, values, holidays, hobbies, and food. It was also observed that gender representation was equally represented in the verbal text, but not proportionally in the visuals. The findings indicate that culture and gender awareness among students could be improved if textbooks provided a more balanced representation of various cultures encompassing source culture, target culture, and international target culture, and paid more attention to the equal treatment of genders.
FLIPPED-BASED LEARNING FOR EFL STUDENTS: ENHANCING CLASSROOM INTERACTION AND AUTONOMY IN THE PANCASILA STUDENT PROFILE STRENGTHENING PROJECT (P5) Fassya, Intan Fachri; Zulaiha, Siti; Mulyono, Herri; Rosita, Riskha
English Review: Journal of English Education Vol. 13 No. 1 (2025)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v13i1.10689

Abstract

This study investigates the impact of flipped learning on classroom interaction and student autonomy among secondary school EFL students involved in the Pancasila Student Profile Strengthening (P5) project. A mixed-methods design was used, integrating both quantitative and qualitative data to gain a deeper understanding of the research questions. Data were collected through a survey and interviews. The survey, completed by 536 students, assessed students’ perceptions of flipped learning using the adapted Technology Acceptance Model (TAM). Data analysis was conducted using Rasch analysis, which helped identify outliers and assess the reliability of the survey instrument. Qualitative data, gathered from interviews with 10 students, were analyzed thematically to explore how flipped learning influenced students’ classroom interaction and autonomy. The findings indicate that flipped learning improves both classroom interaction and student autonomy, although challenges related to technology access and adapting to independent learning were noted. These insights offer valuable guidance for educators and curriculum developers aiming to implement flipped learning effectively in secondary education.
Factors Contributing to EFL Students’ Speaking Anxiety Mulyono, Herri; Ferawati, Ferawati; Novita Sari, Ratih; Kusuma Ningsih, Sri
Register Journal Vol 12, No 1 (2019): REGISTER JOURNAL
Publisher : UIN Salatiga

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (416.011 KB) | DOI: 10.18326/rgt.v12i1.13-27

Abstract

This small-scale study aimed to factors that contribute to foreign language speaking anxiety among international tertiary students in Indonesia. The study drew on a qualitative method where seven International students studying at three universities in Indonesia were interviewed. The collected data then were transcribed and analyzed using a thematic analysis. The result revealed that the student participants experienced both facilitative and debilitative speaking anxiety when interacting with their peers during classroom learning. Language barriers, negative attitudes, intercultural communication apprehension were identified to provoke FLSA among the students. More importantly, these three factors also contributed to students’ feeling of speaking anxiety in their daily communication. Keywords: English as a Foreign Language (EFL), Foreign Language Speaking Anxiety (FLSA), Facilitative and Debilitative Speaking Anxiety 
Enhancing Critical Thinking and Short Story Writing Skills in Senior High School Students Through the Guided Inquiry Model Meliya Wati; Ade Hikmat; Herri Mulyono
AL-ISHLAH: Jurnal Pendidikan Vol 17, No 3 (2025): SEPTEMBER 2025
Publisher : STAI Hubbulwathan Duri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35445/alishlah.v17i3.5769

Abstract

Writing is a complex and essential language skill that integrates cognitive, linguistic, and creative elements. Many students face challenges in developing writing process skills and critical thinking, particularly in short story composition. This study investigates the effectiveness of the guided inquiry learning model in enhancing students' writing process skills and critical thinking abilities. A true experimental design with a randomized control group was employed, involving two groups of 11th-grade students from SMA Negeri 4 Pandeglang (N = 64). The experimental group received instruction using the guided inquiry model, while the control group followed conventional methods. Data were collected through tests, observation sheets, documentation, and interviews. Students’ critical thinking skills were measured using a validated post-test and analyzed with the Independent Sample T-Test in SPSS 22. The results showed a progressive increase in the writing process skills of students in the experimental group across three meetings, with an overall average score of 76.46%, categorized as “good.” Additionally, the critical thinking post-test revealed a statistically significant difference between the experimental and control groups (p = 0.0015, one-tailed), indicating the positive impact of guided inquiry learning on students' higher-order thinking. The guided inquiry model effectively enhances students’ short story writing process skills and significantly improves their critical thinking abilities. This model is recommended as an alternative instructional strategy for developing literacy and cognitive skills in secondary education.
AI SPEECH RECOGNITION IN HIGH-SCHOOL EFL SPEAKING ASSESSMENT: EFFECTIVENESS, MEANINGFULNESS, ENJOYMENT Namira Amaliah Putri; Siti Zulaiha; Herri Mulyono; Jihan Fakhira
Indonesian EFL Journal Vol. 12 No. 2 (2026)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v12i2.67

Abstract

This mixed-methods study examined the use of an AI-powered automatic speech recognition (ASR) tool (SpeechAce) for high-school EFL speaking assessment, with a focus on perceived effectiveness, meaningfulness, and enjoyment. Thirty students completed pre- and post-surveys, and ten students participated in semi-structured interviews; classroom observations were documented using a structured checklist. The intervention lasted two weeks (four 40-minute meetings) in which students accessed SpeechAce on their smartphones via the web and followed an iterative speak–check–revise routine. Quantitative results (paired-samples t-tests) showed significant gains in perceived speaking skill and meaningfulness, whereas enjoyment remained stable. Qualitative findings indicated that automated, non-judgmental feedback supported lower anxiety, increased willingness to speak, and greater learner autonomy, while teacher facilitation (warm-ups, modelling, and brief mini-lessons) helped students interpret feedback and set revision goals. These findings suggest that ASR-supported assessment can function as a formative learning episode in school contexts when tasks, feedback interpretation, and revision opportunities are explicitly structured.
Digital Teaching and Learning Scaffolding in Education: A Systematic Review Using Bibliometric Analysis Luthpi Safahi; Herri Mulyono; Budhi Akbar; Abdul Hamid Busthami Nur; Ihsana El Khuluqo
International Journal of Engineering, Science and Information Technology Vol 5, No 4 (2025)
Publisher : Malikussaleh University, Aceh, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52088/ijesty.v5i4.1465

Abstract

This study aims to systematically analyze the evolution, research trends, and scientific impact of digital teaching and learning scaffolding through the application of bibliometric analysis. By employing the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) 2020 methodology, a total of 396 relevant journal articles published between 2013 and 2023 were identified from Google Scholar using Publish or Perish (PoP). The dataset was then analyzed using VOSviewer, with a specific focus on citation patterns, keyword co-occurrence, co-authorship networks, and thematic clusters. The bibliometric mapping revealed five dominant research clusters: (1) integration of digital technology in higher education, (2) learning strategies and their impact on students’ outcomes, (3) digital games and scaffolding approaches in children’s education, (4) teacher education development and practice, and (5) contextual influences in educational research. In addition, the study identifies prominent authors, highly influential publications, and major institutional as well as international collaborations, offering a comprehensive overview of the intellectual structure of the field. The findings highlight an increasing global interest in digital scaffolding in education, demonstrating its significant contributions to improving student engagement, cognitive development, problem-solving, and personalized learning experiences. Nevertheless, several challenges remain evident, particularly in terms of accessibility across diverse contexts, teacher readiness to adopt innovative pedagogies, and technological limitations within resource-constrained environments. This research contributes to the academic discourse by providing evidence-based insights and practical recommendations to optimize the implementation of digital scaffolding in contemporary educational settings. Moreover, it emphasizes the importance of continuous exploration of emerging technologies such as artificial intelligence (AI), virtual reality (VR), and adaptive learning systems to further strengthen the effectiveness and sustainability of digital scaffolding practices in the future.
Development of Transcultural Multimedia Teaching Materials for BIPA Learners Based on Interpretative, Interpersonal, and Presentational Communication Models Hani Herawati; Ade Hikmat; Herri Mulyono
EDUKASIA Jurnal Pendidikan dan Pembelajaran Vol. 6 No. 2 (2025): Edukasia: Jurnal Pendidikan dan Pembelajaran
Publisher : LP. Ma'arif Janggan Magetan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62775/edukasia.v6i2.1441

Abstract

This study aims to develop transcultural multimedia teaching materials for learners of Indonesian as a Foreign Language (BIPA) using a three-mode communication approach: interpretive, interpersonal, and presentational. Employing a Research and Development (R&D) method, the process involved six key stages including needs analysis, planning, product development, and limited trials. Validation from five experts yielded an average score of 4.55, indicating high quality. A field trial involving 30 foreign learners demonstrated significant improvement in learner motivation, cultural understanding, and communication skills. This study's mixed-methods analysis demonstrates that a technologically advanced, culturally aware curriculum greatly improves students' language proficiency and critical intercultural competency, which are required for effective communication in the real world. Interactive features, contextual videos, and reflective activities effectively enhanced pragmatic competence and intercultural awareness. Participant feedback highlighted the need for more regionally diverse content and adaptive learning paths. This study underscores the importance of integrating cultural and technological elements in language education to foster comprehensive communicative and intercultural competence. In the end, these study findings offer a revolutionary BIPA model.
Teacher educators’ policy literacy of the deep learning approach: The curriculum design and practices Mulyono, Herri; Ferawati, Ferawati
Indonesian Research Journal in Education |IRJE| Vol. 10 No. 1 (2026): IRJE |Indonesian Research Journal in Education
Publisher : Universitas Jambi, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/irje.v10i1.54521

Abstract

This qualitative case study examines how teacher educators' policy literacy shapes the integration of Indonesia's government-endorsed deep learning (DL) approach within Teacher Education Programs (TEPs). Through semi-structured interviews with six teacher educators from four private universities across Jakarta, Bandung, Jambi, and Palembang, the study investigated: (1) how EFL teacher educators conceptualize and demonstrate policy literacy regarding DL, (2) how they translate DL principles into curriculum design and pedagogical practice, and (3) what systemic and institutional barriers impede coherent integration. Thematic analysis of the interview data revealed a persistent policy-practice gap characterized by limited policy literacy, inconsistent pedagogical translation, and structural impediments. While participants demonstrated conceptual recognition of reform goals, their policy literacy remained superficial, lacking the interpretive capacity to operationalize DL principles effectively. Findings of the study show that effective curriculum reform requires transitioning from policy diffusion to pedagogical assimilation through sustained development of interpretive competence, collaborative sense-making platforms, and institutional scaffolding.
Ginger writer feedback in English writing assessment: Association with motivation and self-confidence among Indonesian secondary students Anissa; Siti Zulaiha; Herri Mulyono; Jihan Fakhira
JOALL (Journal of Applied Linguistics and Literature) Vol. 11 No. 1 (2026): February, 2026
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/joall.v11i1.44945

Abstract

Limited evidence exists on how platform-specific AI feedback functions in secondary EFL writing assessment—especially regarding its connections to learners’ motivation and self-confidence. This mixed-methods study used a one-group pre–post design with 35 Indonesian secondary EFL students during regular classes, integrating Ginger Writer. Motivation items were adapted from Schmidt & Watanabe, and self-confidence items from Bandura; both scales used 5-point Likert responses and showed good internal consistency. Semi-structured interviews, focus group discussions, and non-participant observations explored students’ experiences with AI feedback during drafting and revision. Quantitatively, motivation increased significantly (pre: M=20.9, post: M=22.1; t(34)=−2.32, p=.026, Cohen’s d₍z₎≈0.39), while self-confidence rose modestly but not significantly (pre: M=20.7, post: M=21.5; t(34)=−1.80, p=.081, d₍z₎≈0.30). Qualitative data showed students describing immediate, non-judgmental feedback that supported iterative revision, error noticing, and sustained effort, along with limitations such as connectivity issues and the need for teacher mediation to interpret suggestions. Triangulation suggests that quick, actionable feedback is linked to increased motivation during revision cycles, whereas confidence may require more extended exposure and scaffolding. The study indicates that schools can feasibly incorporate platform-specific AI feedback into formative writing assessment when combined with teacher guidance and reliable access; policy should support teacher professional development and infrastructure to enable equitable implementation.
Improving Writing Creativity and Creative Thinking Through Collaborative Guided Writing Strategies Assisted by Gen-AI and Multimedia Meliyawati; Ade Hikmat; Herri Mulyono
Jurnal Pendidikan Indonesia Vol 15 No 1 (2026): March
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpi-undiksha.v15i1.101521

Abstract

The majority of high school students still experience difficulties in creative thinking and creative writing. This study aims to investigate the impact of a guided writing strategy based on Gen-AI and multimedia on creative writing skills and creative thinking abilities. The research method used in this study was a quasi-experimental study involving 250 high school students. Data collection methods used the Torrance Creative Thinking Test and a writing creativity scale. The results showed that a guided writing strategy based on Gen-AI and multimedia improved creative thinking skills and writing creativity in short story writing. Increased flexibility was seen in language variations and adaptation of short stories to short story composition topics. Increased originality was seen in students' thought patterns in the short stories they wrote. Increased elaboration was characterized by more complex and varied linguistic abilities. Furthermore, increased sensitivity was seen in the adaptation of short stories to more comprehensive themes. Thus, a guided writing strategy based on Gen-AI and multimedia can improve thinking skills and writing creativity in short story writing. This study implies that the integration of guided writing with technology can improve writing skills and motivation as well as creative thinking.  
Co-Authors Abdul Hamid Busthami Nur ADE HIKMAT AKHMAD HAQIQI MA'MUN Anissa Anita Dewi Ekawati, Anita Dewi Arum Kusumawardani Bita Dwi Rahmani Budhi Akbar Devi Nur Vebriyanti Devi Nur Vebriyanti, Devi Nur Dian Safitri DINDA PERMATASARI Fassya, Intan Fachri Ferawati Ferawati FERAWATI FERAWATI Ferawati Ferawati Ferawati Ferawati Gunawan Suryoputro, Gunawan Hani Herawati Ihsana El Khuluqo Jihan Fakhira Kusuma Ningsih, Sri Kusumastuty, Patria Erry Lelyana Syarif Meliya Wati Meliyawati Muchamad Subali Noto Namira Amaliah Putri Nani Solihati Ningsih, Sri Kusuma NOVITA SARI, RATIH Novitasari, Ratih Nurhasanah Halim Patria Erry Kusumastuty Ratih Novitasari Raufi, Beauty Sholeha Rosalina Rosalina Rosita, Riskha Safahi, Luthpi Samsul Maarif Sintia Triana SITI ZULAIHA Siti Zulaiha Siti Zulaiha Sulthonah, Fathia Amalia Sunu Dwi Antoro Syarif, Lelyana Wahyu Hidayat Wan Ahmad, Wan Fatimah Wulandari , Dwi Siska Zainuddin Zainuddin