Fernandita Gusweni Jayanti, Taufik Akbar Azwar – University of Bengkulu

Examining Indonesian EFL Students’ Acceptance of ChatGPT as A Supplementary English Grammar Learning Resource

As   Artificial   Intelligence   (AI)   becomes increasingly prominent in multiple domains, including education, the scrutiny of the acceptance of this technology is critical for future educational agendas. ChatGPT is an example of AI that garners attention in the English  Language Teaching  (ELT)  domain.  This present study sought to examine English as a Foreign Language (EFL) students’ acceptance of the pedagogical implementation of  ChatGPT as an  English grammar learning resource in classrooms.  To this end,  a descriptive quantitative design was employed.  A  questionnaire rooted in the  Technology Acceptance Model (TAM) was adapted to investigate 98 middle school students’ technological acceptance of ChatGPT upon completing a  6-week  language teaching.  Several items under the concern construct were added to the questionnaire to explore students’ concerns about using ChatGPT.  The results suggest that the students generally had a constructive view of the usefulness, ease of use, attitude, and continuance intention to leverage ChatGPT to learn  English grammar.  However,  some students raised concerns, such as becoming excessively reliant on ChatGPT, receiving inaccurate responses,   deteriorating advanced cognitive skills,   and possible academic misconduct. For pedagogical implications, this study underscores the significance of systematic instructional preparation, curricular alignment, and guidelines from educational institutions to incorporate ChatGPT into  ELT classrooms.

Keywords: AI  Assistant,  ChatGPT, English  Grammar  Learning, EFL Students’ Perception, TAM framework

Roro Millatu Al Ghaniy – Universitas Islam Indonesia

Project-Based Learning in Teaching Classroom English Discourse: Practices and Perceptions

This study explores pre-service EFL teachers’ (PSTs) practices and perceptions of the implementation of Project Based Learning (PBL) in teaching courses, particularly in Classroom English Discourse (CED). CED is vital in preparing PSTs for teaching practicum since it teaches them about managing classroom interaction, giving instructions, and providing feedback. Thus, integrating PBL into CED is essential for promoting active learning and improving these pedagogical and communication skills. This mixed-methods study involved thirty-two PSTs as the research participants. The data were collected via an online questionnaire and semi-structured interviews. While questionnaire data were analyzed using descriptive statistics, the interview data were evaluated in three stages: condensing data, displaying data, and drawing conclusions. Quantitative results of this study revealed that most PSTs perceived PBL as effective in enhancing their learning comprehension and interpersonal skills including communication, problem-solving, and collaboration. Furthermore, qualitative results showed that PSTs’ critical thinking, creativity, and teaching confidence improved significantly. These results suggest that integrating PBL not only improves PSTs’ cognitive and interpersonal abilities but also makes teacher training programs in EFL contexts effective.

Keywords: Project-Based Learning, Classroom English Discourse, EFL Pre-Service Teachers

Nurul Aini Islamiah, Herlina Daddi, Junaid- Universitas Muhammadiyah Makassar

Leveraging E-Portfolio to Foster Self-Directed Learning in English Speaking Academic Performance at SMA Negeri 21 Gowa

The present study explores the efficacy of e-portfolios as a digital educational tool aimed at enhancing self-directed learning and the academic performance of students in English speaking at SMA Negeri 21 Gowa, South Sulawesi. This research involved a sample of 32 students from class XI IPS 1 (social science) who were selected through purposive sampling. By utilizing a quantitative methodology, specifically a pre-experimental design that incorporated pre-tests and post-tests, the study sought to assess the influence of e-portfolios on speaking proficiency. The analysis revealed a dramatic increase in the average pre-test score, which was recorded at 26.25%, compared to the post-test score of 57.13%. Specific gains were observed across five aspects of speaking: pronunciation, grammar, vocabulary, fluency, and comprehension. For instance, the mean score for pronunciation escalated from 1.62 to 3.41, while grammar proficiency increased from a score of 1.19 to 3.06. The results of the paired sample t-test showed a significant difference between pre-test and post-test scores (Sig. 2-tailed < 0.05), confirming that the intervention had a substantial impact. These findings underscore the potential of incorporating e-portfolios into language education curricula to facilitate self-directed learning and significantly enhance students’ speaking proficiency. The use of e-portfolios, therefore, represents a compelling approach to transforming traditional language instruction into a more dynamic and effective learning experience for students.

Keywords: E-Portfolio, Self-Directed Learning, Speaking Skills, Academic Performance

Rindu Handayani, Silih Warni – Universitas Muhammadiyah Bangka Belitung, Universitas Muhammadiyah Prof. Dr. Hamka

Dialogic Discussions for Constructing Students’ Critical Thinking in an EFL Writing Classroom; A Case Study

Students in higher education are expected to have advanced critical thinking abilities, particularly in academic writing. Their writings are considered grammatically correct, thoroughly researched, knowledgeable, intelligible, and cohesively structured. Prior study demonstrates that Indonesian students continue to struggle with generating structured and original ideas in writing. This qualitative case study examines the role of dialogic talks for developing critical thinking abilities among English as a Foreign Language (EFL) students in a writing classroom. The study, situated within sociocultural theory, investigates the interaction among collaborative discussions, reflective thinking, and written argumentation in an academic writing class at a private institution in Bangka Belitung province. The study involved 15 undergraduate respondents, comprising two males and thirteen females. The data collection methods employed included observation, semi-structured interviews, focus group discussions, and direct feedback on writing. The students engaged in six weeks of meetings covering various topics for writing. Data were gathered through semi-structured interviews, classroom observations, field notes, and analysis of direct feedback exchanged during writing sessions. Thematic analysis was utilised to code and interpret patterns in the development of students’ critical thinking, integrating insights from oral interactions, written outputs, and reflective data. The findings indicate that dialogic discussions fostered an environment where students could critically analyse assumptions, assess evidence, and reconcile differing viewpoints, resulting in essays that were more nuanced and logically organised. Challenges, including unequal participation in discussions and initial dependence on teacher scaffolding, highlighted the necessity for structured support to maintain equitable engagement.

Keywords: dialogic discussions, critical thinking, university students’ writing, critical writing skill, feedback practices.

Carla Sih Prabandari – Universitas Sanata Dharma

Investigating Indonesian Pre-service Primary School Teachers’ Readiness for English Language Teaching

With English being an elective subject at the primary school level, the Teacher Professional Education (TPE) Program, also known as Program Pendidikan Profesi Guru (PPG) for pre-service primary teachers, has offered English for Elementary School Teachers as a compulsory elective course. Bearing in mind that early exposure to English in primary school can lay a foundation for future success, assessing the readiness of primary school teachers to teach English becomes significant in the context of preparing students for a globalised world. This study aims to explore the extent to which Indonesian pre-service primary school teachers are ready to teach English effectively to young learners. This study adopts a mixed-methods embedded design, which involves qualitative data being dominant, with quantitative data supporting the primary findings. It employs multiple data sources, including a data set, questionnaires, interviews, teaching practicum observations, and reflective journals. The participants of the study are pre-service teachers holding a bachelor’s degree in primary education (Pendidikan Guru Sekolah Dasar) who are undertaking TPE to be certified primary teachers. They are required to take English for Elementary School Teachers as a compulsory elective course. The data will be analysed manually and using NVivo software, following the thematic analysis procedure. The proposed study’s significance lies in its potential to inform policies, empower pre-service primary teachers, and improve the overall quality of English language education in Indonesian primary schools.

Keywords: EFL in Primary Schools, Teacher Readiness, Teaching English to Young Learners, Pendidikan Profesi Guru (PPG)

Surya Asra, Meutia Aulia Saputri, Evi Zulida, Fadlia – Universitas Samudra

The Authentic Material toward Reading Comprehension: Is it really benefit the students?

This research aimed to find out the effect of using authentic material in learning English, especially for reading comprehension. Students’ interest and motivation in reading were also explored in this study. This research used an experimental quantitative method with a one-group pre-test post-test design. The population in this study was all classes of SMA Negeri X in Langsa which consisted of 11 classes. The sample for this research was one class in the first grade, which consisted of 25 students and was selected using a purposive sampling technique. In collecting data, researchers used a reading test in the form of multiple choices and a student response questionnaire regarding the use of authentic material. The results of data analysis were carried out using the t-test. The results showed that there is an increase in students’ reading comprehension. This is proven by the significant increase between students’ pre-test and post-test scores. The students’ average score increased from 56.8 (pre-test) to 92 (post-test). During the learning activity, the students involved actively by asking many questions related to the reading theme. Apart from that, the results of the questionnaire also stated that learning English using authentic material was very interesting, motivating, and expanded new vocabulary. Thus, the results of this study imply that English teachers can use authentic material for boosting their students’ ability, especially in reading comprehension. The teachers can explore the real-life sources, such as online newspapers and scientific articles, and adapt them to be appropriate reading material.

Keywords: Authentic Material, Teaching Reading Comprehension, Students’ Motivation

Melvina, Qkhoirin Anisa, Yendra – Universitas PGRI Sumatera Barat

Utilizing chatGPT As A Supporting Tool In Teaching English As A Foreign Language: Exploring Teachers’voice

The present study aims to explore English teachers’ perceptions of using ChatGPT as a supporting tool in teaching English as a foreign language. The research was conducted at SMKN 1 Batusangkar, involving two English teachers as participants. A descriptive qualitative approach was employed, and data were collected through semi-structured interviews. Thematic analysis was applied based on Braun and Clarke’s (2006) framework. The findings reveal differing perceptions among the participants regarding the use of ChatGPT in teaching. One teacher demonstrated a positive perception, highlighting the tool’s usefulness in designing lesson materials, generating example sentences, and supporting classroom activities more efficiently. In contrast, the other teacher expressed more critical views, including concerns about students’ dependency on the tool, its lack of contextual understanding, and the need for content verification. Despite these concerns, both teachers continued to utilize ChatGPT as a supplementary tool in their teaching practices. Factors such as personal experience, institutional support, and perceptions of usefulness and ease of use were found to influence their overall views toward the integration of ChatGPT in English language teaching

Keywords: ChatGPT, English language teaching, supporting tool, qualitative research

Christianus I Wayan Eka Budiartha, Herdiana Hakim – Sampoerna University

Enhancing EFL High School Students’ Language Proficiency Across Indonesia: Intensive Preparation for the Next Generation Accuplacer Test

This study evaluates a five-week intensive enhancement program designed to improve learner engagement and language proficiency among EFL high school students from various urban and rural areas in Java, Sumatra, Kalimantan, and Sulawesi. The program, structured using the ADDIE model (Analysis, Design, Development, Implementation, and Evaluation), aimed to increase students’ readiness for the Next Generation Accuplacer Test, a standardized assessment required for admission to universities with an American-based curriculum. Data were collected through instructor reflection reports, test results, and on-site observation notes. Adjustments to the learning materials were made based on identified gaps in students’ language proficiency. The findings indicate notable improvement in students’ college readiness, with significant gains observed following on-site visits designed to foster student commitment. These results suggest that intensive, targeted language enhancement programs can potentially bridge proficiency gaps for EFL learners, with implications for broader implementation and educational policy.

Keywords: EFL Learners, Enhancement Program, Next Generation Accuplacer Test, ADDIE Model

Paulus Kuswandono – Sanata Dharma University

The Roles and Challenges of Authentic Assessment in Preparing Indonesian Pre-Service English Teachers

Authentic assessment (AuA) is one of the fundamental characteristics of education reform in Indonesia within the context of high-impact learning practices. Nevertheless, the implementation of AuA is often inhibited by the dominant cognitive attributes that do not support more holistic learning goals. This study aims to explore the AuA implementation and challenges in the education of preservice English teachers (PSETs) so that they can prepare for the real-world challenges based on the real-world tasks in the learning process. This study employed a qualitative method by distributing a questionnaire to the 20 English Language Education Study Program (ELESP) at an Indonesian private university. The questionnaire was in the form of close-ended and open-ended questions. The findings demonstrate that more than 82% lecturers understood and were aware of the definition and implementations of AuA. The lecturers implemented AuA through at least 5 practices, namely project-based assignments, portfolio (journaling), teaching simulations, classroom presentations, peer assessment, and self-assessment. The study concludes that AuA can reinforce and leverage PSETs’ pedagogical skills and creativity to prepare the graduates for the future authentic tasks in their professional work. The study suggests that, as AuA integration in the PSETs’ learning is paramount, the continuous training on AuA implementation should be developed to make it more relevant and impactful to the dynamic changes of the real-world tasks of teachers in the future.

Keywords: Authentic Assessment, creativity, pedagogical skills.

R.A. Vita Astuti – Universitas Atma Jaya Yogyakarta

Culturally Responsive English Teaching in Indonesia: Empowering Adult Learners through Inclusive Pedagogy

In Indonesia’s multicultural society, English language instruction for university students must go beyond grammar and vocabulary to reflect the nation’s diverse cultural identities. This paper explores how culturally responsive English teaching (CRET) can empower university students by integrating inclusive pedagogy that respects and reflects Indonesia’s ethnic and religious plurality. Due to its popular destination for Indonesian students to study, Yogyakarta is chosen as the scope of the research. Drawing from surveys, as well as interviews, of 10 English lecturers and 50 students across Yogyakarta, the research investigates how inclusive teaching practices empower adult learners’ intercultural competence. Findings reveal that when lecturers embed local contexts and student experiences into lessons, the learning process not only develops students’ language skills but also challenge their understanding of intercultural values. Students improve cultural empathy, particularly when classroom content mirrors their lived realities within the Indonesian multiculturalism. The study identifies challenges, including limited training on inclusive pedagogy and the dominance of Western-centric materials. The paper concludes by stressing the need to redesign English curricula to be more inclusive and culturally rooted and offering practical recommendations for teacher development, as well as positioning English as a tool for both intercultural communication and cultural empowerment in a pluralistic Indonesian context.

Keywords: inclusivity, culture, intercultural communication, teaching

Novi Dwi Yuliani, Lailatun Najmiah, Muhammad Rifqy Rujani – Universitas Nahdlatul Ulama Kalimantan Selatan, UIN Antasari Banjarmasin

Analyzing Santri Needs for English Debate as a Strategy to Support Global Communication Readiness

The ability to communicate effectively in a global setting is increasingly essential, To address this, Pondok Pesantren Darul Hijrah held English Zone program to encourage full English immersion. Within that program, English debate is believed to be an effective method for building speaking confidence, critical thinking, and global awareness. However, the actual needs and perspectives of santri toward debate activities have not been widely examined. This research explores students’ needs and perceptions of English debate through a combination of survey and interview methods. A total of 60 students from Pondok Pesantren Darul Hijrah participated in a questionnaire that asked about their interest in debate, skill expectations, soft skill development, and views on debate as preparation for global communication. Additionally, interviews were conducted with debate trainers, English Zone mentors, and students who are actively involved in debate activities. The interview questions explored the challenges students face, the current support available, and suggestions for future improvement. The results indicate that most students are enthusiastic about participating in debate, especially when the themes are relevant to their daily lives. They expressed a desire to improve their public speaking, argumentation, and confidence. From the interviews, it became clear that both students and instructors see debate as a meaningful learning tool, although they also mentioned the need for clear structured guidance to help students navigate the debate process is still necessary to be improved.

Keywords: English Debate, Global Communication, Islamic Boarding School, English Zone