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All Journal Jurnal Pendidikan Bahasa Inggris Undiksha Jurnal Celtic ELTIN Journal: Journal of English Language Teaching in Indonesia EXPOSURE JOURNAL IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature POLYGLOT ENGLISH FRANCA : Academic Journal of English Language and Education JURNAL EDUCATION AND DEVELOPMENT JET (Journal of English Teaching) Adi Buana ELT-Lectura SIGMA Jurnal Onoma: Pendidikan, Bahasa, dan Sastra E-Link Journal Jurnal Paedagogy Jurnal Pendidikan Bahasa Inggris Proficiency Education and Linguistics Knowledge Journal (Edulink) ENGLISH FRANCA : Academic Journal of English Language and Education Abditeknika - Jurnal Pengabdian Kepada Masyarakat English Teaching Journal and Research: Journal of English Education, Literature, And Linguistics LingPoet: Journal of Linguistics and Literary Research JURNAL PENGABDIAN PENDIDIKAN MASYARAKAT (JPPM) Indonesian Journal of Multidisciplinary and Educational Researcher VRISPRAAK, International Journal of Law English Education: English Journal for Teaching and Learning
Erwin Hari Kurniawan
Unknown Affiliation
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Education Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Public Health Social Sciences Other

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The Effectiveness of Speechace Application in Enhancing EFL Learners' Speaking Skills: A Quasi-Experimental Study Lia Tazkia Qulbi; Wildan Isna Asyhar; Erwin Hari Kurniawan
LingPoet: Journal of Linguistics and Literary Research Vol. 7 No. 2 (2026): LingPoet: Journal of Linguistics and Literary Research
Publisher : Talenta Publisher

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

Abstract

The pedagogical transformation of English language teaching in the digital era is characterized by the utilization of Artificial Intelligence (AI) and Automatic Speech Recognition (ASR). This study aims to evaluate the effectiveness of the Speechace application in enhancing students' speaking competence at Mr.Bob English Course through a quasi-experimental design. A total of 33 respondents were involved and divided into experimental and control groups to measure their pronunciation accuracy and fluency levels. Data collection instruments included oral performance tests (pre-test and post-test) and a learner autonomy questionnaire. The results of the Independent Samples T-test analysis showed a significant difference in mean scores between the two groups (t = 3.88; p < .001), with the experimental group demonstrating superior performance. These findings confirm that AI-based tools are capable of providing an autonomous and effective practice environment, while simultaneously serving as a solution to the limitations of personalized feedback within the context of EFL learning in Indonesia.
Integrating SDG‑Themed Digital Authentic Texts in Communicative Language Teaching for Developing Students’ Digital Literacy Angga Prasongko; Erwin Hari Kurniawan; Ninik Farikha
E-Link Journal Vol 13 No 1 (2026): E-Link Journal
Publisher : Universitas Islam Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30736/ej.v13i1.1420

Abstract

As higher education increasingly prioritizes digital competence, pedagogical models must move beyond tool integration toward design-driven digital literacy development. This study examines how embedding Sustainable Development Goal (SDG)-themed digital authentic texts within a Communicative Language Teaching (CLT) framework facilitates digital competence in a technology-enhanced university classroom. Accordingly, this study was conducted to find How does the integration of SDG-themed digital authentic texts within a CLT framework facilitate the development of undergraduate students’ digital literacy. Using a descriptive qualitative design, the study was conducted over a ten-week instructional intervention involving 28 undergraduate English Language Education students. Data were generated from classroom observations, multimodal digital works, reflective journals, and semi-structured interviews. The analysis was informed by digital competence dimensions framed by UNESCO. Findings show that SDGs functioned as epistemic and ethical substance, intensifying students’ critical engagement with multimodal digital texts. Through structured cycles of exposure, analysis, production, and reflection, students demonstrated progressive development in organized information evaluation, multimodal meaning-making, ethical digital participation, and digitally mediated communicative competence. The study developments an SDG-Embedded Techno-Pedagogical Mediation Model, arguing that digital literacy development arises from the meeting of global sustainability discourse, multimodal digital works, and communicative instructional instruments. By highlighting contextual relevance and pedagogical design as primary drivers of digital competence, this study contributes a design-oriented framework to technology-enhanced learning research.
Students’ Experiences in an LMS‑Based Basic Reading Course: A Narrative Inquiry Irwan Sulistyanto; Erwin Hari Kurniawan; Angga Prasongko; Wildan Isna Asyhar; Krisna Adi Prayoga
English Education : English Journal for Teaching and Learning Vol 14, No 1 (2026): ENGLISH EDUCATION JOURNAL
Publisher : UIN Syekh Ali Hasan Ahmad Addary Padangsidimpuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24952/ee.v14i1.19788

Abstract

This study explores first‑semester students’ experiences in navigating an LMS‑based Basic Reading course at an Indonesian university. The transition into digitally mediated reading instruction often introduces emotional, technical, and cognitive challenges for novice LMS users. Using a narrative inquiry approach, three students were interviewed to capture their learning trajectories, difficulties, and evolving perceptions across a 16‑session semester. The findings indicate that students initially struggled with LMS navigation, digital submission procedures, and unstable internet connectivity, which triggered confusion, anxiety, and fear of missing deadlines. As they gained procedural familiarity through repeated exposure, peer support, and independent exploration their confidence increased and emotional tension gradually decreased. The LMS was perceived to offer benefits such as centralized materials, flexible access, and efficient task management, although issues related to unclear notifications and inconsistent deadline settings remained problematic. This study highlights that LMS‑mediated reading instruction can enhance autonomy and accessibility for novice learners, but its effectiveness depends on reliable infrastructure, transparent digital guidelines, and structured onboarding to support students’ emotional and academic adjustment.
Workshop Pembuatan Book Chapter Berbasis AI Bagi Guru MGMP Bahasa Inggris SMK Kabupaten Kediri M. Syaichul Muchyidin; Erwin Hari Kurniawan; Muhammad Saifuddin; Nur Kamilatur
Jurnal Pengabdian Pendidikan Masyarakat (JPPM) Vol 7 No 1 (2026): Jurnal Pengabdian Pendidikan Masyarakat (JPPM) Vol.7 No 1 (Maret 2026)
Publisher : LPPM UNIVERSITAS MUHAMMADIYAH MUARA BUNGO

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52060/jppm.v7.i1.3698

Abstract

This project's community service effort will concentrate on improving the literacy skills of teachers at the MGMP Bahasa Inggris SMK Kabupaten Kediri school by using artificial intelligence to create book chapters as teaching materials. The instruction has been sequential and integrative, starting with assessing the participants' teaching needs through questionnaires and observation, then planning relevant training modules, implementing AI-powered interactive hands-on workshops, and evaluating the participants' outcomes and understanding. The results of the service activity show that teachers' digital literacy skills have improved significantly. For example, 85% of the participants were able to raise book chapters that met academic standards. This shows that teachers are now more creative and innovative when it comes to making teaching materials. This activity not only gave teachers even more creative ideas for making lesson plans, but it also helped with the implementation of the Merdeka Belajar policy and the national digital literacy policy, both of which could make Indonesian high schools' education better in the long term.
The Effect of Flipped Classroom toward Students’ Achievement in Teaching Reading Kurniawan, Erwin Hari; Wulandari, Sri
JET ADI BUANA Vol 3 No 1 (2018)
Publisher : Universitas PGRI Adi Buana Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (435.176 KB) | DOI: 10.36456/jet.v3.n1.2018.1539

Abstract

Flipped Classroom is a teaching strategy that combines technology in traditional teaching which today is commonly called blended learning. The flipped classroom is an opposite of traditional instructional procedures and usually done in the classroom in traditional learning to be performed at home in the flipped classroom, and usually carried out at home as homework in traditional learning to be implemented in the classroom in the flipped classroom. This research is aimed to knowhow students reading achievement can be improved by the effect of flipped classroom. To design this research, Action Research was chosen. There are two cycles on this research. Each cycle covered four steps; those were planning, implementing, observing and reflecting. The subject of this study was students in critical reading class consisting of 32 students. To gain the data, test, observation sheet, and interview were used. From the result analysis showed that the students reading achievement was improved by using flipped classroom. So, it was concluded that during the teaching and learning process students were more active and enthusiastic. They had good willingness in following reading class. In the last, it was recommended to use Flipped Classroom as the alternative strategy to teach reading.
Utilizing LMS for EFL reading classes: A student survey approach Sindi Tia Umarlinda; Irwan Sulistyanto; Erwin Hari Kurniawan
Celtic : A Journal of Culture, English Language Teaching, Literature and Linguistics Vol. 12 No. 2 (2025): December 2025
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/celtic.v12i2.41015

Abstract

This study explores students’ perceptions of university Learning Management System (LMS) in English learning, particularly in supporting reading activities. Using a quantitative descriptive design, data were collected from 2nd, 4th, and 6th semester English education students through a structured questionnaire. The instrument consisted of closed-ended Likert scale questions and an open-ended question for suggestions. Data were analyzed using SPSS version 27 for descriptive statistics, and open-ended responses were thematically summarized. Findings indicate that students generally perceive LMS positively regarding usefulness, ease of use, ease of learning, and satisfaction. They found it helpful for managing assignments, accessing materials, and supporting independent learning. However, suggestions from students highlight areas for improvement, such as adding notification features, improving server reliability, simplifying the interface, and providing user training. These results reflect the importance of not only technical functionality but also user experience in educational technology. The findings contribute to the field of English language learning by emphasizing the role of LMS in facilitating reading comprehension and learner autonomy. This study also offers practical implications for LMS developers and educators, encouraging more user-centered design and continuous improvement to optimize digital learning environments in higher education.
EFL Pre-Service Teacher’s Perception During Kampus Mengajar: A Case Study Irwan Sulistyanto; Erwin Hari Kurniawan; Krisna Adi Prayoga
Jurnal Pendidikan Bahasa Inggris Undiksha Vol. 12 No. 2 (2024): August
Publisher : Universitas Pendidikan Ganesha

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23887/jpbi.v12i2.82473

Abstract

Classroom management skills of prospective English as a second language (EFL) teachers are inseparable. Professionalism requires a balance between theoretical education in the classroom and real-world experience. This article aims to analyze the perceptions of pre-service EFL teachers during the Kampus Mengajar program. Three alumni of the 7th batch of pre-service EFL teachers who teach in Junior High Schools were purposively selected as the subjects of this study. This study used a descriptive qualitative design. To collect data, semi-structured interviews were used. The data analysis of this study used the interactive model of Miles and Huberman. The results of the study showed that pre-service EFL teachers had positive perceptions during the Kampus Mengajar program. However, there were also many challenges faced by the participants during Kampus Mengajar, namely (1) Difficulty in instructional materials, (2) student motivation, (3) technology integration, and (4) busy teacher schedules. In addition, there were also several strategies used by the participants to overcome these obstacles, such as maximizing preparation before teaching, using appropriate teaching strategies and technology integration, and having good teaching aids. Despite all that, the Kampus Mengajar program is recommended to be implemented as one way to improve faculty accreditation scores, an evaluation tool for the Independent Curriculum and an authentic experience for pre-service EFL teachers in the reality of school life.
Co-Authors Abdullah Ahmad Albayyan, Ali Afandi, Ahmad Rofat Agustyas, Ricky Dwi Amroni, Agus Ananda, Dheta Angga Prasongko Angga Putra Pradana Eriantara Basori, Indrianto Setyo Dzu Al Mirroh Ellena, Gaida Viska Fitria Rizki Rahmadani Hayati, Faizatul Irwan Sulistyanto Isna Asyhar, Wildan Jannah, Ukhti Raudhatul Khamid, Tujadhi Kiddin, M. Syaichul Muchyidin Krisna Adi Prayoga Lestari, Pritantina Yuni Lestari, Pritantina Yuni Lia Tazkia Qulbi M. Syaichul Muchyidin M. Syaichul Muchyidin Muchyidin, M Syaichul Muchyidin, M. Syaichul Muhammad Dandy Dwi Pramuditia Ghyfari Muhammad Saifuddin Mulyani R, Esthi Nagata Zamzami Ninik Farikha Nugraha, Nanda Adhnan Arif Nuhla Fauziyyatun Nabilah Nur Aida Laila Fitriana Nur Kamilatur Nurliasari, Lusiana Putri, Kristanti Yuntoro Ranggia Dyas Pitaloka Rika Wulandari Safitri, Handayani Eki Sarbanun Tuanany Setyawan, Wawan Herry Sindi Tia Umarlinda Sri Wulandari Tuanany, Sarbanun Wildan Isna Ashyar Wildan Isna Asyhar Wildan Isna Asyhar