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Journal of English Teaching and Learning Issues
Published by Institut Agama Islam Negeri Kudus
ISSN : 26153920     EISSN : 26854473     DOI : -
Core Subject : Education,
Education Languange, Linguistic, Communication & Media
JETLI is a fully peer-reviewed journal that publishes original research and review articles on the teaching and learning English and language education. The aim of this Journal is to present information and ideas on theories, research, methods and materials related to language learning and teaching. Within this framework the Journal welcomes contributions in such areas of: current enquiry as first and second language learning and teaching, language and culture discourse analysis language planning language testing Translation Information technology on language teaching
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 103 Documents
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Perceiving and Reimagining Sources: EFL Students’ Reflections on AI-Mediated Report Writing in an Islamic State University Basir, Amin; Hidayat, Hendi
Journal of English Teaching and Learning Issues Vol 8, No 2 (2025): December
Publisher : Institut Agama Islam Negeri Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/jetli.v8i2.33798

Abstract

This qualitative descriptive study examines how English as a Foreign Language (EFL) students utilize artificial intelligence (AI) tools to source and integrate online information for academic report writing. The study involved 32 third-semester students who wrote reports on Cirebon wedding traditions, utilizing various online sources and self-selected AI tools, including ChatGPT, Quillbot, and Grammarly. Data were gathered through open-ended questionnaires and semi-structured interviews with eight students. Thematic analysis revealed six key themes: the strategic use of multiple AI tools, source selection based on accessibility and relevance, AI-assisted simplification, the evolution of voice and authorship, ethical awareness, and learning transfer. Students displayed a reflective and critical approach, viewing AI not merely as a shortcut but as a dialogic partner in the writing process. The findings highlight how AI not only enhances textual production but also fosters intercultural understanding within EFL contexts. This study contributes to the discourse on digital literacy by providing a localized perspective on AI usage and calls for pedagogies that promote ethical and strategic authorship in AI-mediated academic writing.
“It’s Helpful but Unreliable”: Exploring EFL Postgraduate Students’ Beliefs in Using ChatGPT in Academic Writing Siregar, Renol Aprico; Lengkanawati, Nenden Sri; Damayanti, Ika Lestari
Journal of English Teaching and Learning Issues Vol 8, No 2 (2025): December
Publisher : Institut Agama Islam Negeri Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/jetli.v8i2.30871

Abstract

Chat Generative Pre-Trained Transformer (ChatGPT) has emerged as a valuable tool for enhancing writing and other creative activities. However, there has been limited exploration of postgraduate students' perspectives on utilizing ChatGPT within the realm of academic writing. To address this gap, this study conducted semi-structured interviews with two postgraduate students from different universities to gather their narratives and experiences regarding the integration of ChatGPT into their academic writing processes. The thematic analysis reveals that the students hold a favorable view of ChatGPT's utility in aiding their academic writing, particularly in generating ideas, creating outlines, and receiving prompt feedback on their work. Nevertheless, the findings raise concerns about the validity and reliability of the information generated, particularly regarding usage limitations. The study highlights the need for more professional development programs to enhance the digital literacy of postgraduate students by utilizing artificial intelligence. Additionally, the study's contributions are detailed, along with several recommendations for future research.
Exploring Student-Teachers’ Reflection on Microteaching: A Method for Achieving Continuous Professional Development Nikmah, Alfu; Hartono, Rudi; Yuliasri, Issy; Widhiyanto, Widhiyanto
Journal of English Teaching and Learning Issues Vol 8, No 2 (2025): December
Publisher : Institut Agama Islam Negeri Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21043/jetli.v8i2.33773

Abstract

This paper's primary goal is to investigate perceptions of the implementation of a microteaching course using reflective teaching practice. Microteaching is a course that prepares student-teachers to become professional instructors. Reflective teaching techniques include self-reflection and reflections from teachers and peers, which lead to effective and complete evaluation. This study explores how Indonesian student-teachers perceive the implementation of microteaching and how they discover the reflection in the microteaching course. Using a qualitative approach, semi-structured interviews and focus group discussions were conducted with seven participants to gather in-depth insights into their experiences and perceptions regarding reelection in the microteaching course. The results showed that student-teachers were concerned about preparing before conducting microteaching, including searching for materials to construct a lesson plan, conducting teaching performance and evaluation, and perceiving positive arguments in the reflections given by the teacher and peers. Having strengths and weaknesses from the comments made student-teachers tend to improve their performance in the next practice. The results of this investigation have significant practical relevance for evaluating student-teachers’ teaching performance through reflection practice and for helping future teachers fulfil their requirement to be professional teachers.

Page 11 of 11 | Total Record : 103

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