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All Journal Indonesian Journal of Learning and Instruction ABDIMAS SILIWANGI Journal of English Teaching, Applied Linguistics and Literatures (JETALL) Abdimas Umtas : Jurnal Pengabdian kepada Masyarakat IJORER : International Journal of Recent Educational Research English Review: Journal of English Education Indonesian EFL Journal Indonesian Journal of Learning and Instruction Darussalam English journal
Yayan Suryana
English Department, Faculty Of Teacher Training And Education Universitas Kuningan
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Education Languange, Linguistic, Communication & Media Library & Information Science Mathematics Social Sciences Other

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PARAPHRASING MACHINES AND ACADEMIC INTEGRITY: INDONESIAN EFL STUDENTS' USE OF DIGITAL TOOLS TO AVOID PLAGIARISM IN THESIS WRITING Fahrus Zaman Fadhly; Yayan Suryana; Dadang Solihat; Marwito Wihadi; Harun Al Rasyid; Nur Fathiyya Zahira Mujahidah; Magdalena Ngongo
Indonesian EFL Journal Vol. 11 No. 3 (2025)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v11i3.223

Abstract

Paraphrasing is central to avoiding plagiarism in thesis writing, yet many EFL students find it difficult and increasingly hand it to digital tools. This study examines how Indonesian EFL students use digital tools to avoid plagiarism in thesis writing and what their practices reveal about their understanding of academic integrity. An explanatory sequential mixed-methods design combined a questionnaire completed by 23 undergraduate, master's and doctoral students from 11 universities with semi-structured interviews with six of them. Students rated paraphrasing as one of the harder language skills (M = 2.96 on a scale where 1 is very difficult), and 22 of 23 used online tools such as ChatGPT, Grammarly or thesauruses. Of the 20 students who described how they avoid plagiarism, 9 delegated paraphrasing entirely to tools, 3 combined tools with their own editing or translation, 5 relied on their own words and correct citation, 2 used similarity checkers and 1 sought peer feedback. QuillBot was named by 8 students and was the default strategy among doctoral respondents. Interviews revealed premium accounts bought through online marketplaces, tools shared among friends, and one interviewee's observation, from Turnitin training, that similarity checkers cannot verify whether in-text citations match the reference list. The findings suggest that students commonly equate avoiding plagiarism with avoiding textual similarity, a view that treats integrity as a technical matter rather than one of authorship and attribution. The study proposes an integrity-oriented paraphrasing process and discusses implications for supervision, writing instruction and institutional AI policy.
WAITING FOR THE FULL DRAFT: TIMING, SOURCES, AND UPTAKE OF SUPERVISORY FEEDBACK IN INDONESIAN EFL THESIS WRITING Yayan Suryana; Fahrus Zaman Fadhly; Dadang Solihat; Marwito Wihadi; Harun Al Rasyid; Nur Fathiyya Zahira Mujahidah; Lamhot Naibaho
Indonesian Journal of Learning and Instruction Vol. 9 No. 1 (2026)
Publisher : FKIP & Sekolah Pascasarjana Universitas Kuningan

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

Abstract

Supervisory feedback is widely regarded as the most influential support in thesis writing, yet little is known about when Indonesian EFL students actually receive it, from whom, and how they use it. This study examines the timing, sources and uptake of feedback in thesis writing among Indonesian EFL students at undergraduate, master's and doctoral levels. An explanatory sequential mixed-methods design combined a questionnaire completed by 23 students from 11 universities with semi-structured interviews with six of them. Feedback was strongly end-loaded: 10 of 22 respondents received it only after completing a full draft, two only after their examination, and one within a week of submitting a draft, while 7 received it weekly. Advisors were the dominant source (20 of 23), followed by peers (12 of 23), with writing centres rarely involved (3 of 23). Students rated feedback as very useful across language, style, structure and content (means 4.09 to 4.27 on a 1-to-5 scale), rated advisor feedback the most effective support (M = 4.45), and reported implementing it often or always (20 of 22). Interviews revealed that effective feedback was specific, focused and helped students narrow their ideas, whereas inconsistent direction across meetings frustrated them and led some to comply rather than understand. When asked what would help most, students requested clear, specific, formative feedback, more frequent and flexible access, and encouragement rather than criticism. The findings suggest a paradox of high uptake under low frequency and point to staged feedback cycles as a practical improvement to thesis supervision.
Contextual Meaning Analysis of Narrative Texts in The 10th-Grade English Textbook Siap Merdeka Belajar Bahasa Inggris Syifa Kamilah Nur-Aqidah; Yayan Suryana; Nida Amalia Asikin
Darussalam English Journal (DEJ) Vol. 5 No. 2 (2025): December 2025
Publisher : Universitas KH. Mukhtar Syafaat (UIMSYA) Blokagung Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30739/dej.v5i2.3994

Abstract

This study aims to analyze the contextual meanings found in three narrative texts—Timun Mas, The Two Elves, and Titanic—from the 10th-grade English textbook SIAP Merdeka Belajar Bahasa Inggris. Based on Mansoer Pateda’s (2010) theory of contextual meaning, this study identifies and interprets eleven types of contextual meaning: Personal Context, Situational Context, Purposive Context, formal or informal context, Mood Context, Context of Time, Context of Place, Object Context, Completeness of Context, Linguistic Context, and Language Context. A descriptive qualitative method was employed, with data gathered from selected narrative texts in the textbook. The analysis involved the stages of data reduction, data verification, and drawing conclusions. The findings revealed that all three texts contained multiple types of contextual meaning, with situational and Mood Context being the most frequently identified across the texts. The analysis shows that understanding contextual meaning is essential for interpreting narratives deeply, as meaning is influenced by characters' identities, emotional states, intentions, cultural background, and narrative settings. This research contributes to the semantic study of English learning materials and highlights the value of context-based interpretation in narrative comprehension. Keywords: semantics, contextual meaning, narrative texts, English textbook
Students' Perceptions on The Use of Artificial Intelligence (AI) as English Learning Tools at SMK Model Patriot IV Ciawigebang Sri Rahayu Pebriani; Yayan Suryana Suryana; Yuniarti
Darussalam English Journal (DEJ) Vol. 5 No. 2 (2025): December 2025
Publisher : Universitas KH. Mukhtar Syafaat (UIMSYA) Blokagung Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30739/dej.v5i2.4008

Abstract

This study investigates students’ perceptions of Artificial Intelligence (AI) as a tool in English language learning at SMK Model Patriot IV Ciawigebang. With AI tools like ChatGPT, Grammarly, and ELSA increasingly used in education, understanding how students respond to these technologies is essential, particularly in vocational school contexts. The study employed a quantitative survey method involving 134 11th-grade students selected purposively based on their AI usage in English learning. Data were collected through a 16-item Likert-scale questionnaire and analyzed using descriptive statistics. The results show that 71.6% of students frequently used AI, and 74.7% believed AI could help improve their English proficiency. Most students expressed positive attitudes, 45.5% felt happy using AI, and 49.3% agreed it benefited their learning. Additionally, 54.5% found AI explanations helpful for understanding material. However, only 39.5% fully trusted AI’s writing corrections, and 42.5% were neutral or unsure, reflecting a cautious attitude toward its accuracy. Overall, students hold favorable but critical perceptions of AI. While they appreciate its role in enhancing comprehension and engagement, their trust in AI output remains measured. The findings suggest that AI integration in English learning should be supported with proper guidance and critical digital literacy. Keywords: Artificial Intelligence; English learning; students’ perception; vocational high school
Co-Authors Auliya Hasanah Auliyah Hasanah Bachrudin Musthafa Dadang Solihat Eri Kurniawan Erlan Darmawan Erwin Oktoma Fahrus Zaman Fadhly Fathiyya Zahira Mujahidah Giaz Nutrian Hana Dhiya Ulhaq Harun Al Rasyid Magdalena Ngongo Marwito Wihadi Marwito Wihadi Muhammad Aprianto Budie Nugroho Muhammad Aprianto Budie Nugroho Muhammad Rofiddin Mujtaba Jamal Naibaho, Lamhot Nida Amalia Asikin Nida Amalia Asikin Nunu Nugraha Nur Fathiyya Zahira Mujahidah Sri Rahayu Pebriani Syifa Kamilah Nur-Aqidah Toto Supartono Yuniarti Yuniarti Yuniarti