Proceder: Applied Linguistics, Literature, and Language Education

Indonesian pre-service students’ preferences, frequencies, and perceptions of using mobile devices in language learning across departments and genders

Delsa Miranty — 2025-02-28

University students worldwide use mobile devices for language learning, but little is known about how mobile devices relate to Indonesian pre-service students across departments and genders. This study examined Indonesian pre-service students’ preferences, frequencies, and perceptions of how English Education and Mathematic Education departments use mobile devices for language learning across departments and genders. The participants in this study were first-year to seventh-year pre-service students from two departments at a public university in Banten province. The samples were three hundred and two pre-service students who studied English as a foreign language at an Indonesian public university in Banten province, including 246 females (150 from English Education and 96 from Mathematics Education) and 56 males (42 from English and 14 from Mathematics). The study utilized a quantitative research design, employing an online survey with a closed-ended questionnaire as the primary instrument for data collection. The researchers then categorized and interpreted the survey data descriptively and quantitatively to answer the study’s questions. The study found that most female students from both departments use smartphones almost daily, followed by laptops, and they positively perceive using mobile devices in learning languages. Due to cost, spare parts, and data sharing, the students from both departments rarely use other mobile devices such as iPads, tablets, smartwatches, and Google Glass. Next, this study demonstrated the benefits of learning environments, including how pre-service students use mobile devices to learn English as a foreign language, more technical support for using technologies in ELT settings, and the impact on language teaching.

Student engagement in English language learning with artificial intelligence (AI) chatbot from the perspective of planned behavior theory

Fauziah — 2025-02-28

This qualitative study investigated student engagement in English language learning facilitated by Artificial Intelligence (AI) chatbots, utilizing the Planned Behavior Theory (PBT) lens. Employing a phenomenological approach, this study explored the lived experiences and perceptions of 15 participants enrolled in a private higher education institution in Aceh, Indonesia. Data collection involved semi-structured interviews, focus group discussions, and observation to explore students’ attitudes, social influences, perceived behavioral control, and the alignment of perceptions with engagement. Thematic analysis was applied to analyze the data, revealing students’ attitudes towards AI chatbots influenced by perceptions of utility, social norms, and technological proficiency. The triangulation of findings from interviews and focus groups highlighted converging themes and provided a comprehensive understanding of student engagement with AI chatbots in English language learning. Participants navigated a complex interplay between individual beliefs and external factors in engaging with AI chatbots for language learning. This study emphasizes the importance of considering sociocultural contexts and user experience in designing and implementing AI-driven educational tools. The insights gleaned from this research contribute to the broader discourse on technology-mediated language learning and inform strategies for enhancing student engagement in English language education.

Developing an ESP digital platform based on students’ learning styles: A research study in ESP course design at a university English education study program

Nora Ronita Dewi — 2025-02-28

This research study aims to develop an ESP (English for Specific Purposes) Digital Platform tailored to students’ diverse learning styles. Applying Borg and Gall’s (1983) R&D approach, the research seeks to address the varying preferences of visual, kinesthetic, and auditory learners within the context of ESP Course Design. The study population consists of 50 students enrolled in ESP Course Design across six classes. Through a structured sampling method, students from each class were selected to represent the diverse demographics of the population. Utilising a mixed-methods approach, the research employed surveys and interviews to gather data on students’ learning preferences and experiences. The findings revealed that 54% of students prefer visual learning methods, 24% favour kinesthetic approaches, and 22% exhibit a preference for auditory learning modalities. Building upon these findings, the research aims to design and implement an
ESP Digital Platform that caters to the identified learning styles. The platform will incorporate interactive visualisations, hands-on activities, audio lectures, and other multimedia resources to engage students and enhance their learning experience. By incorporating adaptive learning techniques and assessment tools, the platform aims to customise content delivery and evaluate students’ understanding across different learning styles. Additionally, it will prioritise accessibility and usability to ensure effortless navigation and interaction for all users. In summary, this study improves ESP education by providing actual proof of how students like to learn through a digital tool that suits their different needs and useful ideas to those who are willing to make this teaching better in ESP classes.

Integrating Technological Pedagogical Content Knowledge (TPACK) into the Merdeka Curriculum at an elementary school in Parepare: A collaborative approach

Patahuddin — 2025-02-28

The Merdeka curriculum, applied to all levels of education in Indonesia, is a response to the rapid development of information technology, a current challenge for education in Indonesia. As such, teachers must master Technological Pedagogical Content Knowledge (TPACK) in their teaching process. However, preliminary observations from this study found that none of the English teachers in elementary schools in Parepare could master the eight components of TPACK. This study aims to investigate TPACK’s inclusion in the Merdeka Curriculum for English subjects in elementary schools in Parepare. From January to April 2024, this research involved English teachers. The study reveals that teachers need to gain knowledge in applying TPACK in their teaching, affecting the creativity of their designs for TPACK-based learning materials. The impact of this lack of TPACK mastery is the low interest of students in elementary schools in participating in English language learning. However, the potential benefits of TPACK integration into the curriculum, such as enhanced teacher professional development and improved student outcomes, offer a promising future for education in Parepare. The study contributes to the discourse on TPACK’s role in strengthening teacher professional development and student outcomes in the Merdeka Curriculum.

Artificial intelligence in supporting students’ descriptive writing through PjBL learning model: The pedagogical design and its practice

Salasiah Ammade — 2025-02-28

Artificial intelligence (AI) tools that support teaching have been widely practiced by teachers in the education world. Yet, the steps to practice it or its teaching design are still limited to previous studies. Therefore, the study focuses on the design and implementation aspects of teaching descriptive writing through project-based learning and integrating artificial intelligence (AI) tools. The research location is at a junior high school in Soppeng, Indonesia, and the research subject was seventh-grade students. The result of the teaching design covers steps, activities, materials, Artificial Intelligence tools, media, and evaluation. The steps and activities in the teaching design consist of opening, main teaching, and closing. In the teaching material part, the contents describe animals, people, and places. In the AI tools part, the tools used in teaching are Gencraft, chat GPT, and Padlet. In the media part, the tools used are LCD, smartphone, and laptop. Students’ writing
documents were evaluated using a writing rubric in the evaluation part. The study has identified the steps in designing a teaching model for descriptive writing through Pjbl learning by integrating AI tools. This study contributes to our knowledge of the various procedures in teaching design. Yet, future studies on the current topics are still recommended to enrich the research areas on pedagogical design.

Towards effective in-service teacher development in Indonesia: Where is the point of departure?

Sari Hidayati — 2025-02-28

In view of the rapid pace of education reforms and the need to improve the quality of teaching, teachers are obliged to engage in continuous professional development (CPD) to improve their pedagogical knowledge and practices. For teachers to be effectively engaged in CPD, programs should be designed not just to expand knowledge and skills, build pedagogical effectiveness, and enhance professionalism, but also to be differentiated to accommodate the diversity of teachers’ needs, skills and knowledge. Professional development is not generic programs designed to fit all teachers’ needs, rather, it is context-embedded. As such, CPD initiatives can only have a positive effect if teachers are able to articulate their actual needs. This paper aims to argue that it is vital that teachers should be given opportunities to articulate their needs to provide robust data that serve as foundations in designing and developing effective CPD. Additionally, other features of effective teacher development programs are also portrayed. These are discussed in relation to the implications they have for teacher professional development and teacher professionalism in Indonesia.