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p-Index From 2021 - 2026
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All Journal Pioneer: Journal of Language and Literature IJELR: International Journal of Education, Language, and Religion
Syafruddin, Yuliana Angreini
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Religion Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Parents’ Language Beliefs and Attitudes toward the Indonesian Language in Transnational Families Syafruddin, Yuliana Angreini; Yoestara, Marisa; A'la, Putri Nurul
IJELR: International Journal of Education, Language, and Religion Vol 7, No 1 (2025): May
Publisher : Universitas Teuku Umar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35308/ijelr.v7i1.11619

Abstract

Parents’ language beliefs and attitudes play a significant role in shaping language practices at home. This descriptive qualitative study focuses on the families’ perspectives on multilingualism and their views on the necessity of learning the Indonesian language in order to find out parents’ beliefs and attitudes toward the Indonesian language. In collecting the data, this study used semi-structured interviews with 11 Indonesian-Australian families in Melbourne. The collected data were subsequently analyzed by using NVivo software. The findings indicate that all parents support multilingualism, recognizing its cognitive benefits, economic advantages, and the influence of their own multilingual experiences. However, variations exist regarding the inclusion of the Indonesian language in their children's multilingual repertoire. While eight families emphasized the importance of learning Indonesian to maintain family bonds and cultural heritage, three families perceived it as unnecessary due to their children’s primary identity as Australian citizens, infrequent visits to Indonesia, and the limited global utility of the language. These findings suggest that while multilingualism is believed to be widely valued, parental attitudes toward specific languages are influenced by their personal experiences, perceived utility, and cultural connections. Further research into how these beliefs translate into actual language practices at home would provide deeper insights into family language management.
Integrating AI tools in EFL writing Syafruddin, Yuliana Angreini
Pioneer: Journal of Language and Literature Vol 17 No 2 (2025)
Publisher : Faculty of Letters, Universitas Abdurachman Saleh Situbondo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36841/pioneer.v17i2.7199

Abstract

AI-assisted language learning tools such as Grammarly and ChatGPT are increasingly used in English as a Foreign Language (EFL) writing classrooms to support linguistic accuracy and drafting efficiency. However, their role in fostering critical thinking and cultural awareness remains insufficiently explored. This qualitative study investigates how undergraduate English majors at Syiah Kuala University, Indonesia, integrate Grammarly and ChatGPT into their academic writing and how cultural bias in AI-generated suggestions is recognized and addressed. Data were collected from AI-mediated students’ writing samples and semi-structured interviews and analyzed using perspectives from second language acquisition and cross-cultural communication. The findings reveal that while AI tools contribute to improved grammatical precision and lexical accuracy, they frequently generalize or flatten culturally embedded meanings, resulting in texts that are linguistically polished but culturally superficial when adopted uncritically. The study further shows that explicit pedagogical interventions, including guided reflection and critical prompts, enable students to evaluate AI feedback more critically and reinsert local cultural perspectives into their writing. These findings highlight the essential role of educators in mediating AI use and suggest that effective integration of AI in EFL writing requires balancing linguistic accuracy with the development of critical thinking and cultural literacy.
Co-Authors A'la, Putri Nurul Marisa Yoestara, Marisa