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All Journal Taawun: Jurnal Pengabdian kepada Masyarakat English Review: Journal of English Education
Sofendi
Universitas Sriwijaya
Religion Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Other

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Pelatihan Pembuatan Media Pembelajaran Berbantuan OpenAI: ChatGPT Dalam Pengajaran Bahasa Inggris Bagi Guru Sekolah Menengah Pertama Tita Wulandari; Sofendi; Alhenri Wijaya; Fiftinova; Eryansyah; Ida Rosmalina; Rita Hayati
TAAWUN Vol. 4 No. 02 (2024): TA'AWUN AUGUST 2024
Publisher : Pusat Penelitian Pengabdian Pada Masyarakat Sekolah Tinggi Ilmu Tarbiyah Al-Fattah Siman Lamongan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37850/taawun.v4i02.771

Abstract

To improve the teachers’ competencies and skills in using updated digital technology, specifically Artificial Intelligence (AI), this activity aimed at improving the teachers’ competencies and skills in creating learning media by utilizing OpenAI: ChatGPT. It is a community service done by a group of English Education Study Program lecturers at the Faculty of Teacher Training and Education, Universitas Sriwijaya. The activity procedures were program socialization, presentation, discussion, mentoring, and practices. The participants are members of the junior high school English Teachers’ Forum, in Indonesia, known as MGMP Bahasa Inggris SMP, in Lubuklinggau. Firstly, all participants were introduced to artificial intelligence and OpenAI: ChatGPT. Next, they were guided to create a new account, construct proper prompts or instructions, and integrate the platform into their English classroom. Before the workshop, the participants were given a questionnaire to answer. It was found that 100% of them never heard of or used OpenAI: ChatGPT. Nevertheless, positive responses were obtained after the workshop sessions. The participants agreed that it was really helpful for them. They can get creative teaching ideas, prepare classroom learning material, and access unlimited information. Therefore, 63,2% of the teachers strongly agree and 36,8% of the teachers agree that it can enhance the learning experience. Not only that, all participants encouraged the government or authorized institutions to give further workshops related to updated technology. As a result, the participants were able to create learning media using OpenAI: ChatGPT.
TECHNOLOGY INTEGRATION IN INDONESIAN EFL CLASSROOMS: PATTERNS, CONSIDERATIONS, AND IMPACTS Annisa Nurul Lestari; Sofendi; Machdalena Vianty
English Review: Journal of English Education Vol. 14 No. 1 (2026)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/englishreview.v14i1.137

Abstract

This study examines how educational technologies are integrated into English as a Foreign Language (EFL) teaching and learning at a public senior high school in Indonesia from both teacher and student perspectives. Data were collected through open-ended questionnaires from 306 students and semi-structured interviews with seven English teachers and analyzed using Braun and Clarke’s (2006) Thematic Analysis. The findings reveal that a wide range of technologies including hardware, communication tools, learning platforms, AI tools, online dictionaries, presentation tools, and social media support EFL learning. Teachers’ technology use is influenced by pedagogical clarity, practicality, device compatibility, and school-supported facilities, while students utilize digital tools to enhance comprehension, vocabulary, pronunciation, and assignment completion. Technology improves students’ motivation, engagement, and participation, but challenges such as unstable internet, limited devices, technical disruptions, and lack of dedicated multimedia spaces remain. Coping strategies include preparing backup materials, sharing devices, using school Wi-Fi, employing offline alternatives, and seeking peer or teacher support. Overall, technology positively contributes to learning effectiveness, but strengthening digital readiness and school infrastructure is essential to maximize its potential. This study uniquely triangulates teacher and student perspectives in a resource-constrained context, offering practical implications for EFL classrooms.
Co-Authors Alhenri Wijaya Annisa Nurul Lestari ERYANSYAH, ERYANSYAH Fiftinova Ida Rosmalina Machdalena Vianty Rita Hayati Tita Wulandari