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All Journal IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature EDUVELOP (Journal of English Education and Development) Globish: An English-Indonesian Journal for English, Education, and Culture International Journal of Pedagogy and Teacher Education Indonesian Journal of Educational Science (IJES) BIORMATIKA : JURNAL ILMIAH FAKULTAS KEGURUAN DAN ILMU PENDIDIKAN Indonesian Journal of Community Services Seltics Journal: Scope of English Language Teaching, Literature and Linguistics Journal Klasikal: Journal of Education, Language Teaching and Science Jurnal Paedagogy English Learning Innovation (englie) TRANSFORMASI : JURNAL PENGABDIAN PADA MASYARAKAT Archive: Jurnal Pengabdian Kepada Masyarakat Darma Diksani: Jurnal Pengabdian Ilmu Pendidikan, Sosial, dan Humaniora ELLITE: Journal of English Language, Literature, and Teaching GLENS: Global English Insights Journal
Aqzhariady Khartha
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Religion Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Mathematics Public Health Social Sciences Other

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Comparing lecturer and AI-based assessment in EFL academic writing: Hybrid framework implications Aqzhariady Khartha; Uswatun Husanah; Wahdaniatul Mukarrama
English Learning Innovation Vol. 7 No. 1 (2026): February
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/englie.v7i1.42798

Abstract

Effective assessment of EFL academic writing in Indonesian universities is still difficult because lecturers have heavy workloads and provide inconsistent feedback. While AI tools like Grammarly, ChatGPT, and Gemini promise to improve efficiency, most research focuses on single platforms or Western contexts. This leaves a significant gap in understanding how different AI systems compare with human assessment across various writing aspects in Indonesia's specific EFL environment. This mixed methods study addresses this gap by comparing lecturer assessments with three AI platforms in five writing areas: grammar, coherence, organization, vocabulary, and mechanics. It also explores stakeholder perceptions. A quantitative analysis of 30 students' essays showed that AI consistently gave higher scores in technical aspects, such as grammar and mechanics (p<0.05), but lower scores in holistic dimensions like coherence and organization. There were strong correlations in grammar (r=0.85) and weak correlations in coherence (r=0.38). Qualitative findings revealed that 70.0% of participants felt lecturer assessments were fairer because of their understanding of cultural context. Although AI showed efficiency, it lacked sensitivity to Indonesian rhetorical norms. The study suggests a culturally responsive hybrid assessment model where AI handles initial technical screening, and lecturers focus on contextual evaluation. This approach balances AI's efficiency, which could reduce workloads by 60%, with human expertise in culturally relevant feedback, providing a practical framework for Indonesian EFL institutions undergoing digital transformation while maintaining educational integrity.
Empowerment Of Msmes In Hakatutobu Village Through Artificial Intelligence-Based Digital Marketing Training Khartha, Aqzhariady; Alfian, Heri; A. Bohang, Muthmainnah Bahri; Dakka, Litha Nesidekawati; Wirawati, Nur; Nasir, Syarif Hidayat; Marhamah, Marhamah; Putra, Eko
TRANSFORMASI : JURNAL PENGABDIAN PADA MASYARAKAT Vol 6, No 1 (2026): April
Publisher : UNIVERSITAS MUHAMMADIYAH MATARAM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31764/transformasi.v6i1.39265

Abstract

This community service aimed to empower seafood processing Micro, Small, and Medium Enterprises (MSMEs) in Hakatutobu Village through digital marketing training and the utilization of Artificial Intelligence (AI). The lack of digital marketing skills and technological limitations were the main obstacles faced by partners in expanding market reach. The method employed was Participatory Action Research (PAR) combined with hands-on training for 25 participants. The core material focused on AI prompting literacy to generate effective copywriting and promotional designs. Success was measured by comparing pre-test and post-test scores and paired sample t-test. Quantitative results showed an average increase in participants' understanding of 55% (from 50.0 to 77.5), which was proven statistically significant (p < 0.001). Qualitatively, participants were able to produce their first digital promotional content. The evaluation instrument comprised 20 items assessing five digital marketing competency indicators, with face validity confirmed by expert review. The PAR approach engaged partners iteratively through planning–action–reflection cycles rather than one-way training. These findings indicate that the AI-based hands-on intervention produced a statistically significant and practically meaningful improvement in MSMEs’ digital marketing competence, enabling local processed seafood products to reach a broader market.
Do Maritime Students See English as A Career Asset or A Burden? A Perception Study Aqzhariady Khartha; Muhammad Fathur Rahman Khalik; Muthmainnah Bahri A. Bohang; St. Hartina
ELLITE: Journal of English Language, Literature, and Teaching Vol. 11 No. 1 (2026): ELLITE: May
Publisher : Universitas Muhammadiyah Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32528/ellite.v11i1.4274

Abstract

This study looks at how maritime cadets view English in their professional lives. It addresses a gap in understanding what vocational students think about language skills. Using a mixed-methods approach, the research collected data from 60 final-year cadets through questionnaires and 5 through in-depth interviews at a maritime polytechnic in Makassar. The investigation uncovered important insights. The quantitative findings showed a significant difference: cadets rated the importance of English highly (mean = 4.52). About 78.3% strongly agreed that it is essential for maritime jobs. However, their attitudes toward learning it were low (mean = 2.48), with only 8.3% expressing strong positivity. The qualitative findings revealed a change in perception. Cadets see English as an "academic burden" in classrooms but view it as a "professional asset" after gaining sea experience. The study suggests changing how English is taught in maritime schools. It recommends including context-specific content earlier and simulating professional communication situations. These adjustments could help close the gap between attitudes and the importance of English and frame it as a crucial skill for global maritime careers instead of an academic hurdle.
The Efficacy of DreamBuilder-Mediated TBLT in Enhancing English Proficiency: An Experimental Study on Women Entrepreneurs Aqzhariady Khartha; Muthmainnah Bahri A. Bohang; Marhamah Marhamah; Heri Alfian
Seltics Journal: Scope of English Language Teaching Literature and Linguistics Vol. 9 No. 1 (2026): Seltics Journal: Scope of English Language Teaching, Literature and Linguistics
Publisher : Program Studi Pendidikan Bahasa Inggris FKIP Universitas Muslim Maros

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46918/seltics.v9i1.3434

Abstract

English proficiency has become a critical determinant of business competitiveness for women entrepreneurs in Indonesia, yet existing programs rarely address their professional communication needs. This study investigated the effects of Task-Based Language Teaching (TBLT) through the DreamBuilder platform on the English proficiency of Indonesian women entrepreneurs in the Academy for Women Entrepreneurs (AWE) program, Makassar. A quasi-experimental mixed-methods design involved 40 participants in a TBLT group (n = 20) or Traditional instruction group (n = 20), with pre- and post-test scores, questionnaire, and interview data collected concurrently. The TBLT group demonstrated significantly greater proficiency gains (mean gain: 25.8 vs. 9.8 points; t(38) = 18.43, p < .001, Cohen’s d = 5.27). Participants rated task-profession relevance highly (M = 4.6) and reported increased daily professional English use post-intervention. Thematic analysis identified four facilitating factors such as task-profession alignment, platform flexibility, resource variety, and peer interaction, and four inhibiting factors such as technological barriers, delayed feedback, limited cultural relevance, and self-regulation challenges. Extending TBLT evidence to adult women entrepreneur learners through a purpose-built digital entrepreneurship platform constitutes the study’s primary novelty. Platform developers and policymakers are recommended to prioritize task localization, integrated feedback, and digital infrastructure investment to maximize TBLT effectiveness in comparable emerging economy contexts.
Peran Literasi fisik dalam Pengembangan Motorik Anak Usia Dini Iyan Nurdiyan Haris; Ari Gana Yulianto; Rosti Rosti; Ernawati Ernawati; Aqzhariady Khartha
Biormatika : Jurnal ilmiah fakultas keguruan dan ilmu pendidikan Vol. 11 No. 1 (2025): Biormatika : Jurnal ilmiah fakultas keguruan dan ilmu pendidikan
Publisher : Universitas Subang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35569/biormatika.v11i1.2274

Abstract

Pendidikan jasmani merupakan sarana pendidikan yang dilakukan melalui aktivitas jasmani. Implementasi pendidikan jasmani yang menyimpang dari konsep kurikulum akibat tuntutan agar anak berprestasi dalam cabang olahraga tertentu, serta semakin maraknya spesialisasi olahraga sejak dini, dapat menimbulkan dampak negatif terhadap pertumbuhan dan perkembangan anak di masa depan. Literasi fisik menjadi salah satu solusi untuk mengatasi masalah tersebut, sehingga anak-anak maupun orang tua memiliki pemahaman yang lebih baik mengenai motivasi, kepercayaan diri, kompetensi fisik, serta pengetahuan dan pemahaman tentang cara bergerak sesuai dengan tingkat perkembangan mereka. Tujuan dari penelitian ini adalah untuk mengetahui pentingnya literasi fisik dalam pendidikan jasmani usia anak-anak. Penelitian ini menggunakan metode literature review, yaitu dengan melakukan kajian hasil penelitian terdahulu berdasarkan teori yang dapat dipertanggungjawabkan untuk menghasilkan teori baru yang lebih mutakhir. Berdasarkan interpretasi cause and effect dari 10 artikel yang berkaitan dengan literasi fisik dan pendidikan jasmani usia anak-anak dihasilkan kesimpulan yang sangat tegas dari penelitian ini, yaitu bahwa perkembangan kemampuan literasi fisik anak-anak dalam pendidikan jasmani memberikan dampak yang sangat signifikan terhadap peningkatan keterampilan motoric kasar, motoric halus, dan perkembangan gerak dasar pada anak-anak; kebugaran jasmani, potensi, dan prestasi akademik anak-anak; serta perkembangan aktivitas fisik dan budaya hidup aktif dan sehat sepanjang hayat.
Gamified Vocabulary Learning through Quizizz: An Experimental Study on EFL Students’ Lexical Development in Indonesia Syarif Hidayat Nasir; Ashabul Kahfi Susanto; Vivin Helvira; Aqzhariady Khartha
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 2 (2025): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v13i2.8119

Abstract

This experimental study investigates how gamified vocabulary learning through Quizizz supports English as a Foreign Language (EFL) students’ lexical development in Indonesia. Grounded in the principles of Self-Determination Theory, the research examines how game-based features, such as instant feedback, competition, and reward systems, enhance learners’ motivation and engagement during vocabulary acquisition. Twenty-eight eleventh-grade students from a public school in South Sulawesi participated in pre- and post-tests to measure learning gains after the Quizizz intervention. The results indicate notable improvements in students’ vocabulary mastery accompanied by increased autonomy and active participation during lessons. The findings suggest that integrating gamification elements can strengthen learners’ intrinsic motivation, contributing to more effective vocabulary learning in EFL classrooms. However, the study’s limited context, focusing on a single school and lacking comparison with other digital platforms, constrains the generalizability of the results. The study recommends broader implementation and future research across varied educational settings to further validate the potential of Quizizz and similar tools in enhancing EFL students’ lexical resources.
A Comparative Analysis of TPACK Mastery Among Novice, Intermediate, and Senior Physical Education Teachers Iyan Nurdiyan Haris; Ernawati Ernawati; Tri Maniarta Sari; Rosti Rosti; Syarif Hidayat Nasir; Aqzhariady Khartha
International Journal of Pedagogy and Teacher Education Vol 9, No 1 (2025): International Journal of Pedagogy and Teacher Education - April
Publisher : The Faculty of Teacher Training and Education (FKIP), Universitas Sebelas Maret, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/ijpte.v9i1.100257

Abstract

This study investigates variations in Technological Pedagogical Content Knowledge (TPACK) mastery among novice (0–5 years), intermediate (5–10 years), and senior (&gt;10 years) physical education teachers in Kolaka Regency, Indonesia, while exploring contextual factors that influence its implementation. Employing a sequential explanatory mixed-methods design, the research integrates quantitative survey data from 80 teachers with qualitative findings from classroom observations and semi-structured interviews. Quantitative analysis revealed significant differences in TPACK proficiency, with intermediate teachers achieving the highest mean score (M = 4.2), attributed to their optimal balance of pedagogical experience and adaptability to technological innovation. Qualitative data illuminated systemic challenges, including limited infrastructure and institutional support, particularly in rural areas. Teachers responded with adaptive strategies such as peer-based collaboration, frugal use of mobile technologies, and contextualized integration of cultural elements into digital instruction. These strategies formed a locally grounded “TPACK ecosystem,” driven by grassroots innovation rather than top-down mandates. The study highlights how teaching experience, socio-cultural context, and institutional constraints intersect to shape TPACK development. Findings emphasize the importance of differentiated professional development tailored to career stages, as well as the need for policy frameworks that formalize and support informal teacher networks. This research offers practical recommendations for enhancing technology integration in physical education, particularly in resource-constrained settings.
Menumbuhkan Minat Baca, Keterampilan Literasi, dan Kreativitas Siswa melalui Implementasi Pohon Literasi: Developing the Reading Interest, Literacy Skills, and Creativity among Students through Literacy Tree Working Wall Alifiah Pratiwi; Ray Suryadi; Aqzhariady Khartha; Bimas Reskiawan; Sultan Sultan; Nurcahaya Nurcahaya; Rina Amriani
DARMADIKSANI Vol 5 No 4 (2025): Edisi Desember
Publisher : Jurusan Pendidikan Bahasa dan Seni, FKIP, Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/darmadiksani.v5i4.8309

Abstract

Pohon Literasi adalah inovasi pendidikan yang dirancang untuk meningkatkan minat baca, keterampilan literasi, dan kreativitas siswa melalui visualisasi bacaan dalam bentuk pohon yang interaktif. Konsep ini menggabungkan elemen visual dan interaktif untuk memotivasi siswa dalam kegiatan membaca dan menulis. Kegiatan ini dilakukan di SD Negeri 1 Puuroda selama empat bulan untuk mengevaluasi dampak implementasi Pohon Literasi terhadap keterampilan membaca dan menulis siswa. Metode kegiatan melibatkan pengenalan Pohon Literasi sebagai alat bantu visual yang memungkinkan siswa untuk menambahkan daun atau buah pada pohon sebagai representasi kemajuan bacaan mereka. Data dikumpulkan melalui observasi dan umpan balik guru untuk menilai keterlibatan siswa serta dampak terhadap motivasi dan keterampilan literasi. Hasil kegiatan menunjukkan bahwa Pohon Literasi efektif dalam meningkatkan minat baca dan keterampilan literasi siswa dengan menciptakan rasa pencapaian dan motivasi tambahan melalui visualisasi progres bacaan. Selain itu, aktivitas kreatif yang terkait dengan menghias pohon memperkaya pengalaman belajar siswa dan mendorong ekspresi kreatif. Meskipun ada tantangan seperti keterbatasan sumber daya dan waktu, solusi praktis seperti pemanfaatan bahan yang tersedia dan teknologi digital dapat membantu mengatasi hambatan tersebut. Dengan perencanaan yang matang dan dukungan komunitas pendidikan, Pohon Literasi dapat menjadi alat yang berharga dalam meningkatkan literasi dan kreativitas siswa secara menyeluruh.
The Ideology of Accent: Investigating Accent-Based Judgments Among Indonesian EFL Students Aisyah Ashar; Aqzhariady Khartha; Syarif Hidayat Nasir; Alifiah Pratiwi
Jurnal Paedagogy Vol. 13 No. 2 (2026): April
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jp.v13i2.19694

Abstract

This study aims to investigate accent-based judgments among Indonesian learners of English as a Foreign Language (EFL), particularly the preference for native-like English accents over communicative competence. The research employed a mixed-method design involving a questionnaire distributed to 60 English Education students selected through purposive sampling and semi-structured interviews with 15 selected participants from the same cohort at Universitas Sembilanbelas November Kolaka. The questionnaire data were analyzed using descriptive statistics, while interview data were examined through thematic analysis. The findings reveal that most students prioritize native-like accents, especially British English, as the primary indicator of speaking proficiency, even when fluency and grammatical accuracy are weak. This preference contributes to social favoritism in academic contexts and leads to internalized insecurity among fluent speakers with Indonesian-accented English. The study highlights how accent ideology influences peer judgment and learner identity, reinforcing native-speakerism within EFL classrooms. It concludes by advocating an intelligibility-oriented approach to English teaching and the inclusion of diverse English varieties to promote more equitable and inclusive language practices.
Between Convenience and Accuracy: EFL Students' Perceptions of Google Translate in Academic Translation Tasks Susi Astiantih; Aqzhariady Khartha; Sofyan Sukwara Akfan; Aswiro Hasan
GLENS: Global English Insights Journal Vol. 3 No. 3 (2026): GLENS, August 2026
Publisher : PT. Global Research Collaboration

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66314/glens.v3i3.837

Abstract

Although machine translation tools are widely used in higher education, little attention has been paid to how EFL students at peripheral Indonesian universities perceive and evaluate the accuracy of Google Translate in academic settings. This study examined students' perceptions of Google Translate as an academic translation tool, focusing on ease of use, lexical accuracy, and grammatical reliability. Using a mixed-methods design, data were collected from 47 English education students at Universitas Sembilanbelas November Kolaka through a 20-item five-point Likert scale questionnaire, supplemented by semi-structured interviews with six purposively selected participants. Quantitative data were analyzed descriptively, while interview data underwent thematic analysis. Findings reveal predominantly positive perceptions of Google Translate's accessibility and efficiency (M = 3.63–3.76) and lexical accuracy (M = 4.00), while perceptions of grammatical accuracy were more tempered (M = 3.42), with students frequently noting the need to revise translated outputs, particularly for complex or technical texts. Qualitative data further show that students treat Google Translate as a starting point rather than a final product. These findings highlight an urgent need for explicit post-editing instruction, critical digital literacy, and guided frameworks for machine translation use in language pedagogy within under-resourced educational settings.
Co-Authors A. Bohang, Muthmainnah Bahri A. Gusti Efendy Abin, Rais Adisaturrahimi, Andi Aisyah Ashar Alifiah Pratiwi Ari Gana Yulianto Ashabul Kahfi Susanto Ashar, Aisyah Astuti, Alfiani Dwi Aswiro Hasan Bohang, Muthmainnah Bahri A. eko putra, eko Ernawati Ernawati Ernawati Ernawati Happy Cruzia Rini Hariadi Syam Hariyati, Sri Heri Alfian Hustiana Iyan Nurdiyan Haris Iyan Nurdiyan Haris Karima, Rahmawati Nur Korompot, Chairil Anwar Litha Nesidekawati Dakka Litha Nesidekawati Dakka Marhamah Marhamah Marhamah Marhamah Muhammad Fathur Rahman Khalik Muhammad Rifqi Syamsuddin Muthmainnah Bahri A. Bohang Muthmainnah Bahri A. Bohang Muthmainnah Bahri A. Bohang Muthmainnah Bahri A. Bohang Naing, Ince Rezky Nasir, Syarif Hidayat Novita Pratiwi Nur Wirawati Nurcahaya Nurcahaya Pratiwi, Alifiah Rais Abin Ray Suryadi, Ray Reskiawan, Bimas - Rina Amriani Rosti Rosti Rosti Rosti Sofyan Sukwara Akfan Sri Hariati Mustari St. Hartina Sultan Baa Sultan Baa Sultan Sultan Susi Astiantih Syarif Hidayat Nasir Syarif Hidayat Nasir Syarif Hidayat Nasir, Syarif Hidayat Tri Maniarta Sari Uswatun Husanah Vivin Helvira Wahdaniatul Mukarrama Wirawati, Nur