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All Journal English Learning Innovation (englie) Jurnal bahasa, sastra, seni, dan pengajarannya
Razali, Razlina
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Arts Humanities Education Languange, Linguistic, Communication & Media Library & Information Science Social Sciences Other

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Green project work for process writing amidst the pandemic: Planning, implementing, and reflections Setyowati, Lestari; Karmina, Sari; Sukmawan, Sony; Razali, Razlina
Bahasa dan Seni: Jurnal Bahasa, Sastra, Seni, dan Pengajarannya Vol. 50, No. 2
Publisher : citeus

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Abstract

The aims of this paper are to discuss the concepts underlying Project-based learning (PjBL) and its syntax and to explore the planning, implementation, and reflection of PjBL in the online teaching of writing a process paragraph on the topic of using Reduce, Reuse, and Recycle (3R) principles to save the environment. Thirty-one students joined the paragraph writing course. The learning process and the students’ products of their projects were collected and documented in the form of videos, Power Point presentation, and electronic writing portfolios. The paper discusses how PjBl promotes collaborative work, problem-solving, critical thinking and technology integration. It also illustrates the steps of the implementation of PjBL which include planning, implementing, and reflecting. The project products were the students’ compositions and the videos showing the process in how to do or to make something that reflect the 3R principles. The majority of the students’ compositions were in ‘very good’ criteria, and the students’ videos were published in YouTube. The implementation of PjBL in the online teaching of process writing on the environmental topic increases the students’ critical thinking and creativity in solving global problems.
From awareness to adoption: English teachers’ artificial intelligence acceptance in junior high schools Faisal, Faisal; Harningsih, Nirma Oktaviana; Razali, Razlina
English Learning Innovation Vol. 7 No. 1 (2026): February
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/englie.v7i1.42559

Abstract

This study investigates the level of artificial intelligence acceptance (AIA) among 35 English teachers from junior high schools in a regency in Central Java Indonesia. Using a descriptive quantitative design, data were collected through a closed-ended questionnaire, which measured six indicators: perceived usefulness, perceived ease of use, self-efficacy, anxiety, attitude toward use, and behavioral intention. The results revealed a high overall level of AIA, with a mean score of 3.86. The highest mean scores were observed in perceived usefulness, perceived ease of use, attitude toward use, and behavioral intention, suggesting that teachers recognize the relevance and benefits of artificial intelligence in supporting instructional activities. Conversely, self-efficacy and anxiety were at moderate levels, indicating a critical gap: while teachers accept AI, they still experience limited confidence and psychological barriers to independent adoption. This study contributes to the field by providing a baseline descriptive analysis of the readiness of in-service English teachers. It confirms the centrality of perceived usefulness but also underscores that self-efficacy and anxiety function as critical limiting factors in implementation readiness. The findings highlight the need for targeted professional development and institutional support that emphasizes hands-on training to strengthen competence and reduce anxiety.
Co-Authors Faisal Faisal Harningsih, Nirma Oktaviana Lestari Setyowati Sari Karmina Sukmawan, Sony -