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All Journal Journal of Educational Sciences EduInovasi: Journal of Basic Educational Studies
Septiani, Revina Pinkan
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Exploring AI-Driven Language Teaching For English As A Foreign Language Teachers In Vocational High School In Karawang Septiani, Revina Pinkan; Nugraha, Sidik Indra; Ambarwati, Evi Karlina
Journal of Educational Sciences Vol. 9 No. 4 (2025): Journal of Educational Sciences
Publisher : FKIP - Universitas Riau

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31258/jes.9.4.p.2073-2084

Abstract

In today’s rapidly digitalization educational landscape, Artificial Intelligence (AI) has emerged as a promising tool in English as a Foreign Language (EFL) instruction. Despite its potential to improve teaching efficiency and learner engagement, the integration of AI in Indonesian vocational high schools remains limited and challenging. This study investigates how EFL teachers incorporate AI into their classroom practices, the obstacles they face, and strategies to optimize its use. Using a qualitative case study method, data were collected through open-ended questionnaires and semi-structured interviews with four English teachers at a vocational high school in Karawang, West Java. Thematic analysis was conducted using the Technological Pedagogical Content Knowledge (TPACK) framework. The results indicate that major barriers include inadequate infrastructure, poor internet access, limited digital device availability, and sufficient teacher digital literacy. Pedagogical issue such as dependency on AI, reduced creativity, and ethical concerns like plagiarism and decreased student autonomy also surfaced. The study highlights the importance of targeted professional development based on TPACK, improved technological access, and ethical digital literacy in school curricula. These findings offer valuable insights for enhancing AI integration in EFL teaching at the vocational level, with implications for teacher training, curriculum design, and education policy in Indonesia.
Exploring Transitivity in English Education Students’ Argumentative Writing Kusuma, Muhammad Daffa Arya; Samsi, Yogi Setia; Septiani, Revina Pinkan
EduInovasi:  Journal of Basic Educational Studies Vol. 6 No. 1 (2026): EduInovasi:  Journal of Basic Educational Studies
Publisher : Intitut Agama Islam Nasional Laa Roiba Bogor

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Abstract

Argumentative writing is an essential skill for English Education students, yet many still struggle to construct logical and persuasive arguments. This study examines how students use transitivity processes to build arguments through the framework of Systemic Functional Linguistics (SFL). A descriptive qualitative approach was employed to analyze four argumentative essays consisting of 44 clauses written by second-year English Education students at Universitas Singaperbangsa Karawang. Each clause was categorized according to Halliday and Matthiessen’s (2004) transitivity system. The analysis revealed that material processes occurred 31 times, mental processes 5 times, relational processes 6 times, and verbal, behavioral, and existential processes 2 times in total. These findings show that students predominantly describe actions rather than abstract reasoning or evaluations. Pedagogically, the results suggest two key implications, first, integrating functional grammar awareness into academic writing instruction can help students understand how language constructs meaning; second, designing writing tasks that emphasize varied process types can enhance students’ argument quality and critical thinking.
Co-Authors Ambarwati, Evi Karlina Kusuma, Muhammad Daffa Arya Sidik Indra Nugraha, Sidik Indra yogi setia samsi, yogi setia