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All Journal Jurnal Studi Guru dan Pembelajaran PESHUM
Anak Agung Gede Yudha Paramartha
Ganesha University of Education
Humanities Education Social Sciences

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Investigating EFL Teachers’ Readiness To Use Generative AI For Teaching English At Junior High School In Buleleng District Luh Feni Lestari; Made Hery Santosa; Anak Agung Gede Yudha Paramartha
PESHUM : Jurnal Pendidikan, Sosial dan Humaniora Vol. 5 No. 3: April 2026
Publisher : CV. Ulil Albab Corp

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56799/peshum.v5i3.16226

Abstract

The rapid development of Generative Artificial Intelligence (GenAI) in the era of Industry 4.0 has accelerated its integration into education, including Teaching English as a Foreign Language (TEFL). Despite its potential benefits, teachers’ readiness to integrate GenAI remains questionable. Therefore, this study aimed to investigate the readiness of junior high school English teachers in Buleleng District in using GenAI. This research applied an explanatory sequential mixed-method design, beginning with a survey adapted from the Readiness for Artificial Intelligence Applications Scale (RAIS), followed by in-depth interviews to elaborate on the quantitative findings. The results indicate that teachers tended to be ready to use GenAI, particularly in terms of technological self-efficacy and instructional use. However, regarding ethical awareness, many teachers were still unclear about appropriate ethical principles and boundaries in using AI. These findings highlight the need to strengthen ethical literacy and provide continuous professional development to ensure responsible GenAI integration in classrooms.
Imbalance in Teacher Readiness Between Technological Self-Efficacy and Ethical Awareness in the Era of AI Humanification Pande Ni Putu Vania Dharmapatni; Made Hery Santosa; Anak Agung Gede Yudha Paramartha
Jurnal Studi Guru dan Pembelajaran Vol. 9 No. 1 (2026): Januari - April 2026
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/jsgp.9.1.2026.8337

Abstract

The development of Generative Artificial Intelligence (GenAI) has transformed assessment practices in English as a Foreign Language (EFL) learning, particularly through the emergence of AI humanification, where the boundaries between authentic student writing and AI-generated text become increasingly blurred. This study aims to analyze secondary school English teachers’ readiness in addressing these challenges. This research employed a sequential explanatory mixed-method design involving 23 EFL teachers from nine senior high schools in Buleleng Regency, selected through purposive sampling. Data were collected using a modified Readiness Artificial Intelligence Scale (RAIS) questionnaire and semi-structured interviews. Quantitative data were analyzed using descriptive statistics, while qualitative data were analyzed using thematic analysis. The findings reveal a structural imbalance in teacher readiness. While teachers demonstrate high levels of technological self-efficacy in using AI, their ability to detect AI misuse and verify student authenticity remains limited. Teachers adopt adaptive strategies such as restricting device use, implementing oral verification, and repositioning AI as a supportive tool rather than a substitute. These findings imply that teacher readiness is multidimensional and develops unevenly, highlighting the need for assessment redesign, ethical governance, and institutional support to maintain academic integrity in AI-mediated learning environments.
Co-Authors Luh Feni Lestari Made Hery Santosa Pande Ni Putu Vania Dharmapatni