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Artificial Intelligence (AI) is Not A Writing Gods, So Why Do Post-Graduate Students Believe It? Ikrawansyah, Ikrawansyah; Romadhon, M Galuh Elga
Jurnal Paedagogy Vol 11, No 3 (2024): Jurnal Paedagogy (July 2024)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jp.v11i3.11994

This study was aimed at understanding graduate students' preferences in applying AI when dealing with their class papers and projects in Indonesia. It also sought to understand how students who have used AI in previous writing feel about such experience. This study adopted a phenomenological research method in order to elicit in-depth insights into the concerns of the students. The participants included graduate students from four universities in Indonesia. These data were gathered using semi-structured interviews of 30 students who had experience using AI for their academic writing. Guided by understanding the decision-making process, perceived benefits, and drawbacks of AI, and overall experiences, interview questions were prepared. One-way thematic analysis was conducted with the interview data. Students seemed to view AI applications as only helping with formatting and editing tasks, as most of them would like to have the opportunity to do the major work by themselves for better learning. Another underlying strong theme emerging here is related to AI overdependency and unequal access to it. The results offer insights into the respective areas that can be used by educators and institutions to provide a balance between the rising AI in use and support for independent learning within academics.

Flex, adapt, and engage: A new framework for EFL teaching success Yunus, Muhammad; Anggraini, Riesty Kartika; Romadhon, M Galuh Elga
Journal of Research on English and Language Learning (J-REaLL) Vol. 6 No. 2 (2025): Journal of Research on English and Language Learning (J-REaLL)
Publisher : Universitas Islam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33474/j-reall.v6i2.23694

Although the Independent Curriculum of Indonesia promotes self-directed learning and encourages the active involvement of learners, minimal student participation continues to be a persistent challenge. Prior research has reductively viewed student engagement as simply attendance, and few have looked at how teachers fill this gap within the flexible structure of the curriculum. This qualitative case study tries to fill this gap by looking at one East Java English teacher's experiences through narrative interviews. Findings illuminate her multifaceted strategies such as energizing students and encouraging the use of English, adapting lessons in real-time, and implementing a multitude of methods. Persistent challenges included high rates of absenteeism and a general reluctance to converse in English. These indicate a greater need for tailored approaches and ongoing, differentiated instructional support from teachers to meet the aims of the curriculum. Due to the analysis consisting of only one single participant, the findings may not be generalizable; however, the results provide direct insight for educators regarding changes to instructional strategies as well as for policy makers in developing policies grounded on research. Subsequent inquiries should increase participant numbers and integrate other forms of documentation to build evidentiary strength. Such efforts can inform responsive approaches to foster language acquisition in Indonesia and comparable settings.

WHEN MACHINES SPEAK ENGLISH, DO WE STILL LISTEN? THE CHANGING DYNAMICS OF HUMAN AUDITORY ENGAGEMENT Huda, M Alamul; Mistar, Junaidi; Karimullah, Imam Wahyudi; Romadhon, M Galuh Elga
TELL - US JOURNAL Vol 11, No 3 (2025): September 2025
Publisher : Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22202/tus.2025.v11i3.10090

This research analyzes changing patterns of human response to machine speech within the framework of education-enabled AI technologies. This phenomenon is framed within the Media Equation Theory, Cognitive Load Theory, and the Uncanny Valley Hypothesis to study the effects of prolonged exposure to synthetic voices on emotion and trust. With a phenomenological approach, the author interviewed and asked ten Indonesian university students to respond to reflective journals. Students reported that AI voices may facilitate task-focused listening (e.g., to provide the definitions or pronounce words) but do not engage emotionally. Their lack of response adaptability and dynamic responsiveness evoke passive participation, attention drifting, and trust erosion. Students reported feeling emotionally detached, discomfort with hyper-realistic voice mimicry, and cognitive strain attributable to monotonically robotic pacing and tones. Compliance deviated from the voice of authority phenomenon; stronger collective participants expressed a greater need for emotionally responsive signalling. AI tools, while functionally convenient, do not inspire trust as conversational agents. This highlights the need for redesigning listening engagement interfaces and educational AI that adapt not only to the content but also to the user’s emotional context. Research on cross-cultural preferences and the dependence of AI voices on listening and communication skills is necessary.

Flipbook as a Learning Medium: A Study on Indonesian ESP Students Darmawan, Iwan; Heriyawati, Dwi Fita; Mustofa, Mutmainnah; Romadhon, M Galuh Elga
VELES Voices of English Language Education Society Vol 8 No 1 (2024): April 2024
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v8i1.25137

Technological advancements are significantly transforming the landscape of Indonesian education, shifting from traditional methods to digital learning media. This study examines the adoption of Flipbook, a digital tool, in English for Specific Purposes (ESP) courses, aiming to enhance the learning experience for students enrolled in English language study programs. Utilizing Flipbook as an instructional medium, lecturers anticipate offering a novel approach to integrating technology in education. Data were gathered through questionnaires administered to seventy-six students focusing on ESP materials. The questionnaire, comprising thirty-one items with both positive and negative statements, evaluated four key aspects: the completeness of the learning content delivered through Flipbook, student engagement in learning activities, the effectiveness of lecturers in managing the digital learning environment, and the adequacy of facilities and infrastructure supporting the use of Flipbook. The findings demonstrated varying levels of effectiveness: The lecturer's ability to manage Learning was notably effective, with a high mean score of 44.97, indicating that Flipbook facilitates dynamic classroom management. Learning Activities also showed positive outcomes, with a mean score of 36.43, suggesting satisfactory engagement and interactivity. However, Learning Completeness and Facilities and Infrastructure highlighted areas needing improvement, with mean scores of 31.57 and 27.24, respectively. These lower scores reveal significant gaps in content delivery completeness and the supporting infrastructure, which are critical for effectively using digital learning tools.

An Investigation into the Challenges and Strategies Utilization in Academic Writing: A Case Study of Indonesian Postgraduate Students Muryani, Rera Nadian; Romadhon, M Galuh Elga; Mustofa, Mutmainnah
VELES Voices of English Language Education Society Vol 8 No 1 (2024): April 2024
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v8i1.25330

This study explores into the challenges encountered by postgraduate students in the realm of academic writing,along with the strategies they employ to tackle these hurdles and the resources aiding their writing process.Employing narrative inquiry as the research design, the study aimed to facilitate a comprehensive explorationof these issues. The participants consisted of ten postgraduate students enrolled at a private university inIndonesia. The research methodology involved conducting interviews with these students to uncover thestrategies and tools utilized by English Master's degree students to achieve success in academic writing.Primary difficulties identified included challenges in organizing coherent content, sourcing relevant referencesto bolster arguments, navigating spatial constraints when expressing ideas, and accurately interpreting data.The findings revealed that digital resources, such as scholarly websites and databases, emerged as the primarysources for accessing journals and articles. In contrast, printed materials played a diminished role due to theiroutdated nature. The study underscores the importance of understanding these inherent challenges in writingand leveraging available strategies and resources to enhance writing skills, thereby enabling postgraduatestudents to produce high-quality research papers.

EXPLORING STUDENTS’ VOICES ON SNBT ENGLISH LITERACY: A NARRATIVE INQUIRY APPROACH Darmawan, Iwan; Romadhon, M Galuh Elga; Mustofa, Mutmainnah
English Review: Journal of English Education Vol. 12 No. 1 (2024)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v12i1.9207

This research study examines the challenges encountered by high school students in Indonesia while acquiring English literacy skills for the National Selection Based on Test (SNBT) examination. The research uses a narrative inquiry methodology to gather qualitative data from two participants who come from diverse backgrounds. The researcher aims to gain a thorough understanding of the participants' experiences, perceptions, and challenges associated with the SNBT examination. Using open-ended questions and probing techniques, the researcher was able to identify recurring themes, patterns, and significant insights. Thematic analysis was employed to identify and analyze the main themes and sub-themes that emerged from the respondents' narratives. The findings of the research indicate that language, psychological, and environmental challenges were identified as the primary obstacles. The findings underscore the significance of catering the varied learning needs of students, including language support and personalized instruction. Moreover, offering explicit guidance on the format and requirements of the SNBT test can better prepare students for success. Additionally, integrating technology, such as online resource and tools, into the language curriculum can enhance engagement and provide valuable learning opportunities. These recommendations aim to empower students by equipping them with the necessary tools and support to navigate the challenges of English literacy acquisition and excel in the SNBT examination.

TEACHERS’ VOICES IN WORDWALL MEDIA APPLICATION IN TEACHING YOUNG LEARNERS CONTEXT: A NARRATIVE INQUIRY Insani, Afra Nadya Putri; Romadhon, M Galuh Elga; Heriyawati, Dwi Fita
English Review: Journal of English Education Vol. 12 No. 1 (2024)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v12i1.9212

Teacher of English Young Learner must be aware the students need in their learning, especially on using online media learning. Many researchers were conducted research on utilizing online media, Wordwall. It is an online based game tool. This research was aimed to investigate teacher’s voice in Wordwall media application in teaching young learners. This research used narrative inquiry. This research analyzed the teacher’s perception on using Wordwall media. There is a lack of study on teacher of English Young Learner’s perception of Wordwall.net as the media in learning vocabulary, despite the fact that numerous research studies have examined the usage of web tools connected to vocabulary and perception of Wordwall. This research was only structured interviewed the teacher of English Young Learner in one of the Elemantary school of Malang. The collected data then described. The study found that teachers had positive perceptions of using Wordwall to learn vocabulary. Teachers found it to be a useful tool for assessing student learning. The study concluded that Wordwall is a valuable tool for vocabulary learning. It is engaging, fun, and effective in improving learning outcomes.

Artificial Intelligence (AI) is Not A Writing Gods, So Why Do Post-Graduate Students Believe It? Ikrawansyah, Ikrawansyah; Romadhon, M Galuh Elga
Jurnal Paedagogy Vol. 11 No. 3 (2024): July
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jp.v11i3.11994

This study was aimed at understanding graduate students' preferences in applying AI when dealing with their class papers and projects in Indonesia. It also sought to understand how students who have used AI in previous writing feel about such experience. This study adopted a phenomenological research method in order to elicit in-depth insights into the concerns of the students. The participants included graduate students from four universities in Indonesia. These data were gathered using semi-structured interviews of 30 students who had experience using AI for their academic writing. Guided by understanding the decision-making process, perceived benefits, and drawbacks of AI, and overall experiences, interview questions were prepared. One-way thematic analysis was conducted with the interview data. Students seemed to view AI applications as only helping with formatting and editing tasks, as most of them would like to have the opportunity to do the major work by themselves for better learning. Another underlying strong theme emerging here is related to AI overdependency and unequal access to it. The results offer insights into the respective areas that can be used by educators and institutions to provide a balance between the rising AI in use and support for independent learning within academics.

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