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All Journal DIKSI Jurnal Wahana Pendidikan JOLLT Journal of Languages and Language Teaching Jurnal Pendidikan dan Teknologi Indonesia
Andika, Jeffri Dian
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Arts Humanities Education Engineering Languange, Linguistic, Communication & Media Other

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Conceptualizing and integrating intercultural communicative competence in the English Language Teaching Abidin, M. Zaenal; Faresta, Rangga Alif; Malisa, Malisa; Narayana, I Gede Perdana Putra; Fitriani, Lina Ulfa; Andika, Jeffri Dian; Waly, Muchamad Muchibbuddin
Diksi Vol. 32 No. 1: DIKSI (MARCH 2024)
Publisher : Fakultas Bahasa, Seni, dan Budaya, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/diksi.v32i1.60441

Abstract

Numerous higher education institutions prepare students English skills for life and jobs in a globalized world in light of current developments in international education. For many universities, they entails expanding educational exchange opportunities for domestic and international students, internationalizing the curriculum and campus, and helping students achieve intercultural competency. This research explored the concept of intercultural communicative competence in the teaching of the English language. It articulated the Byram's framework. This research was a literature study with descriptive qualitative research and the latest literature review to illustrate the importance of integrating intercultural communicative competence (ICC) to the instructor in English learning and teaching. Some collection and review of references through scientific literature sources related to ICC and the integration in English language teaching keywords were addressed. As for the author's reference sources, they were determined from 2015 to 2023. The results of the study showed that the promoting and conceptualizing ICC in English classroom practice to the teacher has an important role in helping students achieve and develop learning activities that can be practiced directly by students in everyday life. Moreover, it was also mentioned that integrating the framework of the proposed concept into English Language Teaching (ELT) could help students develop their linguistic, intercultural competence, and sociocultural skills to communicating in proper English in appropriate real-life situations, and raised the teachers' awareness.
Analyzing the Role of Rainbow Card in Improving EFL Students’ Reading Comprehension through Descriptive Text Mufliha, Wilda Nur; Margana, Margana; Abidin, M. Zaenal; Robbaniyah, Inayatur; Ridho, M. Zainul; Malisa, Malisa; Fitriani, Lina Ulfa; Andika, Jeffri Dian
Journal of Languages and Language Teaching Vol 12, No 4 (2024)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i4.11514

Abstract

The development of reading comprehension is an important skill that helps students with a variety of academic assignments. It facilitates their ability to comprehend textual information and to analyze, clarify, and articulate their own opinions about them. Consequently, students are required to strengthen their comprehension of textual content through the academic assignments that their teachers provide. One of reading comprehension's main goals is to help students become better readers by helping them understand texts properly. This research aim was to analyze the role of rainbow card strategy in efl learning context by emphasizing reading ability. The method of this study was mixed method with a classroom action research design adopted from Kemmis & M. Taggard. The participant of this research was student’s eighth grade students consist of 30 students. The data collection was in form of observation, written test, and interview for both students and a teacher. The findings of this study indicated that appropriate reading strategies such as rainbow card technique play an important role in enhancing the reading comprehension abilities of EFL students.. A further result was also described in cycle two and three in which significantly improved students’ comprehension. Nonetheless, in the first of cycle, the statistical data indicated low improvement due to the limited time and new approach. At the same time, a new innovation and approach in pedagogy was needed in order to improve the learning and teaching outcomes. Finally, the research emphasized the significance of adopting innovative pedagogical practices to cultivate a more engaging and impactful learning due to the limitation of the students’ interest and comprehension in reading.
Tantangan dan Strategi Pembelajaran Bahasa Inggris dalam Implementasi Kurikulum Merdeka di Sekolah Menengah Indonesia Andika, Jeffri Dian; Yulia, Yuyun
Jurnal Pendidikan dan Teknologi Indonesia Vol 5 No 5 (2025): JPTI - Mei 2025
Publisher : CV Infinite Corporation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52436/1.jpti.803

Abstract

Proses transisi menuju kurikulum Merdeka menimbulkan tantangan tersendiri bagi guru bahasa Inggris sekolah menengah karena mereka harus menyesuaikan strategi pembelajarannya di dalam kelas dan memastikan pembelajaran berfokus pada siswa. Penelitian ini bertujuan untuk menganalisis tantangan yang dihadapi oleh guru bahasa Inggris di tingkat sekolah menengah di Indonesia pada saat mengajar dan strategi yang digunakan sesuai konteks kurikulum Merdeka. Metode penelitian yang digunakan adalah deskriptif kualitatif dengan melibatkan tiga sekolah dengan jenjang SMP, SMA, dan SMK. Data penelitian diperoleh melalui diskusi kelompok dan observasi pembelajaran bahasa Inggris di dalam kelas. Responden penelitian terdiri dari guru bahasa Inggris, wakil kepala sekolah bagian kurikulum, dan kepala sekolah. Seluruh guru bahasa Inggris yang masuk dalam proses diskusi dan diobservasi pembelajarannya adalah guru-guru senior dengan pengalaman lebih dari 10 tahun. Seluruh data ditranskripsi secara verbatim dan dianalisis dengan metode analisis tematik. Hasil penelitian menunjukkan bahwa guru menghadapi tantangan karena kurangnya supervisi dalam proses implementasi kurikulum, tingginya jumlah siswa dan kelas yang harus diberi pembelajaran berdiferensiasi, ketergantungan siswa terhadap kecerdasan buatan, rendanhnya partisipasi dalam PMM, dan efektivitas penilaian karakter melalui program P3 dan P5. Untuk mengatasi hal tersebut, guru bahasa Inggris menginisiasi pelatihan mandiri dengan melakukan studi tiru ke instansi terkait, menghadirkan ahli tentang kurikulum Merdeka, partisipasi aktif dalam MGMP, manajemen penggunaan kecerdasan buatan di dalam kelas, mengikuti instruksi kepala sekolah untuk aktif mengakses PMM, dan koordinasi penilaian untuk karakter pelajar Pancasila. Penelitian ini berdampak pada pentingnya pengambilan keputusan oleh pemangku kebijakan terkait peningkatan kompetensi guru bahasa Inggris agar dapat memenuhi capaian dalam kurikulum Merdeka.
Scrutinizing English Academic Writing Skills: Indonesian Postgraduate Students' Challenges and Strategies in an AI-Empowered Era Andika, Jeffri Dian; Waly, Muchamad Muchibbuddin; Yulia, Yuyun; Reswari, Girindra Putri Ardana
Journal of Languages and Language Teaching Vol 13, No 2 (2025)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i2.12884

Abstract

Indonesian postgraduate students encounter significant challenges in academic writing, particularly in areas such as clarity, coherence, organization, grammar, and plagiarism prevention. This study investigates these challenges and explores the potential of AI-driven strategies to enhance writing skills. Utilizing a mixed-methods approach, including quantitative surveys of 50 participants and qualitative interviews with six postgraduates, the research identified key obstacles such as difficulty in formulating clear research questions, using precise academic vocabulary, maintaining logical flow, and mastering citation practices. To address the issues, they employed several effective strategies employed      including seeking feedback, attending workshops, outlining, varying sentence structures, and thorough proofreading. AI tools like Grammarly, QuillBot, ChatGPT, and Mendeley are widely used for grammar checks, paraphrasing, citation management, and enhancing coherence, demonstrating their value in supporting academic writing. However, the study underscores the importance of human oversight to ensure originality and foster critical thinking. These findings have implications for both theoretical advancement and educational practice, particularly in the integration of AI tools in higher education. The findings hold significant implications for educational practice, suggesting that AI integration in higher education can serve as an effective support tool, provided it is accompanied by guidance on responsible usage.
Investigating AI Usage in English Language Learning: Frequency, Preferences, and Perceived Effectiveness on Speaking and Writing Skills Andika, Jeffri Dian; Andreevna, Karelina Natalya; Herda, Rozanah Katrina; Savitskaya, Elina S; Titania, Fani Nabila; Ivashova, Elizaveta
Wahana Pendidikan Vol 12, No 2 (2025): Agustus 2025
Publisher : Universitas Galuh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25157/jwp.v12i2.18734

Abstract

Inspired by the different usage patterns, preferences, and perceived effectiveness of AI tools to support English productive skills, the study provides their comparative analysis among students in Indonesia and Russia. The study used a mixed-methods approach with a convergent parallel design to conduct the research.  While the researcher employed online questionnaires containing ordinal scales using Likert-type items to collect quantitative data, interviews with open-ended questions were used to get qualitative data. There are 175 students from each country as the research sample. The study results confirm that Russian students access AI weekly or monthly, and Indonesian students use AI tools daily. Students in both countries admit that chatbots and language learning apps are their preferred AI tools. In terms of perceptions, while Indonesian students consider AI a beneficial tool to support their writing, Russian students classify AI tools as a valuable companion in speaking. They also stated their neutrality due to excessive accuracy and dependency. To develop AI tools, students highlighted the essence of more tailored, interactive, and attainable features. In conclusion, although AI tools support English productive skills, there is a need to incorporate pedagogical guidance and ethical considerations in their implementation. 
Co-Authors Andreevna, Karelina Natalya Faresta, Rangga Alif Fitriani, Lina Ulfa Ivashova, Elizaveta M. Zaenal Abidin Malisa, Malisa Margana Margana Mufliha, Wilda Nur Narayana, I Gede Perdana Putra Reswari, Girindra Putri Ardana Ridho, M. Zainul Robbaniyah, Inayatur Rozanah Katrina Herda, Rozanah Katrina Savitskaya, Elina S Titania, Fani Nabila Waly, Muchamad Muchibbuddin Yuyun Yulia