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INDONESIA
ADJES (Ahmad Dahlan Journal of English Studies)
Published by Universitas Ahmad Dahlan
ISSN : 23565012     EISSN : 24772879     DOI : https://doi.org/10.26555/adjes
Core Subject : Education,
Education Languange, Linguistic, Communication & Media Other
ADJES (Ahmad Dahlan Journal of English Studies) is a journal of English language teaching, linguistics, and literature. The Journal provides in-depth research and analysis in various areas, including English language teaching (methods, strategies, teaching media, assessment, etc.), English Linguistics (phonology, syntax, morphosyntax, semantics, sociolinguistics, etc.), and English literature (including comparative studies and the implementation of literature in English language teaching).
Arjuna Subject : Ilmu Sosial - Pendidikan
Articles 53 Documents
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Towards an Evidence-Based Institutional AI Policy: Phenomenological Insights from English Language Teaching in Indonesian Higher Education Miftah Al Farhan; Soraya Djamilah; Vira Wulandari
Ahmad Dahlan Journal of English Studies Vol. 13 No. 2 (2026)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26555/adjes.v13i2.2355

Abstract

The rapid adoption of artificial intelligence (AI) in higher education has created new opportunities for English Language Teaching (ELT) while simultaneously raising concerns regarding learner autonomy, academic ethics, and institutional governance. Although Indonesia has introduced national guidelines for the responsible use of generative AI in higher education, evidence on how AI is experienced and interpreted within specific educational contexts remains limited. This study explores the lived experiences of AI use among lecturers, students, and institutional leaders in English Language Teaching within Indonesian higher education. Employing an Interpretative Phenomenological Analysis (IPA), the study analyzed data collected from 46 participants across nine English Language Education programs in South Kalimantan through semi-structured interviews, qualitative questionnaires, and institutional document analysis. Three superordinate themes emerged: (1) making sense of AI as an accessible learning partner, (2) negotiating learner autonomy and academic ethics in AI-assisted learning, and (3) translating lived experiences into evidence-based institutional AI policy. The findings indicate that participants perceived AI not merely as a technological tool but as a learning partner whose educational value depends on critical judgment, ethical responsibility, and contextual pedagogical practices. The study contributes to AI and ELT scholarship by providing a phenomenological understanding of AI-assisted learning and demonstrating how lived experiences can inform context-sensitive institutional AI policies that complement broader national policy directions. These findings offer practical insights for higher education institutions seeking to develop responsible, evidence-based AI governance.
Writing Anxiety in an EFL Recount TextClassroom: A Case Study of Eighth-GradeStudents Rafida Nurul Azizah; Sudiyono
Ahmad Dahlan Journal of English Studies Vol. 13 No. 2 (2026)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26555/adjes.v13i2.2373

Abstract

This qualitative case study examines the writing anxiety experienced by eighth-grade students during an English recount-text writing lesson at SMP Negeri 3 Pakem, Yogyakarta, Indonesia, focusing on how three focal students display cognitive, somatic, and avoidance-related anxiety while composing a recount text about Indonesian Independence Day celebrations. Data were collected through semi-structured interviews with three eighth-grade students and their English teacher, non-participant classroom observation, and a five-dimension self-assessment writing questionnaire, then analyzed using reflexive thematic analysis. The findings reveal that limited vocabulary and grammatical uncertainty were the most frequently reported sources of anxiety, manifesting behaviorally as delayed writing onset, reliance on translation applications, and dependence on peers. A marked gap emerged between students' moderate self-ratings and the more serious errors documented during observation, suggesting limited metacognitive awareness of their own writing weaknesses. Contextual factors, including a supportive teacher-student relationship, freedom to choose personally relevant topics, and visually engaging series of pictures, appeared to ease anxiety, though the series of pictures alone did not eliminate hesitation to write. The study recommends combining visual scaffolding with explicit vocabulary instruction, sustained teacher rapport, and low-stakes practice to reduce writing anxiety among junior high school EFL learners.
Integrating Language and Research: Students’ Experiences in an English for Religious Tourism Course at UIN Antasari Banjarmasin Nani Hizriani; Khairatunnisa
Ahmad Dahlan Journal of English Studies Vol. 13 No. 2 (2026)
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26555/adjes.v13i2.2388

Abstract

This qualitative case study explored students’ experiences in integrating language learning and undergraduate research within an English for Religious Tourism (ERT) course at UIN Antasari Banjarmasin. Data gathered from semi-structured interviews, reflective journals, classroom observations, and student projects were analyzed using Braun and Clarke’s thematic analysis framework. Findings reveal six primary outcomes: students engaged in authentic experiential learning through site visits to local heritage destinations like the Jami' and Sultan Suriansyah Mosques; enhanced their English communication confidence and specialized vocabulary; acquired practical qualitative research skills; developed broader intercultural awareness and respect for religious diversity by exploring multicultural sites like the Po An Kiong Temple; improved digital literacy through producing promotional videos, infographics, and brochures; and experienced personal growth by fostering cultural pride and independence. Despite initial challenges regarding academic writing and technical vocabulary, the integration of research-based and field-based experiential activities into English for Specific Purposes (ESP) instruction proved to be an effective model for holistic student development.

Page 6 of 6 | Total Record : 53

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