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All Journal Al Ishlah Jurnal Pendidikan Eklektik : Jurnal Pendidikan Ekonomi dan Kewirausahaan Diglosia: Jurnal Kajian Bahasa, Sastra, dan Pengajarannya Journal of English Education and Teaching (JEET) Abdi Dosen : Jurnal Pengabdian Pada Masyarakat E-Link Journal Jurnal Penelitian, Pendidikan dan Pengajaran: JPPP SALEE: Study of Applied Linguistics and English Education Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa dan Seni Program Studi Pendidikan Bahasa Inggris IKIP English Learning Innovation (englie) Journal of Nusantara Education International Journal of Education and Teaching Zone Lokomotif Abdimas: Jurnal Pengabdian kepada Masyarakat PPSDP International Journal of Education JR-ELT (Journal of Research in English Language Teaching) PEDAGOGIC: Indonesian Journal of Science Education and Technology Edukasi PAEDAGOGIE
Pratama, Aryawira
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Religion Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Mathematics Public Health Social Sciences Other

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A Systematic Review of Artificial Intelligence in Enhancing English Foreign Learners’ Writing Skill Pratama, Aryawira; Sulistiyo, Urip
PPSDP International Journal of Education Vol. 3 No. 2 (2024): PPSDP International Journal of Education (Special Issue)
Publisher : Perkumpulan Program Studi Doktor Pendidikan (PPSDP)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59175/pijed.v3i2.299

Abstract

This systematic review examines the impact of Artificial Intelligence (AI) on enhancing the writing skills of English foreign learners. It highlights how AI technologies, such as ChatGPT, provide immediate feedback on grammar, punctuation, and style, facilitating efficient revisions and fostering creativity through brainstorming and vocabulary suggestions. The review emphasizes personalized learning experiences by analyzing individual writing patterns, which allows for tailored resources that increase student engagement and motivation. Using the Preferred Reporting Items for Systematic Review and Meta-Analyses (PRISMA) 2020 checklist, the study evaluates 22 peer-reviewed articles published in 2024, revealing that AI tools promote collaboration among students through peer feedback and shared projects, enhancing critical thinking and communication skills. Additionally, AI improves accessibility for learners with disabilities through features like text-to-speech and speech recognition. The findings suggest that as AI technology evolves, its integration into language education will significantly enhance teaching methodologies and learning outcomes. This research underscores the importance of adapting pedagogical practices to fully leverage AI’s potential in promoting effective language acquisition, particularly in writing, thereby providing valuable insights for future explorations of AI’s role in educational settings.
Gaya Kepemimpinan Guru dalam Mengajar Generasi Z Mata Pelajaran Bahasa Inggris di Sekolah Islami dan Nonislami di Provinsi Jambi Armida, Armida; Pratama, Aryawira; Firmansyah, Dedi Wahyu
Paedagogie Vol 21 No 1 (2026)
Publisher : Universitas Muhammadiyah Magelang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31603/paedagogie.v21i1.16108

Abstract

Teacher leadership style plays a crucial role in determining the success of English language learning, particularly in teaching Generation Z students, who are characterized by their digital, critical, and dynamic nature. However, the implementation of teacher leadership styles often faces different challenges in school contexts with diverse religious backgrounds. This study aims to identify dominant and effective teacher leadership styles in English language learning and analyze the challenges and mitigation strategies implemented by teachers in Islamic and non-Islamic schools in Jambi Province. The main problem of this research lies in the lack of in-depth exploration of teacher leadership practices in addressing the learning needs of Generation Z in the context of multicultural and multireligious education. This research uses a qualitative approach with a case study design. Data were collected through semi-structured interviews and classroom observations, then analyzed using thematic analysis. The results show that transformational, instructional, and ethical leadership styles are the most dominant and effective styles applied by teachers. These leadership styles have a positive impact on the motivation, engagement, and learning climate of Generation Z students. In conclusion, adaptive and value-based teacher leadership is the key to successful English language learning in schools with diverse religious backgrounds.
The Effect of Gamification in Learning English for Non Language Majority Class at University Level: Solomon Study Pratama, Aryawira; Hadiyanto; Haryanto, Eddy; Wulandari, Bunga Ayu
International Journal of Education and Teaching Zone Vol. 5 No. 1 (2026): February 2026 Edition
Publisher : Yayasan Nurul Yakin Bunga Tanjung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57092/ijetz.v5i1.623

Abstract

Gamification is increasingly used in higher education to enhance student motivation, engagement, and learning outcomes. However, its impact on specific English skills for non-language majors, particularly in STEM, remains under-researched, especially considering pre-test sensitization effects. This study examines the effect of Kahoot!-based gamification on English grammar, reading comprehension, and vocabulary acquisition among mathematics education students. A Solomon Three-Group design was employed: Group 1 (experimental) – pretest, treatment, posttest; Group 2 (control 1) – pretest, no treatment, posttest; Group 3 (control 2) – no pretest, treatment, posttest. Data were collected via pre- and post-tests, with analysis using paired-sample t-tests for within-group changes and ANOVA for between-group comparisons. Results showed significant improvement in the experimental group (p = 0.008). ANOVA indicated no significant difference between the experimental and control 1 groups, but significant differences emerged between the experimental and control 2 groups, as well as between the two control groups, highlighting the influence of pre-testing on gamification effectiveness. Cohen’s d = 0.42 suggests a modest effect. Overall, the study provides evidence that gamification can enhance English learning outcomes among non-language majors, particularly when combined with initial assessment to guide targeted interventions.
The Future Landscape of English Language Teaching through Gamification Pratama, Aryawira; Kusmaningrum, Melli; Arianie, Masita; Khoirunnisa
Journal of Nusantara Education Vol. 5 No. 2 (2026): April 2026
Publisher : Faculty of Education Universitas Nahdlatul Ulama Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57176/jn.v5i2.209

Abstract

The rapid development of digital technology has significantly influenced the transformation of English language teaching practices. One of the emerging approaches is gamification, which integrates game elements into learning environments to enhance student engagement. However, despite its growing popularity, there is still limited comprehensive synthesis of recent research examining the future direction and effectiveness of gamification in English language teaching. Therefore, this study aims to explore the future landscape of English language teaching through gamification and to identify its impacts on learner motivation, engagement, and language proficiency. This research employed a Systematic Literature Review (SLR) using the PRISMA framework to systematically identify, screen, and analyze relevant studies. The literature search was conducted in the ERIC digital database with publication years limited to 2025–2026. The inclusion criteria consisted of studies focusing on English language learning, the application of gamification, and EFL/ESL contexts. After the screening and eligibility process, 14 relevant articles were selected for qualitative synthesis. The findings indicate that gamification significantly enhances students’ motivation, engagement, and participation in English learning. Gamified activities also contribute to the improvement of language skills such as speaking, vocabulary, and grammar, while reducing learning anxiety. Furthermore, the integration of emerging technologies such as artificial intelligence strengthens the effectiveness of gamified learning environments. Overall, gamification has strong potential to transform English language teaching into a more interactive, personalized, and technology-supported learning experience in the future.
Humor and the critique of knowledge: A pragmatic analysis of Cunk on Life (2024) Wulan, Retno; Manar, Marsandi; Nugroho, Aji Royan; Pratama, Aryawira
Diglosia: Jurnal Kajian Bahasa, Sastra, dan Pengajarannya Vol 9 No 2 (2026)
Publisher : Universitas Mulawarman

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30872/diglosia.v9i2.1791

Abstract

Anchored by a theory of nine types of humor systematically proposed by Morrison (2008), this research aimed at analyzing types and functions of humor in a mockumentary series entitled Cunk on Life (2024). This mockumentary depicted humor as not only an entertainment or amusement medium but also social critics to the knowledge, popular culture, and how societies realize the reality. This research employed the qualitative-descriptive approach. The data were obtained through dialogues transcript and context observation of each scene. The findings pointed out that absurd humor, verbal humor, and incongruity humor were dominantly used in Cunk on Life (2024). They all served to highlight ignorance, unawareness, logical contradictions, and the authority of knowledge and the media. In addition, the findings also revealed four main social functions of humor used in this series and elaborated its implication in EFL classroom. This research contributes to the development of pragmatic linguistics and semiotics studies by expanding the application of Morrison's theory to the mockumentary genre, which has rarely been studied academically.
Examining the Interrelationships Between Reading Self-Concept, Reading Motivation, and Reading Comprehension in Yayasan Islamiyah Palembang Putri, Meidiana Eka; Arianie, Masita; Kusmaningrum, Melli; Khoirunnisa; Rahayu, Aprilia Sari; Aulia, Wela; Pratama, Aryawira
PEDAGOGIC: Indonesian Journal of Science Education and Technology Vol. 6 No. 2 (2026): PEDAGOGIC: Indonesian Journal of Science Education and Technology
Publisher : Lembaga Intelektual Muda (LIM) Maluku

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54373/ijset.v6i2.5370

Abstract

This study aims to analyse the relationship between reading self-concept and reading comprehension, the relationship between reading motivation and reading comprehension, and the contribution of reading self-concept and reading motivation to students’ reading comprehension. This study employs a quantitative approach with a correlational design. The research subjects consisted of 264 students from MTs Negeri Palembang who were selected as the research sample. Data were collected through a reading self-concept questionnaire, a reading motivation questionnaire, and a reading comprehension test. Data analysis was conducted using Pearson’s Product Moment correlation and regression analysis. The results of the study indicate that reading self-concept has a positive and significant correlation of moderate strength with students’ reading comprehension. Reading motivation also shows a positive and significant correlation of moderate strength with reading comprehension. Furthermore, the results of the regression analysis indicate that reading self-concept and reading motivation together account for 7.9% of the variance in students’ reading comprehension. These findings suggest that although the direction of the relationship between the two independent variables is positive, the strength of the correlation is relatively low, meaning their influence on reading comprehension remains limited. Therefore, other, more dominant factors influencing students’ reading comprehension should be considered.
Enhancing Students’ English Engagement and Competence Through Educative Games Pratama, Aryawira; Wulan, Retno; Kusmaningrum, Melli; Arianie, Masita; Khoirunnisa
SALEE: Study of Applied Linguistics and English Education Vol. 7 No. 1 (2026): (In Progress)
Publisher : STAIN Sultan Abdurrahman Kepulauan Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35961/salee.v7i1.2500

Abstract

Educational game-based learning has become increasingly prevalent in global educational contexts, extending beyond traditional English classrooms and contributing to increased student motivation, engagement, and competence. This study examined the effectiveness of integrating educational games into English language learning compared with conventional teaching methods in a junior high school in Jambi Province, Indonesia. English instruction at the junior high school level often faces challenges, particularly because many students enter secondary education with limited prior exposure to English. To address this issue, the present study investigated the use of several educational game applications—Duolingo, Quizlet, ABCmouse, and Kahoot—to improve English language skills among seventh-grade students over one semester. The research employed a quantitative experimental design involving 58 students divided into two groups: an experimental group (n = 29) that used educational games and a control group (n = 29) that received conventional instruction. Data were collected through pre-tests and post-tests assessing vocabulary, grammar, and communicative competence. Statistical analysis using an independent samples t-test revealed no significant difference between groups at the pre-test stage (t = 0.45, p = 0.65). However, after the intervention, the experimental group demonstrated significantly higher post-test scores (M = 73, SD = 4) than the control group (M = 65, SD = 6), with a significant difference (t = ?6.334, p < 0.001) and a large effect size (d = 1.63). These findings indicate that integrating educational games can substantially enhance students’ engagement and English language proficiency. Practically, this study highlights the potential of combining multiple educational game applications to support technology-integrated English instruction and improve learning outcomes in Indonesian secondary schools.
Technology and Ethics: A Phenomenological Study of Lecturers’ Experiences in Supervising Artificial Intelligence use Among University Students Trimadona, Eliza; Nirwana, Iin; Sumardi, Mayang Sastra; Zurnelli, Netti; Arifah, Rahmi; Pratama, Aryawira
PEDAGOGIC: Indonesian Journal of Science Education and Technology Vol. 6 No. 3 (2026): PEDAGOGIC: Indonesian Journal of Science Education and Technology (In-Press)
Publisher : Lembaga Intelektual Muda (LIM) Maluku

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54373/ijset.v6i3.5556

Abstract

This study examines the use of Artificial Intelligence (AI) in higher education, focusing on its implications for students’ critical thinking skills and academic integrity. Although the use of AI tools such as ChatGPT and Grammarly is becoming increasingly common in the completion of academic assignments, understanding of how lecturers monitor and respond to their use remains limited. This study aims to uncover the strategies, challenges, and experiences of lecturers in monitoring students’ use of AI. The study employs a phenomenological qualitative approach, involving six lecturers from various universities in Indonesia. Data were collected through semi-structured in-depth interviews and analysed using thematic analysis, which includes the stages of transcription, repeated reading, data coding, grouping codes into themes, and interpretation of meaning. The results indicate that lecturers identify AI use through discrepancies between students’ oral and written abilities, rigid and repetitive language patterns, and inconsistencies in the academic writing process. The findings also suggest that over-reliance on AI has the potential to weaken critical thinking skills and threaten the authenticity of academic work. The main challenges faced by lecturers include limited detection tools, the absence of clear institutional policies, and ethical dilemmas in balancing technological innovation and academic integrity. This study highlights the importance of strengthening AI literacy, robust policies, and process-based assessment
Co-Authors Abadi, Ayuliamita Amalia Nurhasanah Andriani, Reni Angraini, Desti Arifah, Rahmi Armida Armida Aulia, Wela Daryani, Lilis Dika, Dedi Sastra Eddy Haryanto Eliza Trimadona Fauzan Sulman Firmansyah, Dedi Wahyu Fitria Wahyuni Hadiyanto KHOIRUNNISA Mahmudah, Khotimah Manar, Marsandi Masita Arianie, Masita Melli Kusmaningrum, Melli Mesalina, Juliana Monalisa Monalisa Nirwana, Iin Nugroho, Aji Royan Puputri, Puputri Putimasurai, Putimasurai Putri , Regita Riani Putri, Meidiana Eka Putri, Rahmadani Rahayu, Aprilia Sari Retno Wulan Riady, Yasir Rosmiati Rosmiati Rozal, Edi Sadria, Ade Sakunti, Sri Ramdayeni Santri, Diah Dwi Sari, Mesita Sastra Sumardi, Mayang Saumardi, Mayang Sastra Shynta Amalia Siregar, Suryana Sulistiyo, Urip Sumardi, Mayang Sastra Tartila Tartila Wulandari, Bunga Ayu Yundi Fitrah Zuhriyah, Latifatul Zurnelli, Netti