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Made Wahyu Mahendra
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International Journal of Instructions and Language Studies
Published by Universitas Hindu Negeri I Gusti Bagus Sugriwa Denpasar
ISSN : -     EISSN : 30319137     DOI : https://doi.org/10.25078/ijils.v2i1.3691
Core Subject : Education,
Languange, Linguistic, Communication & Media Other
Instruction and learning Educational Management Curriculum development Teacher education Educational technology Language Learning and Linguistics
Arjuna Subject : Seni dan Humaniora - Bahasa dan Linguistik
Articles 52 Documents
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SECONDARY SCHOOL TEACHERS’ PERSPECTIVES ON AUTHORSHIP ANALYSIS IN THE CONTEXT OF AI-PLAGIARISM ON STUDENTS’ WORKS IN ENGLISH LESSONS Suni, Fauziyyah Mufida; Maulidya, Rizka; Putri, Annisa Wahyu Dwi
International Journal of Instructions and Language Studies Vol. 3 No. 2 (2025): International Journal of Instructions and Language Studies
Publisher : UHN IGB Sugriwa Denpasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25078/ijils.v3i2.5695

Abstract

The rapid integration of Artificial Intelligence (AI) into educational environments has created new challenges for maintaining academic integrity, particularly concerning AI-assisted student work. As traditional plagiarism-detection tools prove insufficient against sophisticated AI-generated content, there is a growing need to explore teacher-driven detection strategies. This descriptive qualitative study addresses this gap by investigating teachers’ views on using authorship analysis as a method to identify AI-generated content in student assignments. The research utilised semi-structured interviews with ten secondary school teachers specialising in the English language. Data were analysed using thematic analysis. The findings revealed three primary themes: (1) The ELT Vulnerability to AI, highlighting an increasing concern about AI-assisted plagiarism in English language teaching; (2) The Resource Gap, where teachers express a lack of sufficient training and institutional resources to address the challenge effectively; and (3) The suggestion to combine AI detection tools, manual authorship analysis, and conversations with students as a strategy. The study highlights how institutional policies and the specific local educational context influence teachers' attitudes toward AI and academic integrity. There is a need to establish clear AI policies and promote AI literacy to students.
TRANSLANGUAGING AS A PEDAGOGICAL STRATEGY IN EFL CLASSROOM A THEMATIC LITERATURE REVIEW ON LEARNING OUTCOMES AND CLASSROOM PRACTICES Pratiwi, Made Yulia Anindita
International Journal of Instructions and Language Studies Vol. 3 No. 2 (2025): International Journal of Instructions and Language Studies
Publisher : UHN IGB Sugriwa Denpasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25078/ijils.v3i2.5696

Abstract

This study’s main focus is the most recent literature, published in 2020-2025, which represents the use of translanguaging as a teaching strategy in the English as a Foreign language classrooms. Nevertheless, translanguaging has gained popularity for its potential to support multilingual learners, many of the teachers still lack of guidance on how to implement it systematically. To address this gap, this study employed a thematic literature review of eight empirical articles selected across major academic database through strict inclusion and exclusion criteria. The research objective is to identify how translanguaging is practiced in EFL classrooms across various contexts, and what impact it has on EFL learning outcomes and classroom activities. The literature is pulled from a variety of journal articles related to the topic of the translanguaging, learning, and teaching in a multilingual framework. The final results pointed out that the use of translanguaging in the classroom has facilitated student’s lesson comprehension, language comprehension, eliminates language anxiety and increases engagement. It helps the teacher to explain challenging information, learn student backgrounds, and connect the lesson to their personal life. However, it also showed several constraints namely teacher unpreparedness, school restrictions on language use, and student reliance on the first language. Therefore, the application of translanguaging has benefits and cons to the language teacher and students, thus it’s effective use should be encouraged. This study contributes a synthesized overview of learning outcomes and classroom practices across diverse context by offering a clearer map of translanguaging’s pedagogical value and its practical challenges. It suggests that additional teacher education on the matter is needed, and schools should allow a more lenient stimulation. Thus, this method can be successfully applied, because it is active and efficient.
DIGITAL PORTFOLIO AS AN ASSESSMENT TOOL FOR ACADEMIC WRITING AND METACOGNITIVE DEVELOPMENT: A CASE STUDY OF STUDENT AND LECTURER PERCEPTIONS, EVIDENCED OUTCOMES, AND IMPLEMENTATION CHALLENGES IN AN INDONESIAN UNIVERSITY Juliari, I Gusti Ayu Indah Triana; Suhardiana, I Putu Andre; Wijayanti, Astuti
International Journal of Instructions and Language Studies Vol. 3 No. 2 (2025): International Journal of Instructions and Language Studies
Publisher : UHN IGB Sugriwa Denpasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25078/ijils.v3i2.5717

Abstract

The gap in student-centered assessments in practice in English Language Teaching (ELT) poses a challenge in the application of 21st-century skills and Indonesia’s Merdeka Belajar-Kampus Merdeka (Freedom to Learn-Independent Campus) policy, which emphasize innovation and student-centeredness. The practice of ELT, however, continues to be product-oriented and lacks the development of metacognition. Although the development of digital portfolios is considered a resource promising, research in the Indonesian ELT context examining the micro-level implementation and influences of digital portfolios is limited. This study investigated the implementation of a digital portfolio in an Indonesian university’s English Education Department. It aimed to analyze: 1) student and lecturer perceptions of its role in academic writing and metacognitive awareness; 2) evidence of metacognitive development (planning, monitoring, evaluating) in portfolio artifacts; and 3) the challenges in its execution as an assessment tool. A qualitative single-case study design was employed. Data were collected over one semester through semi-structured interviews with 16 students and one lecturer, non-participant observation, and document analysis of the students’ digital portfolios (Padlet), which were assessed using a reflective writing rubric. The portfolios showed contradictory results that they provided opportunities for some students to exert control and experience advancement, whereas, for others, they provided too much of a cognitive load due to the lack of clarity within reflection tasks and the technical difficulties involved. Cognitive overload and technical difficulties along with unclear reflection tasks overshadowed the self-assessment opportunities in the portfolios. The challenges involved a lack of lecturer recognition regarding the potential for unsustainable workloads, the digital gap, inflexible academic calendars, and the subjectivity of assessing a learner’s metacognition. The catalyst emerged through the lecturer’s strategic sequencing which clarified the purpose of the portfolio thereby operationalizing self-regulated learning within the framework of problem-oriented learning.
ETHICAL CONDUCT IN THE DIGITAL SPACE: AN ANALYSIS OF STUDENTS' LINGUISTIC POLITENESS IN ONLINE LEARNING AT ITB STIKOM BALI (A PRAGMATIC STUDY) Desy Damayanthi, Ni Putu
International Journal of Instructions and Language Studies Vol. 3 No. 2 (2025): International Journal of Instructions and Language Studies
Publisher : UHN IGB Sugriwa Denpasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25078/ijils.v3i2.5763

Abstract

This study analyzes the level and patterns of linguistic politeness among ITB Stikom Bali students in online learning interactions, with the aim of understanding how interpersonal ethics are maintained in a fast-paced virtual environment. Using the Politeness Principle framework as a pragmatic approach, this study examines the utterances of 76 students in two general courses during one academic semester. The results of the analysis show that the level of linguistic politeness is not uniform: there is high compliance with the Maxim of Tact (89.6%), which indicates hierarchical awareness and polite lexical choices, but significant violations were found in the Maxim of Agreement (40.0%) and the Maxim of Generosity (38.4%). Thus, the level of politeness among students can be said to be relatively high in terms of respect for hierarchy, but scattered and inconsistent in terms of maintaining social relationships. This pattern reflects the influence of digital culture, which emphasizes time efficiency and speed, thereby shifting empathy and academic professionalism. This study recommends curriculum interventions to integrate humanistic digital ethics as a bridge between technical competencies and interpersonal skills in a technology-based campus ecosystem.
HOW SOCIAL MEDIA ENHANCES STEM LEARNING: A SYSTEMATIC REVIEW OF IMPLEMENTATION STRATEGIES AND OUTCOMES (2020–2025) Asmaningrum, Henie Poerwandar; Chien Tiew Mee; Law Hui Nong
International Journal of Instructions and Language Studies Vol. 4 No. 1 (2026): International Journal of Instructions and Language Studies
Publisher : UHN IGB Sugriwa Denpasar

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Abstract

This systematic literature review examines social media implementation strategies and learning outcomes in STEM education through analysis of 133 empirical studies published between 2020 and 2025, sourced exclusively from the Web of Science database following PRISMA 2020 guidelines. From an initial pool of 1,810 records, 100 duplicates were removed, and subsequent title-abstract screening, full-text eligibility assessment, and inclusion criteria evaluation yielded the final sample of 133 studies. Studies were systematically categorized by platform type, STEM discipline, and educational level. Among the analytical approaches employed across included studies, social network analysis was most frequently used (30.8%); among social media platforms, YouTube-based implementations were most prevalent (18.8%). Mathematics education showed the strongest disciplinary representation (24.8%), with higher education dominating across all platform categories (58.6%). Synthesis of learning outcomes revealed generally positive effects across cognitive, affective, social, and behavioral dimensions. Social outcomes showed the most consistent positive findings, with 78–91% of studies employing each implementation strategy reporting improvements in peer relationships and learning community formation — though this reflects the proportion of studies reporting positive findings rather than a pooled effect estimate. Implementation challenges centered on technical infrastructure limitations, digital literacy disparities, and institutional resistance, while successful implementations required comprehensive institutional support, professional development, and clear pedagogical frameworks. These findings suggest that social media integration can enhance STEM education effectiveness when implemented systematically within supportive contexts, though future research addressing long-term sustainability and cultural diversity remains essential.
THE WHAT’S THE MATTER? THE DILEMMA OF LANGUAGE CHOICE BETWEEN INDONESIAN AND ENGLISH IN EFL CLASSROOMS Putri Kurniawan Aprilia
International Journal of Instructions and Language Studies Vol. 4 No. 1 (2026): International Journal of Instructions and Language Studies
Publisher : UHN IGB Sugriwa Denpasar

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Abstract

In recent years, the use of the first language (L1), Indonesian, in English as a Foreign Language (EFL) classroom has become a topic of increasing debate. This research explores the considerations that influence teachers’ use of Indonesian as well as the difficulties encountered in its application. Adopting a qualitative case study design, the study involved five Indonesian EFL teachers in Malang who were deliberately selected based on their professional experience and the levels at which they teach. Data were collected through semi-structured interviews and classroom observations and were analyzed using thematic analysis. The findings indicate that teachers deliberately incorporate Indonesian to support student comprehension, clarify instructional content, and enhance learners’ confidence. However, challenges emerge when excessive reliance on Indonesian limits students’ exposure to English and restricts the development of autonomous language skills. Teachers therefore must carefully balance the use of L1 and L2, ensuring that Indonesian functions as a facilitative tool rather than a substitute for English. The study underscores the importance of ongoing evaluation, teacher development, and supportive learning environments to enhance English proficiency while optimizing L1 use.
NEGOTIATING CURRICULUM STANDARDS: TEACHER AUTONOMY IN ISLAMIC SCHOOL CONTEXTS Khudori, Ahmad
International Journal of Instructions and Language Studies Vol. 4 No. 1 (2026): International Journal of Instructions and Language Studies
Publisher : UHN IGB Sugriwa Denpasar

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Abstract

Teacher autonomy plays a crucial role in shaping instructional practices, particularly within Islamic schools where educators are required to balance national curriculum standards with religious, moral, and cultural values. This study explores how English teachers in Islamic boarding schools manage the pressures of curriculum standardization while maintaining professional autonomy in their classrooms. Adopting a qualitative case study design, data were collected through classroom observations and semi-structured interviews with four English teachers affiliated with the Musyawarah Guru Mata Pelajaran (MGMP) at the Madrasah Aliyah level in East Java, Indonesia. The participants were selected based on specific criteria, including teaching experience, institutional context, and academic background. The data were analyzed using thematic analysis to identify recurring patterns and meanings related to teacher autonomy. The findings reveal three main themes: (1) contextual and value-integrated teaching approaches, where teachers adapt instructional content to align linguistic goals with Islamic values; (2) adaptive teaching strategies, which include flexible pedagogical methods and selective use of technology to respond to classroom needs; and (3) holistic assessment and skill development, emphasizing formative and reflective evaluation beyond standardized testing. These findings indicate that teacher autonomy in Islamic schools extends beyond instructional freedom to include professional judgment in integrating moral-spiritual objectives with curricular demands. The study concludes that supportive institutional environments, culturally responsive professional development, and flexible curriculum interpretation are essential for strengthening teacher autonomy. The findings offer practical insights for policymakers and school leaders seeking to improve teacher professionalism and instructional quality in religious educational contexts.
TAILORED ENGLISH LEARNING: UNCONVENTIONAL PERSPECTIVES FROM ENGLISH TUTORS IN NON-FORMAL EDUCATION CONTEXT Bagas, M Shofi; Romadhon, M Galuh Elga
International Journal of Instructions and Language Studies Vol. 4 No. 1 (2026): International Journal of Instructions and Language Studies
Publisher : UHN IGB Sugriwa Denpasar

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Abstract

The development of individualized English learning programs plays a crucial role in enhancing effective English language teaching in informal educational settings, particularly in private tutoring institutions where learners often have diverse needs, goals, and learning paces. This research aims to explore the perspectives of English tutors who provide daily instruction in private tutoring institutions in Indonesia regarding the conceptualization, development, and implementation of personalized English learning programs. Specifically, the study investigates how tutors adapt curriculum content, teaching strategies, and assessment practices to accommodate individual learner characteristics in non-formal educational contexts. This study employs a qualitative research design to obtain an in-depth understanding of tutors’ experiences and professional practices. The participants consist of English tutors working in selected private tutoring institutions in Indonesia. Data were collected through semi-structured interviews, classroom observations, and document analysis of teaching materials and learning plans used by the tutors. The interview guide served as the main research instrument, supported by observation sheets and documentation checklists to capture curriculum-related practices in authentic teaching situations. The collected data were analyzed using thematic analysis, involving data reduction, coding, categorization, and interpretation to identify recurring themes related to curriculum development and individualized teaching practices. The findings reveal that tutors rely heavily on practical teaching experience, learner feedback, and collaborative discussions with colleagues when designing personalized learning programs. The study also highlights the importance of communication strategies and shared decision-making in supporting effective curriculum implementation. Furthermore, the research identifies several challenges faced by English tutors in unconventional educational environments, including limited institutional guidelines, varying student proficiency levels, and time constraints in curriculum adaptation. Establishing collaborative relationships among tutors, learners, and institutional stakeholders emerges as a key strategy for improving teaching experiences and enhancing the quality of curriculum design in informal educational settings. These findings contribute to the broader academic discussion on personalized learning approaches and curriculum development in non-formal education contexts.
RECONSTRUCTING HISTORICAL LITERACY: STUDENTS’ PERSPECTIVES ON AI GENERATED CROSSWORD MEDIA BY CANVA AI FEATURE Al Kamil, Muhammad Shofiyulloh
International Journal of Instructions and Language Studies Vol. 4 No. 1 (2026): International Journal of Instructions and Language Studies
Publisher : UHN IGB Sugriwa Denpasar

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Abstract

The integration of Artificial Intelligence (AI) in history education offers opportunities to enhance students’ literacy skills, particularly in Islamic boarding school, pesantren, contexts where instruction is often lecture-centered and text-heavy. Despite growing research on digital game-based learning, limited studies have explored AI-generated crossword pedagogy in historical subjects from students’ perspectives. This study addresses three questions: (1) How does AI-generated crossword learning through Canva AI features influence students’ historical literacy? (2) What are students’ perspectives toward its implementation? (3) What benefits and challenges are experienced? This research employed a qualitative case study design conducted in a Madrasah Aliyah in Pasuruan, East Java. Eighteen students from Grades X–XII were selected through random sampling. Data were collected through semi-structured interviews (30–60 minutes) and analyzed using thematic analysis. Findings reveal three major results. First, 15 of 18 students reported increased engagement and motivation compared to traditional lectures. Second, 14 students indicated improved vocabulary retention, recall accuracy, and understanding of historical terms through retrieval practice embedded in crossword activities. Third, although 16 students expressed positive attitudes toward the innovation, challenges included unstable internet access (7 students) and initial unfamiliarity with Canva AI features (6 students). Several participants noted that crossword activities effectively reinforced terminology but required teacher explanation for deeper historical analysis. In conclusion, AI-generated crossword puzzles positively support micro-level historical literacy and classroom engagement but function best as complementary tools within varied instructional strategies.
The THE INFLUENCE OF INFORMATION CLARITY AND ENGLISH USAGE ON FOREIGN TOURISTS' WAYFINDING IN REGENCY TOURISM VILLAGES Dananjaya, Ahmad Ghazy
International Journal of Instructions and Language Studies Vol. 4 No. 1 (2026): International Journal of Instructions and Language Studies
Publisher : UHN IGB Sugriwa Denpasar

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Abstract

As Indonesia promotes community-based tourism in its eastern frontier, the readiness of visual communication infrastructure in remote areas becomes a critical success factor. This study aims to empirically measure the influence of Information Clarity and Use of English on the Ease of Navigation for foreign tourists visiting tourism villages in Fakfak Regency, West Papua. The research locus focuses on four specific villages representing Geographical Clusters of varying development statuses: Kampung Ugar (Advanced), Maas (Advanced), Fior (Developing), and Patimburak (Pioneer). The study employs a quantitative approach with an explanatory survey design. Primary data were collected via paper-based questionnaires during the peak tourist season to a sample of 200 foreign tourists, selected through a combination of cluster and incidental sampling. Data analysis was performed using Multiple Linear Regression in SPSS. The results demonstrate that Information Clarity and the Use of English both significantly affect the Ease of Navigation, with English usage having a dominant influence. The study concludes that visual and linguistic infrastructure are foundational to spatial orientation, mitigating spatial anxiety in complex topographies. Practically, these findings imply an urgent need for local governments to standardize bilingual, high-visibility signage to match official tourism development classifications.

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