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All Journal Proceeding ISETH (International Summit on Science, Technology, and Humanity)
Maulida, Nimas Ayu Nawal
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Learners’ Perceptions and Experiences in Using AI to Learn English: An Exploratory Study in an EFL Context Maulida, Nimas Ayu Nawal; Prasetyarini, Aryati
Proceeding ISETH (International Summit on Science, Technology, and Humanity) 2024: Proceeding ISETH (International Summit on Science, Technology, and Humanity)
Publisher : Universitas Muhammadiyah Surakarta

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Purpose: This study aims to explore the role of artificial intelligence (AI) in improving English language learning among high school students in a bilingual school in Surakarta, Indonesia. Although AI is increasingly being integrated into the curriculum, more is needed to know about students’ experiences using AI for language learning, especially regarding technical challenges and their limited understanding of this technology. Methodology: This qualitative study used document analysis, observation, and semi-structured interviews with students and teachers based on Creswell’s (2014) qualitative approach. Participants were selected by purposive sampling, consisting of students in grades X, XI, and XII who use AI tools such as Duolingo and Google Translate. Results: Findings showed that although students found personalized feedback from AI tools helpful, challenges such as internet connectivity issues and limited linguistic feedback reduced their effectiveness. Some proposed solutions include developing more adaptive AI tools, improving technological infrastructure, and providing AI literacy training to enable students to utilize these technologies more optimally. Applications/Originality/Value: In addition, integrating AI with more diverse traditional teaching approaches can increase student motivation and reduce over-reliance on technology. This research provides new insights into AI’s challenges and potential uses in language education, emphasizing the need to balance technology and conventional learning methods. The development of more interactive and inclusive AI tools and AI literacy education can support the maximum utilization of this technology in bilingual education environments.
Leveling Up Language Learning: The Role of Web-Based Educational Games in Private English Instruction in Surakarta Maulida, Nimas Ayu Nawal; Prastiwi, Yeny; Wijayanto, Agus; Hidayat, Nur; Sutopo, Anam
Proceeding ISETH (International Summit on Science, Technology, and Humanity) 2025: Proceeding ISETH (International Summit on Science, Technology, and Humanity)
Publisher : Universitas Muhammadiyah Surakarta

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The rapid digitalization of education has positioned web-based games as powerful tools in language learning. However, while their use in traditional classrooms is well-researched, their application within the burgeoning private English tutoring sector in Indonesia remains significantly underexplored. This study addressed this gap by examining the implementation, perceptions, and outcomes of using British Council educational games in private English instruction in Surakarta, Indonesia. The research aimed to understand how tutors adapt these games for individual needs, explore student experiences in a one-on-one context, and identify the unique challenges and benefits that differ from classroom settings. Adopting a qualitative research design, this study employed in-depth case studies of three private English tutors and nine of their students in Surakarta. Data collection utilized semi-structured interviews, classroom observations, and document analysis to provide rich, contextual insights into the implementation and experiences of game-based learning in personalized instruction environments. Data was analyzed using thematic analysis to identify patterns, themes, and categories that emerged from participants' experiences. The findings revealed valuable insights into effective pedagogical strategies. Tutors were found to use selective integration and real-time adaptation, while students reported high motivation due to personalized challenges and a low-pressure environment. These findings inform tutor training programs and provide evidence-based guidance for leveraging educational technology in the private tutoring industry.
Deconstructing the 'Native Speaker' Ideal in Indonesian Digital Classrooms: A Postmodern Narrative Inquiry at Universitas Muhammadiyah Surakarta (UMS) Maulida, Nimas Ayu Nawal; Sabir, Muhammad Rehan; Idris, Bayu Romli; Pamungkas, Damar Jati; Fauziati, Endang; Maryadi, M
Proceeding ISETH (International Summit on Science, Technology, and Humanity) 2025: Proceeding ISETH (International Summit on Science, Technology, and Humanity)
Publisher : Universitas Muhammadiyah Surakarta

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The "native speaker" ideal has long dominated English language teaching, reinforcing hierarchies of linguistic legitimacy and authority. Yet, as education in Indonesia rapidly shifts toward digital platforms, the urgency to reexamine this ideology becomes critical. In a post-pandemic context where online English learning has redefined interaction, identity, and pedagogy, this study deconstructs the persistence of the native-speaker norm in Indonesian digital classrooms through a postmodern narrative inquiry at Universitas Muhammadiyah Surakarta (UMS). Drawing on Derrida's deconstruction and Lyotard's critique of metanarratives, it interrogates how teachers and students narrate their identities, anxieties, and negotiations within virtual learning environments. Findings reveal that native-speakerism is both reproduced and destabilized in digital classrooms. Online interaction dissolves the rigid binary between native and non-native English users, highlighting fluid, hybrid, and localized Englishes. Participants negotiate authority, identity, and legitimacy in ways that challenge traditional linguistic hierarchies. The study contributes at multiple levels: theoretically, by extending postmodern thought into digital ELT; pedagogically, by advocating for decolonized and inclusive practices; and socially, by positioning Indonesian classrooms as spaces of epistemic resistance where meaning and identity remain dynamic and unfinished.
Beyond Inclusion: Surakarta Special Education Teachers' Perspectives on Humanistic Pedagogy in the Era of Standardization Maulida, Nimas Ayu Nawal; Thoyibi, M.; Nugroho, Abdillah
Proceeding ISETH (International Summit on Science, Technology, and Humanity) 2025: Proceeding ISETH (International Summit on Science, Technology, and Humanity)
Publisher : Universitas Muhammadiyah Surakarta

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This qualitative study explores how special education teachers (SLB) in Surakarta negotiate humanistic and personalized pedagogical approaches within increasingly standardized educational systems. Drawing on critical pedagogy theory and inclusive education frameworks, this research examines the tensions between transformative, student-centered pedagogical ideals (such as those popularized in cultural narratives like Freedom Writers) and the structural, administrative, and resource constraints faced by SLB teachers working with students with diverse disabilities. Through semi-structured interviews with five special education teachers from public SLB institutions in Surakarta, this study investigates how educators conceptualize authentic connection, individualized attention, and transformative learning for students with intellectual, sensory, and physical disabilities who often face compounded marginalization due to poverty and social stigma. The findings reveal significant gaps between pedagogical ideals and practical realities, including excessive administrative burdens, inadequate funding for adaptive materials, high student-teacher ratios, outcome-driven assessment pressures, and limited emotional support systems for teachers. This study argues that while humanistic education promises to transform marginalized students' lives, systemic barriers in Indonesian special education prevent teachers from fully realizing this vision. This research contributes to ongoing debates about inclusive education in developing contexts and offers implications for reimagining special education policy that prioritises teacher capacity, student dignity, and authentic learning over bureaucratic compliance.
Co-Authors Abdillah Nugroho Agus Wijayanto, Agus Anam Sutopo Aryati Prasetyarini Endang Fauziati Idris, Bayu Romli Maryadi, M Nur Hidayat Pamungkas, Damar Jati Sabir, Muhammad Rehan Thoyibi, M.