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All Journal Vision: Journal for Language and Foreign Language Learning EDULITE: Journal of English Education, Literature and Culture English Education Journal QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Indonesian EFL Journal Pendas : Jurnah Ilmiah Pendidikan Dasar Jurnal Eduscience (JES) FOSTER: Journal of English Language Teaching Cakrawala: Jurnal Pendidikan JEELS (Journal of English Education and Linguistics Studies) Eduvest - Journal of Universal Studies Prosiding Seminar Nasional Pascasarjana Proceeding of International Conference on Science, Education, and Technology Metathesis: Journal of English Language, Literature, and Teaching Language Circle : Journal of Language and Literature Jurnal Bina Desa LINGUISTS : JOURNAL OF LINGUISTICS AND LANGUAGE TEACHING Journal of Computer Science and Technology Application English Review: Journal of English Education Indonesian EFL Journal
Wahyuni, Sri
Universitas Negeri Semarang
Aerospace Engineering Arts Humanities Computer Science & IT Education Health Professions Languange, Linguistic, Communication & Media Neuroscience Social Sciences Other

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AI ASSISTANCE OR OVERRELIANCE? ANALYZING ESP STUDENTS’ CRITICAL USE OF GENERATIVE AI Masrurotul Ajiza; Issy Yuliasri; Hendi Pratama; Sri Wahyuni
English Review: Journal of English Education Vol. 14 No. 2 (2026)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/englishreview.v14i2.153

Abstract

The rapid integration of generative artificial intelligence (GenAI) tools as reshaped how English for Specific Purposes (ESP) students —like in engineering disciplines— approach language production. Despite their growing presence, limited research has examined the risk of overreliance on GenAI and its potential to diminish students’ critical language awareness. Using a purposive sampling in which 27 students who met the criteria, the study addressed three questions: (1) To what extent do ESP students critically evaluate AI-generated suggestions? (2) What factors influence their acceptance, revision, or rejection of AI output? and (3) In what ways do ESP students utilize AI tools to support their English skills? A qualitative approach was utilized with the data collected through class observation and open-ended questionnaires. The findings revealed that while AI use is widespread, many students demonstrated critical engagement, often modified sentence structures to sound more humanized. However, lack of confidence in their English abilities and time constraints were key reasons for passive acceptance of AI output. Students used AI mostly for overcoming their lexical barriers. These findings underscore the need for careful integration of GenAI into ESP classrooms, supported by targeted instruction and thoughtful lesson design, particularly for students with lower proficiency. Future research should further examine patterns of overreliance across more diverse learner populations.
Speech acts in undergraduate thesis defenses: A pragmatic analysis of oral interaction in an EFL context Imanuel Kamlasi; Edmundus Bouk; Hendi Pratama; Sri Wahyuni; Seful Bahri
EduLite: Journal of English Education, Literature and Culture Vol 11, No 2 (2026): August 2026
Publisher : Universitas Islam Sultan Agung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30659/e.11.2.471-486

Abstract

The study argues that institutional power dynamics influence speech acts in the EFL thesis defenses. The study identifies types of speech acts used by examiners and candidates and analyzes how these acts shape the dynamics of the defenses. The research utilized qualitative methods based on the Interaction Analysis Method. Eight EFL candidates and eleven examiners were involved in the research. The study used an observation guide and audio/video recorders to document oral interactions during thesis defense sessions. The oral interactions were transcribed for analyses. The utterances were coded and analyzed using Austin's and Searle's framework of speech acts. The findings indicate a clear power asymmetry between the examiner and the candidate. The examiners confirmed that directive speech acts are dominant with 53%, followed by assertive speech acts at 35%. Expressive speech acts account for 10%, while commissive and declarative speech acts are low, only 1%. The candidates showed that assertive speech acts are the most prevalent of 86%, expressive acts represent 10% while directive acts are significantly lower at 3%. Commissive acts make up 1%, and declaration acts are the least common. The study suggests targeted training to minimize misunderstanding in an academic discussion.
Differentiated Instruction in Teaching Writing Narrative Text to Students of SMA 2 Tegal Dwi Setyorini; Sri Wahyuni; Sri Wuli Fitriati
Cakrawala: Jurnal Pendidikan Vol 19 No 2 (2025): Education, Multiculturalism and Management
Publisher : Universitas Pancasakti Tegal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24905/cakrawala.v19i2.512

Abstract

Teaching writing requires teachers to use an appropriate approach. Differentiated instruction can be applied as it can facilitate children's diverse learning needs as well as one of the embodiments of the emancipated curriculum. This mixed-method research explored the implementation of differentiated instruction in teaching English as a foreign language and focuses on writing narrative text to high school students. The main objective of this study is to explain the teacher’s preparation, implementation, and its effects. A teacher and a class of students participated in this study. The result shows that the teacher has an understanding and concept of the application of DI in the classroom. The teacher implemented content, process, and product differentiation based on the students’ readiness level and interest. DI was proven to have positive impacts on students. The research implications are expected to guide practitioners, policymakers, and other stakeholders in applying research findings in practical settings.
Bridging Theory and Practice Through Real-World Language Assessment Design Desi Surlitasari Dewi; Sulastri Manurung; Natalia Manuhutu; Isnaini Eddy Saputro; Widhiyanto Widhiyanto; Sri Wahyuni; Mega Aulia Ardhi
Vision: Journal for Language and Foreign Language Learning Vol. 14 No. 1 (2025)
Publisher : Universitas Islam Negeri Walisongo Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21580/vjv14i125026

Abstract

Language assessment is a crucial component of effective language teaching. However, many pre-service teachers lack sufficient training in assessment practices, resulting in a gap between theoretical knowledge and practical application. This study explores how pre-service teachers perceive the effectiveness of a project-based approach to designing and administering real-world language assessments and examines the challenges they face. Combining a closed questionnaire and semi-structured interviews, the study gathers quantitative and qualitative data from twenty-five pre-service teachers. The findings revealed that hands-on involvement in assessment design enhances teachers' understanding of key assessment principles, increases confidence, and bridges the gap between theory and practice. However, participants also faced challenges, particularly in ensuring the validity and reliability of their assessments. These challenges were manageable with the support provided in the course, indicating the value of structured guidance and expert collaboration in developing assessment literacy. The findings underscore the value of integrating theory with practice in teacher training, providing important insights for language assessment education. Future research could examine larger samples, long-term impacts of such training, and the role of digital tools in developing assessment literacy.
The Effectiveness of Team-Based Learning Integrated with Canvas LMS in Enhancing Students’ Reading and Critical Thinking Skills Nurul Khasanah; Rudi Hartono; Puji Astuti; Sri Wahyuni
QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Vol. 17 No. 2 (2025): Qalamuna - Jurnal Pendidikan, Sosial, dan Agama
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Program Pascasarjana IAI Sunan Giri Ponorogo

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

Abstract

This research investigates the effectiveness of the implementation of Team-Based Learning (TBL) combined with technology, in this case is the Canvas Learning Management System (Canvas LMS), to improve reading skills and critical thinking skills among students from English as a Foreign Language (EFL) classrooms. Using a quasi-experimental design, the study involved 112 third-semester students in Critical Reading courses. The sample was determined through cluster random sampling, which consisted of a C class that consisted of 28 students of the English Department in the State Islamic Institution of Ponorogo. Pre-test and post-test were administered, and data were analyzed using a paired sample t-test. The findings showed a significant enhancement in reading skills due to the integration of Canvas LMS into TBL (sig = 0.000 < 0.005), as evidenced by the increased scores on the mean scores of pre-test and post-test from 62.57 to 80.61. Students also showed an increase in their critical thinking skills. The implications of these findings provide further insights into the effectiveness of integrating TBL with the use of technology to improve academic reading and critical thinking in EFL settings and a suggested strategy for developing such essential skills in university contexts.
Strategic Integration of Using Questioning Strategies to Promote Students' Thinking Ability in English Foreign Language Learning (EFL) Hermansyah Hermansyah; Rudi Hartono; Rahayu Puji Haryanti; Sri Wahyuni
QALAMUNA: Jurnal Pendidikan, Sosial, dan Agama Vol. 17 No. 2 (2025): Qalamuna - Jurnal Pendidikan, Sosial, dan Agama
Publisher : Lembaga Penerbitan dan Publikasi Ilmiah Program Pascasarjana IAI Sunan Giri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37680/qalamuna.v17i2.8168

Abstract

This study aims to investigate the role of questioning strategies in developing students’ cognitive and metacognitive skills in English as a Foreign Language (EFL) learning. Through a Systematic Literature Review (SLR) approach, relevant studies published between 2015 and 2025 were systematically identified and analyzed from databases such as Scopus, ERIC, Google Scholar, and ScienceDirect. The selected studies were evaluated based on the inclusion criteria, with a focus on questioning strategies, cognitive development, and metacognitive awareness. The analysis reveals that well-structured questioning, particularly open-ended, probing, and reflective types, significantly enhances learners’ higher-order thinking abilities—including analysis, evaluation, and synthesis—while also strengthening metacognitive processes such as planning, monitoring, and self-assessment. These questioning techniques foster a deeper understanding, promote independent learning, and encourage sustained engagement among EFL students. The findings indicate that high-level cognitive and reflective questions are the most effective in fostering critical and self-regulated learning. In conclusion, the study highlights that integrating systematic questioning into classroom instruction can foster critical thinking, enhance learning outcomes, and support students in developing into autonomous and reflective learners in EFL contexts.
Incidental Vocabulary Learning through Beauty Influencer Content on TikTok: Experiences of Indonesian EFL Students Tahtida Niska Zahriya; Sri Wahyuni
FOSTER: Journal of English Language Teaching Vol. 7 No. 3 (2026): FOSTER JELT
Publisher : Faculty of Education and Teacher Training of UIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/foster-jelt.v7i3.489

Abstract

Although TikTok has increasingly been discussed in EFL learning, limited attention has been given to how non-educational beauty influencer content supports incidental vocabulary learning. This study addresses this gap by exploring Indonesian EFL students’ experiences and perceived benefits of encountering English vocabulary through beauty content on TikTok. Using a qualitative survey design, data were collected from 12 English Language Education students through open-ended questionnaires, followed by semi-structured interviews with three selected participants. The data were analyzed thematically. The findings show that students encountered English vocabulary incidentally while watching makeup tutorials, skincare and beauty product reviews, product recommendations, and Get Ready with Me videos. Vocabulary noticing and understanding were supported by captions, subtitles, repetition, product demonstrations, visual context, and influencer explanations. Students also used strategies such as re-watching videos, checking dictionaries or translation tools, reading comments, and searching online to clarify unfamiliar words. The study reveals that beauty TikTok content can provide meaningful, interest-driven, and low-pressure vocabulary exposure outside the classroom. It contributes to EFL learning by highlighting the pedagogical potential of everyday digital content as a supplementary resource for contextual vocabulary development.
RECONTEXTUALIZING EFL READING INSTRUCTION THROUGH LOCAL WISDOM: A MIXED-METHODS STUDY OF PROBLEM-BASED LEARNING Lanlan Muhria; Sri Wuli Fitriati; Suwandi Suwandi; Sri Wahyuni
JURNAL EDUSCIENCE Vol 13, No 2 (2026): Jurnal Eduscience (JES), (Authors from Malaysia and Indonesia)
Publisher : Universitas Labuhanbatu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36987/jes.v13i2.8856

Abstract

Purpose – This study investigates how recontextualizing EFL reading instruction through local-wisdom-based Problem-Based Learning (PBL) supports students’ reading comprehension and learning experiences.Methodology – The study employed an explanatory sequential mixed-methods design to integrate students’ perceptions with their classroom experiences. Quantitative data were collected through a closed-ended Likert-scale questionnaire administered to 27 third-semester English Language Teaching (ELT) students, examining perceived support for reading comprehension across text understanding, inferential reading, critical reading, cultural relevance, and engagement. Qualitative data were gathered through three classroom observations, reflective journals, and in-depth interviews with three purposively selected students.Findings – Students perceived strong support for reading comprehension, particularly in cultural relevance, understanding main ideas, and engagement. Qualitative evidence indicates that familiarity with local narratives, traditions, and places reduced cognitive distance between texts and readers, enabling more focused meaning construction in English. Problem-based tasks further positioned reading as a purposeful, collaborative activity focused on solving contextualized problems rather than answering isolated comprehension questions. However, support for inferential and critical reading was perceived more unevenly, reflecting differences in linguistic readiness and analytical confidence. Integration of quantitative and qualitative findings demonstrates that positive perceptions of reading support were grounded in culturally familiar, problem-oriented, and socially mediated reading experiences.Contribution – The study concludes that local-wisdom-based PBL fosters a coherent EFL reading environment that anchors comprehension and engagement while gradually supporting the development of higher-order reading processes.
An Instructional Analysis of the 10th Grade Textbook Entitled “English for Critical Thinking” Using Revised Bloom’s Taxonomy Fatwadika Adinia Dakoranis; Sri Wahyuni
Language Circle: Journal of Language and Literature Vol. 19 No. 2s (2025): August 2025 Special Issue
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lc.v19i2s.26902

Abstract

Several previous studies that conducted textbook evaluations still found many shortcomings,  imbalances, and inadequate content with their claims and misalignment with the curriculum  objectives. In addition, many textbook evaluations of HOTS focused on reading comprehension and the main textbook. This study, therefore to fill the gaps, aimed to (1) classify all exercise  instructions in the textbook entitled “English for Critical Thinking” Grade 10th into Lower-Order Thinking Skills (LOTS: C1–C3) and HOTS (C4–C6) based on Revised Bloom’s Taxonomy, and  (2) identify which HOTS category was most prevalent. Employing a qualitative content-analysis approach, the researcher systematically reviewed and coded 57 instructional items across the twelve chapters, assigning each to its respective Revised Bloom’s Taxonomy cognitive level. Findings reveal that LOTS dominated 82.45% of all instruction exercises, while HOTS comprised only 17.54%. Within the HOTS domain, analyzing (C4) was overwhelmingly the most frequent with eight occurrences (80%), whereas evaluating (C5) and creating (C6) appeared only once each (10% each). This imbalance indicates that, although C4 tasks are fairly  represented, higher cognitive processes of evaluation and creation remain severely under implemented. Consequently, the textbook’s purported support for critical and creative thinking does not fully align with Merdeka Curriculum objectives. Therefore, textbook developers and teachers should enrich future editions with more evaluative and creative tasks and ensure a balanced cognitive progression to develop students’ HOTS optimally. 
Optimizing Employee Performance and Sustainability with Big Data and AI in Hospitality Asti Veto Mortini; Sri Wuli Fitriati; Rahayu Puji Haryanti; Sri Wahyuni; Marta Rodriguez
CORISINTA Vol 2 No 2 (2025): August
Publisher : Pandawan Sejahtera Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33050/corisinta.v2i2.138

Abstract

This study explores the impact of Big Data and Artificial Intelligence (AI) on Employee Performance and Sustainability in the hospitality industry. By integrating Big Data and AI, hospitality businesses can optimize operations, enhance employee efficiency, and promote sustainable practices. The research uses SmartPLS to analyze the relationships between these variables, with a focus on how Big Data and AI influence Employee Performance, which in turn contributes to Sustainability efforts. The results show that both Big Data and AI have significant positive effects on Employee Performance, with Big Data demonstrating a stronger impact. Moreover, Employee Performance mediates the relationship between Big Data, AI, and Sustainability, indicating that improvements in employee performance lead to better sustainability outcomes, such as resource optimization and waste reduction. The study’s findings align with SDG 8 (Decent Work and Economic Growth) and SDG 12 (Responsible Consumption and Production), highlighting the potential of technology to drive both economic and environmental sustainability in the hospitality sector. This research contributes to understanding how the application of Big Data and AI can help hospitality businesses achieve long-term success through improved operational efficiency and sustainable practices
Co-Authors Abdurachman Faridi Ali Formen Asnawi, Asnawi Asti Veto Mortini Aswadi Jaya Ateng Kurnia Ateng Kurnia Bridgita Berlian Budiani Candra Puspitasari Desi Surlitasari Dewi Didit Kurniadi Dila Charisma Dwi Rukmini Dwi Setyorini Edmundus Bouk Eka Titi Andaryani Erni Suharini Fahmi Al Fiqri Fatwadika Adinia Dakoranis Frimadhona Syafri Hari Bakti Mardikantoro Hartono, Rudi Hendi Pratama Hendi Pratama Henrikus Joko Yulianto Hermansyah Hermansyah Hermansyah Ida Zulaeha Imanuel Kamlasi Isnaini Eddy Saputro Issy Yuliasri Lanlan Muhria Lanlan Muhria Marta Rodriguez Masrurotul Ajiza Mega Aulia Ardhi Much. Fadli Putra Syaeli Muhamad Rifqi Bakhtiar Muriyah Muriyah Mursid Saleh Mursid Saleh Natalia Manuhutu Nizar Alam Hamdani Nugroho, Kurniawan Yudhi Nurul Khasanah Opan Siroj Panca Dewi Purwati, Panca Puji Astuti R. M Teguh Supriyanto Rahayu Puji Haryanti Rudi Hartono Salsabilla Brita Maharani Seful Bahri Solihin, Rully Khoeru Sri Wuli Fitriati Sulastri Manurung Suwandi Suwandi Suwandi Suwandi Tahtida Niska Zahriya Treenuch Chaowanakritsanakul W, Widhiyanto Wandha Nur Handayani Yuliati zulfa Sakhiyya