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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 44 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.

Page 5 of 5 | Total Record : 44

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