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All Journal PREMISE: Journal of English Education and Applied Linguistics EXPOSURE JOURNAL JEES (Journal of English Educators Society) JKTP: Jurnal Kajian Teknologi Pendidikan Journal of English for Academic and Specific Purposes (JEASP) Pendas : Jurnah Ilmiah Pendidikan Dasar Linguistics and Elt Journal International Journal of Pedagogy and Teacher Education Buana Pendidikan: Jurnal Fakultas Keguruan dan Ilmu Pendidikan Unipa Surabaya Kwangsan: Jurnal Teknologi Pendidikan Journal of Research on English and Language Learning (J-REaLL) Journal of English Language Teaching and Learning (JETLE) Seminar Nasional Hasil Riset dan Pengabdian (SNHRP) Jurnal Gramaswara: Jurnal Pengabdian kepada Masyarakat Academic Journal Perspective : Education, Language, and Literature Jurnal Pendidikan Indonesia (Japendi) EduInovasi: Journal of Basic Educational Studies At- Ta'lim : Jurnal Pendidikan Kanigara SEAQIL Journal of Language Education Journal of Applied Linguistics and English Education Magister Scientiae Academia Open
Endah Yulia Rahayu
Universitas PGRI Adi Buana Surabaya
Religion Arts Humanities Biochemistry, Genetics & Molecular Biology Education Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Medicine & Pharmacology Physics Public Health Social Sciences Other

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Examining the influence of social media and peer environments on motivation, self-regulation, and learning experiences among Indonesian ELLs Imelda Nursavitri Irianna; Endah Yulia Rahayu; Nunung Nurjati
Journal of Research on English and Language Learning (J-REaLL) Vol. 7 No. 2 (2026): 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.v7i2.24760

Abstract

This study addresses the limited understanding of how social media and peer environments simultaneously shape English language learning, particularly in terms of their dual impact on learners’ motivation, self-regulation, and learning experiences. While previous research has often emphasized the benefits of digital tools or peer interaction, it has paid less attention to their contradictory effects and the challenges they pose for learners’ emotional well-being and self-regulation. Using a mixed-methods design, this study collected survey data from 51 English language learners (ELLs) across five major cities in Indonesia, followed by in-depth interviews with five participants. Data were analyzed through descriptive statistics and thematic analysis to enable triangulation. The findings reveal that social media enhances motivation, engagement, and language exposure, but also contributes to distraction and emotional strain. Similarly, peer environments promote collaboration and confidence while simultaneously generating anxiety and social pressure. These findings highlight the complex and often contradictory roles of digital and peer-mediated learning environments. This study contributes to the literature by foregrounding the dual impact of these environments and emphasizing the importance of fostering learner self-regulation and emotional well-being. It offers pedagogical implications for the strategic integration of social media and the development of supportive peer networks in English language learning contexts.
Enhancing Adolescent Narrative Writing through AI Intervention: A Pre-Post Quasi-Experimental Study of Sudowrite in Indonesian Secondary Education Endah Yulia Rahayu; FERRA DIAN ANDANTY
SEAQIL Journal of Language Education Vol. 4 No. 2 (2025): SEAQIL Journal of Language Education (SJLE)
Publisher : SEAMEO QITEP in Language

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This quasi-experimental study examined the potential contribution of Sudowrite, a generative artificial intelligence (AI) writing assistant, to the enhancement of adolescent narrative writing in Indonesian English as a Foreign Language (EFL) classrooms. Thirty-six Grade 11 students with CEFR A2–B1 proficiency from a private high school in Surabaya, Indonesia completed folklore-based narrative tasks ranging from 300 to 500 words before and after a six-week intervention. This intervention included phases of orientation, guided practice, independent application, and metacognitive reflection. The intervention employed Sudowrite to facilitate idea generation, plot development, vocabulary enhancement, and grammatical accuracy, with educators ensuring ethical implementation while maintaining student creativity. The narrative quality was evaluated through a validated five-criterion analytic rubric that assessed structure, idea development, characterization, language use, and mechanics, resulting in an inter-rater reliability exceeding 0.85. Paired-sample t-tests suggested statistically significant improvements in all criteria (p < .001), accompanied by large effect sizes (d = 0.82–1.34). Significant improvements were observed in idea development and language use, suggesting that AI-mediated feedback may help address linguistic limitations and support more advanced storytelling. Qualitative data revealed enhanced writing confidence while highlighting the necessity for explicit instruction to avoid stylistic uniformity. The single-group design restricts causal inferences and generalizability; however, the findings offer preliminary evidence that well-integrated AI tools may improve narrative competence while preserving cultural authenticity. This research supports a hybrid teaching method that integrates AI-driven micro-feedback with human facilitation to enhance technical skills and creative expression in secondary EFL settings. Recommendations involve ensuring equitable access to AI, providing comprehensive training for teachers, and conducting longitudinal multi-site research to investigate knowledge transfer, retention, and demographic variations within an Indonesian educational context.
PRIMARY ENGLISH TEACHERS’ EFFICACY TO COPE WITH THE POOR QUALITY OF TEACHING TEXTBOOK: REFLECTIVE PRACTICE Ratnayanti; Endah Yulia Rahayu; Nukmatus Syahria
EXPOSURE : JURNAL PENDIDIKAN BAHASA INGGRIS Vol. 14 No. 2 (2025): Exposure
Publisher : Universitas Muhammadiyah Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26618/z5zn3v37

Abstract

Reflective practices have been shown to enhance teacher self-efficacy and improve professional development. By engaging in reflective practices, teachers can identify areas where teaching resources are lacking and take action to address them, leading to improved outcomes for students. This paper examines the efficacy of reflective practices as a strategy to alleviate the poor quality of textbooks. At public primary schools, along with other unfavorable school conditions, there are shortages and low-quality textbooks and instructional resources, which reduce students' ability to learn. The shortage of teaching resources is lack of contextual and integrated to language skills. The lack of a textbook also makes it difficult for students to improve their language abilities. The textbook is ‘My Next Words’. The findings revealed that EFL teachers’ reflective practice correlates with teachers’ self-efficacy. Research has shown that reflection can augment learning by doing and increase perceived self-efficacy. The research adopts qualitative interview with experienced educators and classroom observation.  
Mediating Effects of Essay Writing on the Relationship Between ChatGPT Usage and Critical Thinking in Undergraduate EFL Students: A SmartPLS Approach Yenni Shintia; Nunung Nurjati; Endah Yulia Rahayu
International Journal of Pedagogy and Teacher Education Vol 9, No 2 (2025): International Journal of Pedagogy and Teacher Education - October
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.v9i2.93423

Abstract

This study investigates whether essay-writing skills mediate the relationship between ChatGPT usage and critical thinking among undergraduate English as a foreign language (EFL) students. Using a quantitative design with partial least squares structural equation modeling (PLS-SEM) in SmartPLS, we analyzed data from 201 students at UINSA Surabaya (167 women; 34 men). PLS-SEM was selected for its suitability in modeling complex mediation with small to medium samples. The measurement model captured essay-writing elements (e.g., clarity, argumentation, coherence) and critical-thinking facets (e.g., inference, reasoning, evaluation). Structural results indicate that ChatGPT usage has a significant, positive association with critical thinking (path coefficient β = 0.401, p &lt; .001). Essay-writing skills also exhibit a positive effect on critical thinking and function as a meaningful mediator, suggesting that gains in writing quality help translate the use of ChatGPT into higher-order thinking. Diagnostic checks flagged several cross-loadings, indicating potential threats to discriminant validity and construct clarity. Because unaddressed cross-loadings can bias parameter estimates and reduce measurement equivalence, educators and researchers should interpret structural paths with caution and align decisions with theory. Pedagogically, the findings support the guided integration of ChatGPT, emphasizing the critical appraisal of AI output, source evaluation, and iterative drafting, to strengthen students’ argumentation and reasoning. We recommend that instructors scaffold reflective prompts and verification routines so that perceived accuracy aligns with actual accuracy, thereby leveraging AI while safeguarding academic rigor.
BRIDGING GLOBAL AND LOCAL VALUES IN AN INTERNATIONAL EFL CURRICULUM: EXPLORING STUDENTS’ COMMUNICATIVE COMPETENCE AND IDENTITY FORMATION Nanik Ratnawati; Nunung Nurjati; Endah Yulia Rahayu
Premise: Journal of English Education and Applied Linguistics Vol. 15 No. 2 (2026): Premise Journal: e-ISSN 2442-482x, p-ISSN 2089-3345
Publisher : Universitas Muhammadiyah Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/pj.v15i2.15918

Abstract

This study investigates how the integration of global and local values within an international English as a Foreign Language (EFL) curriculum supports students’ communicative competence and identity negotiation. A qualitative case study was conducted involving 20 Grade 7 students and three teachers at a private Islamic junior high school in Surabaya, Indonesia. Multiple datasets were generated through a 20-item questionnaire, semi-structured interviews, classroom observations, and curriculum document analysis. The questionnaire dataset was analyzed descriptively using frequencies, percentages, means, and standard deviations, while interview, observation, and document data were analyzed using thematic analysis. The findings indicate that global and local values were integrated across classroom interaction, learning materials, and instructional practices, creating opportunities for students to develop communicative competence while maintaining their local cultural identity. Rather than experiencing identity conflict, students negotiated their identities positively by combining global perspectives with pride in their Indonesian cultural values. This study contributes to EFL research by demonstrating that the integration of global and local values serves as a contextual mechanism linking communicative competence and identity negotiation within an international curriculum. The findings also provide practical implications for designing culturally responsive international EFL curricula that simultaneously promote global competence and local cultural sustainability.
English Teachers' Strategies in The Implementation of Digital-Based Literacy in Candi State Elementary School, Sidoarjo Regency Rheny Puspita Ratih; Endah Yulia Rahayu; Agung Pramujiono
Jurnal Pendidikan Indonesia Vol. 6 No. 3 (2025): Jurnal Pendidikan Indonesia
Publisher : Publikasi Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59141/japendi.v6i3.7460

Abstract

Perkembangan teknologi di era digital telah mengubah banyak industri, termasuk pendidikan. Integrasi teknologi dalam pembelajaran telah menyebabkan perubahan signifikan dalam cara pendidikan disampaikan dan dialami oleh guru dan siswa. Salah satu aspek utama dari transformasi ini adalah digitalisasi organisasi pembelajaran, yang melibatkan integrasi teknologi digital ke dalam berbagai aspek lembaga Pendidikan. Penelitian ini bertujuan untuk mendeskripsikan Strategi Guru Bahasa Inggris Sekolah Dasar dalam Menerapkan Literasi Berbasis Digital di Kelas Atas Sekolah Dasar Negeri di Kecamatan Candi Kabupaten Sidoarjo. Penelitian ini dilaksanakan di tiga Sekolah Dasar Negeri di Kecamatan Candi pada semester ganjil. Penelitian ini menggunakan pendekatan kualitatif dengan jenis penelitian fenomenologi. Data dalam penelitian ini diperoleh melalui observasi, wawancara dan dokumentasi. Hasil penelitian menunjukkan bahwa strategi yang dilakukan guru dalam menerapkan literasi digital di kelas atas memperoleh informasi yang valid. Dengan berbagai strategi yang telah digunakan guru dapat meningkatkan rasa ingin tahu, dengan menyiapkan rencana pembelajaran yang menarik, menyiapkan media yang akan digunakan seperti, komputer, handphone, internet, perpustakaan digital, proyektor. tahap pelaksanaan, guru telah melaksanakan apa yang telah direncanakan dan dipersiapkan sebelumnya. Guru melaksanakan kegiatan literasi digital melalui proses membaca, seperti dengan mengetahui, membaca dan memahami metode. Guru juga menggunakan media seperti video, handphone, internet dan komputer. Kesimpulan yang diperoleh dari penelitian ini yaitu guru kelas unggulan SDN Kecamatan Candi telah menerapkan strategi guru dalam melaksanakan kegiatan literasi digital di sekolah dasar melalui tahapan persiapan, pelaksanaan, dan evaluasi hasil. Pada tahapan tersebut literasi digital yaitu mengetahui, membaca dan memahami.
Co-Authors Abidatul Azizah Agung Pramujiono Ainul Yaqin Al-Imamah, Hidayatul Ummah Arum Adiningtyas Bambang Yudi Cahyono Bandjarjani, Wahju Erfika, Erfika Faidatuz Zahroini Hasyim Ferra Dian Andanty Hariyanti, Neneng Koes Hartono Hartono Imelda Nursavitri Irianna Komm Pechinthorn Moesarofah, Moesarofah Mohammad Asikin Nanik Ratnawati Nico Irawan Nukmatus Syahria Nukmatus Syahria Nunung Nurjati Nunung Nurjati Nunung Nurjati Nunung Nurjati Nunung Suryati Nurjati, Nunung Pangesti, Eny Dwi Pechinthorn, Komm Poppy Handayani, Rosarina Rahayu, Endang Mastuti Ratnayanti Rheny Puspita Ratih Rosarina Poppy Handayani Sabariah Sabariah Sabariah Samsul Khabib Sembiring, Hendra Syah Putra Syahria, Nukmatus Utami Widiati Wahju Bandjarjani Yenni Shintia Yulanda, Dwistri