Private University In Central Java Research Articles

Utilizing ChatGPT on Designing English Language Teaching (ELT) Materials in Indonesia: Opportunities and Challenges

This study aims to examine the impact of artificial intelligence (AI) on pragmatic English language teaching in universities. The scope of the study is limited to the opportunities and challenges of English language teaching. This study was carried out using a mixed method of conducting surveys and in-depth interviews. A questionnaire link using Google Forms from Spreadsheet was sent to 6 English lecturers via WhatsApp group and personal contact. The study sample consisted of 6 English lecturers from state and private universities in Central Java. Observation, questionnaire analysis, and interview transcripts show that the emergence of artificial intelligence (AI) technology has created opportunities and challenges to teaching and learning English. AI has transformed English language teaching in higher education. The findings and discussion elaborate some novelties of this study; 1) the profile of utilizing ChatGPT in pragmatics ELT teaching, portrays that ChatGPT roles in teaching scenarios play 3 major sessions, like; designing creative and innovative pragmatics teaching materials, setting up the midterm test of pragmatics project, and lastly, assessing and evaluating the pragmatics final test project. 2) The opportunities of using ChatGPT for lecturers, ChatGPT is one of the most sophisticated AI tools available today, and it can write nearly anything that an instructor wants it to. ChatGPT can help lecturers with a variety of tasks, such as creating course outlines, student progress reports, test and quiz questions, and grading rubrics; developing more inclusive and accessible learning activities; interacting with students and their families; and contributing text for websites or bulletin boards to maintain a connection between students and their families. 3) The challenges of applying ChatGPT for lecturers; ChatGPT can provide immediate responses to student questions, ChatGPT can adapt to individual student needs, ChatGPT can increase accessibility and inclusivity by providing language support for students with diverse learning needs, ChatGPT can serve as a valuable tool for language practice and strengthening, ChatGPT can encourage active learning by encouraging students to ask questions, engage in discussions, and seek clarification on challenging concepts, Integrating ChatGPT into language teaching can inspire innovative teaching approaches, such as blended learning models, flipped classrooms, and gamified learning experiences, that leverage technology to improve student learning outcomes

Naturally felt emotions, work engagement: the moderating role of perceived organizational support

The main purpose of this study is to investigate whether or not emotional labor strategy (i.e., naturally felt emotions) significantly predicts work engagement (i.e., vigor, dedication, absorption) among academicians in a higher education setting. It also evaluates the role of perceived organizational support (POS) as the moderating variable between naturally felt emotions (NFE) and work engagement. This study employs a survey questionnaire, and data collected from private universities in Central Java, Indonesia. To analyze the data and test the proposed model, the partial least squares structural equation modelling approach was employed. The findings demonstrate that: i) NFE are significantly and positively related to all work engagement dimensions; and ii) POS is proven insignificant to moderate the relationship between NFE and work engagement dimensions. The results of this study complement the literature by addressing associations between NFE and work-related outcomes (i.e., work engagement), especially in the Indonesian academic context. In addition, this study also confirms the insignificant role of POS which is based on norms of mutuality between the organization and employee. Finally, the study offers recommendations and conclusions to achieve long-term objectives for higher education institutions.

EFL GRADUATE STUDENTS’ VOICES ON THEIR TECHNOLOGY-INTEGRATED CLASSROOM LANGUAGE TASKS

This qualitative study delves closely into graduate students’ reflective-evaluative voices on technology-integrated classroom language tasks they found useful and challenging in Introduction to Digital Technology (IDT) class in an English as a Foreign Language (EFL) setting at a private university in Central Java, Indonesia. The study also focuses on exploring the students’ practical recommendations to improve the quality of teaching and learning activities in the class. To meet the research goals, seven EFL graduate students participated in this study by answering closed and open-ended questions in a Google Form. For data triangulation, three of them participated in an in-depth semi-structured interview to clarify their responses to the questionnaire. The research findings inform that writing the literature review discussing realities of technology use in schools and districts in Indonesia and writing the report for technology workshop activities for school teachers seemed to be the most useful activities for the students in the IDT class. Besides the writing parts, conducting the technology workshop for the school teachers was another useful activity for the students. Although useful, the students considered the writing activities as one of the most challenging tasks in the course. Other findings, including reasons why the students found the tasks useful and challenging, as well as practical ways to improve the teaching and learning activities in the class, were then discussed in light of the relevant literature. The overall discussions might tell the success and challenges of the integration of technology in language teaching and learning, research, and community service activities in a higher education context in Indonesia. Recommendations for future research are presented.

Self-Regulated Learning Phases in Interpretive Reading Course: How are They Presented in the Lesson Plan?

This paper aims to provide insight on how Self-regulated learning strategy is implemented in a classroom by presenting how three phases of the strategy; Forethought and Planning phase, Monitoring Performance phase, and Reflection on Performance phase; are shown in the lesson plan of Literal Reading Course at university level to support independent learning skill. This is a case study observing the lesson plan of Literal Reading course in a private university in Central Java, Indonesia. It shows the examples on how each phase of the strategy is realized in the lesson plan considering the aim of the phase which is mentioned to be important to help student become familiar with the course and prepare themselves before joining the sessions of the lecture. Integrating the phases in the lesson plan helps students to be more confident and motivated in joining the lecture since they know what they will face in advance instead of getting sudden materials from the lecturer. It can be inferred that the implementation of the strategy is considered complete by arranging a lesson plan that matches the phases of Self-regulated learning strategy to support the process of Literal Reading learning that is expected to guide students during the lecture.

Google translate in academic writing class: How EFL learners use and perceive it

The study of the use of Google Translate (GT) in ELT classroom has been an interesting issue to be discussed. Researchers noted that GT’s translation quality has significantly increased as a result of utilizing an Artificial Intelligence (AI) technique which studies languages through examples. The employment of GT as a tool to help students in ELT classes seems to be advantageous for them. However, many language teachers continue to question the value of this translation machine. This study investigates the learners’ perspectives towards the use of GT in their Academic Writing class; whether they think it is helpful in assisting them in the learning process or not. The researchers attempt to answer the research question of “What are the learners’ perceptions towards the use of GT as a learning support in Academic Writing class?” because there are still very few studies that have examined the use of GT as a learning support tool in Academic Writing class. The study uses a qualitative approach through the use of interviews as a data collection instrument. The interviews were conducted with five participants from the English Language Education program of the Faculty of Language and Arts in one private university in Central Java. The participants are the students who have just taken Academic Writing (AW) class in the previous semester before the research was conducted. The findings of the study show that all participants agree that GT has its own positive and negative impacts in their learning in the classroom.

Challenges and Opportunities for the Implementation of Internal Audit to Realize Good University Governance in Private Universities in Central Java

This study aims to investigate the efforts and commitments, challenges, and opportunities for the implementation of financial internal audits at Private Universities in Central Java. This study used a qualitative method by conducting interviews with members of the Internal Supervisory Unit at four private universities in Central Java that were accredited as superior. Private universities’ efforts and commitments were analyzed using institutional work theory, while challenges and opportunities were analyzed using institutional logic theory. The results showed that private universities' efforts to implement financial internal audits were realized with the motivation to implement Government regulations related to the accreditation of private universities. The commitment of private universities is indicated by the preparation of Standards of Operations (SOPs) for the implementation of internal audits and the inculcation of organizational culture. The challenges faced by private universities are limited human resources and information system technology. The opportunities that private universities have are an independent internal audit body and the Rector's open and transformative leadership style. The implementation of internal financial audits at private universities requires effort and commitment from the Rector and members of the organization to face challenges both from within and from outside.

POLA INTERAKSI SOSIAL MAHASISWA DALAM PROSES KOMUNIKASI BELAJAR E-ELEARNING KULINO

Coronavirus Disease 2019 or Covid-19, entered Indonesia indonesia since early 2020. This has an impact on the activities to experience restrictions, including the aspects of Teaching and Learning Activities (KBM) in Higher Education. Based on the Joint Decree of the 4 Ministers, learning activities, especially at tertiary institutions in all zones, must be carried out online. Institution designs a distance learning system use the e-learning system. One of the Best Private Universities in Central Java, namely Dian Nuswantoro University, helped build a distance learning system, namely KULINO, which is a Moodle-based Learning Management System (LMS) in overcoming the Covid-19 Pandemic situation. This research aims to discover the social interactions that occur in online learning using KULINO. This study uses a qualitative research method with a phenomenological approach. Research results show interaction between students and lecturers in synchronous learning is more interactive. In contrast, the asynchronous learning interactions run in one direction so education is not interactive. The form of social interaction in online learning is associative in the form of cooperation and assimilation, while the form of dissociative interaction is in the form of conflict in the task group. Learning that is synchronously intertwined is more interactive, althought it must still be combined with asyncronous. Suggestions that can be given are that lecturers should be able to build interesting situations so that students are not bored and passive during online lectures.

Sharing Tacit Knowledge as a Strategy for Improving the Quality of Central Java Private Education Lecturers

The problem that occurs in knowledge management is that several individuals control a lot of knowledge so when these individuals leave the organization, the organization will lose its knowledge. Therefore knowledge sharing is very important for the success of educational institutions. This study aims to examine the willingness to share tacit knowledge, its relation to perceived values, and altruistic behavior. This research was conducted at a private university in Central Java with a quantitative and qualitative approach. The quantitative approach uses a sample of 294 lecturers. Qualitative approach through triangulation of higher education leadership sources. The results of the study concluded that altruistic behavior is the best predictor in forming the desire to share knowledge between lecturers both internally and externally, and perceived value support is also an important factor for sharing knowledge. This finding implies the need to build a culture of sharing tacit knowledge through regular discussions at the study program level at the lowest structural scope. Discussions at the faculty and university level, as well as discussions with external parties, both fellow academics, and non-academicians, these activities must be under the umbrella of academic regulations and enhance the role of quality assurance as a control tool. All of this is believed to improve the quality of lecturers in implementing the Tri Dharma of Higher Education.

Exploring Students’ Attribution: Why Did Students Fail in Their Online Basic Grammar Class?

Grammar is one of the crucial components that must be mastered by English as a Foreign Language (EFL) students when they want to learn English. Undoubtedly, many students think grammar is quite challenging to understand and master. In an English Language Education Program at a private university in Central Java, Indonesia, many EFL students failed their Basic Grammar classes. Therefore, this study aims to explore the EFL students’ attributions or reasons for their failure in their Basic Grammar class. The data were gathered through a semi-structured interview with five EFL students who failed their Basic Grammar class. My preliminary results indicate some factors that cause them to fail in their Basic Grammar classes, such as the lack of knowledge, internet connection, and students’ factors. Recommendations for future research are discussed.

Exploring EFL Students’ Success Attributions in an Online Academic Listening Class

Listening is one of the important skills in English as a Foreign Language (EFL) learning and also plays an essential part in the learning process. Even though listening is vital, many EFL students feel that listening is one of the most challenging skills to learn, specifically when dealing with academic listening. This study explores attributions that help students succeed in their academic listening class that was conducted in an online learning environment. The researcher conducted a semi-structured interview with five university students at a private university in Central Java, Indonesia. The findings found out that teacher’s roles, self-efficacy and motivation and the use of technology in online learning help students to pass and gain good grades in an online Academic Listening class. The results are expected to benefit EFL teachers in finding practical ideas to enhance their students’ motivation in the academic listening class and EFL students in finding ways to be successful in their academic listening class. Practical recommendations for EFL teachers and students as well as directions for future research are presented.

EFL female students’ perceptions in doing collaborative writing in an online writing class

Collaborative writing is an approach teachers can apply to support their students’ writing development. However, despite the benefits from collaborative writing, some English as a Foreign Language (EFL) students might not enjoy writing in groups. This qualitative study aims to explore the perceptions of EFL female students in doing collaborative writing in a Writing for the Media class, such as how they think about finishing their writing tasks collaboratively, the benefits and challenges of doing collaborative writing in order to know whether collaborative writing can actually improve students’ writing skills or the opposite. The female students were chosen because studies prove that they contribute more for the group’s success. Data were gathered through a semi-structured interview with five EFL female students from a private university in Central Java, Indonesia. My analysis results indicated that EFL female students had positive perceptions towards collaborative writing, i.e., helping other students complete their writing tasks, providing opportunities to share ideas, and improving writing skills. Meanwhile, challenges that most of the research participants faced were dealing with differences in opinion, and lacking equal contribution from group members. Practical suggestions for improving online collaborative writing activities in online EFL writing classrooms and recommendations for future research are presented, i.e., assist and monitor the progress, giving a specific topic to write about to minimize conflict and differences of opinion, and providing rubrics for peer assessment.

EFL STUDENTS’ CHALLENGES IN WRITING THEIR RESEARCH PROPOSAL

This qualitative study delves closely into students’ challenges of writing specific sections (i.e., introduction, literature review, and method) of their research proposal and coping strategies to deal with those challenges, specifically in online learning environments amidst the Covid-19 pandemic. Data were garnered from six Indonesian EFL undergraduates taking a research design course at a private university in Central Java, Indonesia. Selected based on the intensity sampling technique, these students were involved in an in-depth semi-structured interview session with the researcher to share their voices on the writing challenges and coping strategies as well as parts of the course they found useful and practical suggestions for class improvement. The data analysis results indicated that writing a good research proposal might be challenging for the research participants, considering the various challenges they experienced when writing sections of their research proposal. Different coping strategies to deal with those challenges, useful parts of the course and suggestions for class improvement were presented and discussed in the discourse of the reviewed literature. The paper ends with some directions for future research.

English Songs in Vocabulary Learning:Higher-Education Students’ Perceived Views

This survey study investigated students' perceptions of using English songs towards their vocabulary learning. It involved 59 sixth-semester English Language Education Study Program students at a private university in Central Java. Data were collected from a closed questionnaire distributed to the research participants via a Google Form. The quantitatively analyzed questionnaire data demonstrated that the average percentage of the three perceptions indicators – perceived object, sensory organs or receptors, and attention – was 86%, included in the ‘Strongly Agree’ criterion based on the interval measurement. The results mean that the students perceived that English songs could help them learn, acquire, and retain new vocabulary. The results showed that students deemed that English songs could attract their interest in learning vocabulary. Using English songs helped them remember the forms, meanings, and uses of newly acquired vocabulary. The students considered listening to English songs a practical and fun learning method for learning, developing, and retaining vocabulary. Therefore, the results of this study can be used as a consideration for lecturers to use English songs to help students boost their interest and motivation to learn vocabulary; consequently, they can use vocabulary suitably.

Exploring male students’ perceptions in doing collaborative writing in an EFL writing course

Literature informs that writing collaboratively can help students to interact more in class, lower their anxiety about completing tasks alone, and raise their confidence. However, despite the benefits of collaborative writing, not all English as a Foreign Language (EFL) students enjoy writing in a group. This study aimed at exploring male university students’ perceptions of doing collaborative writing in their EFL online writing class using Google Docs. Data were collected through semi-structured interviews with ten male university students at a private university in Central Java, Indonesia. The analysis results of this study indicate that most of the students showed a positive perception of their collaborative writing activity, such as getting useful and immediate feedback, fostering exchange of knowledge, information, and experience, and getting the work done faster. This study is expected to offer some insights for EFL teachers to design more effective online collaborative writing activities in EFL writing classrooms, specifically in an Indonesian higher education context.

Factors Influencing Dropout Students in Higher Education

Dropout students are a severe problem in higher education (HE) in many countries. Student dropout has a tremendous negative impact not only on individuals but also on universities and socioeconomic. Consequently, preventing educational dropouts is a considerable challenge for HE’s institutions. Therefore, knowing the factors influencing student dropout is an essential first step in preventing students from dropping out. This study uses a mix of qualitative and quantitative approaches. To determine what variables affect student dropout, we use a qualitative approach, after which the variables found will be validated by the public and stakeholders using a quantitative approach. Then, the next step is to classify variables using a quantitative approach. This study observes dropout students at private universities in Central Java, Indonesia. The findings reveal that personal economic factors, academic satisfaction, academic performance, and family economics are the most influential. The results of this paper are significant for universities in Indonesia, especially Central Java, to overcome the problem of student dropouts, so that they are more precise in making decisions. In addition, the results of this study are also helpful for further research as a basis for predicting students dropping out of university.

The Importance of Self-Esteem in the Language Learning Journey: Procedural Writing Students’ Stories in Indonesia

<p style="text-align: justify;">Self-esteem can be simply defined as how a person views and appreciates him or herself as an individual. This is closely related to the idea of self-concept, which is an individual’s perception of who they are emotionally, physically, spiritually, and socially, as well as with regard to various other facets. Self-esteem is an important aspect of a language learner. It deals with how a learner views him or herself, whether a learner views him or herself as a successful or failing language learner. This study revealed how Procedural Writing class students in a private university perceived themselves. The study was conducted in an English Education Study Program of a private university in Central Java, Indonesia. It questioned whether these students had high or low self-esteem. The research only focused on one question: Do Procedural Writing class students with high self-esteem have good language learning achievement? The data was mainly collected from 14 students; 13 were Indonesian, and one was Korean. The findings revealed that students with good achievements do not always have high self-esteem. Many factors affected their self-esteem. Their characters, learning environment, and past experiences were a few of the other factors. In contrast, students considered as low achievers could have high self-confidence and self-esteem.</p>

Developing innovative work behavior: The influence of psychological empowerment and intergenerational learning

In the era industrial revolution 4.0 and the development of online-based learning systems, lecturers are required to be more creative and innovative. This study aims to examine the effect of psychological empowerment and intergenerational learning on the innovative work behavior of lecturers with a climate of age diversity as a mediating variable. The type of this research is explanatory research. The population of this research is lecturers from private universities in Central Java. By using accidental sampling, obtained 152 lecturers who became respondents in this study. The data analysis technique used the Partial Least Square (PLS) test using the SmartPLS. The results of the study revealed that psychological empowerment and intergenerational learning had a significant and positive effect on lecturers' innovative work behavior. However, the climate of age diversity was found not to be a fully mediating variable on innovative work behavior. The results of this study provide managerial implications that it is important in the work environment of higher institution to apply psychological empowerment practices towards lecturers to improve lecturers' innovative work behavior. In addition, the efforts to encourage learning between lecturers of different generations are also important.

Undergraduate Students’ Perceptions toward Self-Assessments

In the current education context that encourages students to be independent learners, self-assessments have gained more attention as one of the effective ways to support self-learning. However, teachers in Indonesia seem hesitant to use self-assessments because they assume that students cannot understand and perform self-assessments. Therefore, the research is aimed to know about undergraduate students' perceptions toward self-assessments, which can result in knowing students' comprehension of self-assessments. The research was conducted at an English Language Education Program (ELEP) from one of the private universities in Central Java, which involved 42 students from the 2018 academic year who had passed Teaching Skills Courses (Teaching English for Young Learners, Teaching English for Adult Learners, and Teaching English for Specific Purposes). A questionnaire consisting of close-ended and open-ended questions was used to collect the data, and the data were analyzed using statistical analysis and content analysis methods. From the results, it was found that the participants reacted positively toward self-assessments. The participants felt content and helped when doing self-assessments, and they also knew the benefits and the importance of it. Furthermore, it was found that they were able to carry out self-assessments appropriately and showed their preference for self-assessments, such as comparing with criteria or making reflections. Therefore, it can be concluded that the teachers' previous assumptions can be considered inaccurate. The study is hoped to help teachers consider implementing self-assessments more in their courses and help them design suitable self-assessments.

Pre-service teachers’ investments in English and construction of professional identity in the Indonesian context

This study explored the pre-service teachers (PSTs) professional identity construction during their teacher education training at a private university in Central Java, Indonesia. It particularly investigated their understanding of the teaching profession and their professional identity, guided by two research questions: 1) what have been the influential aspects of the Indonesian pre-service teachers’ investment in the teaching profession? and 2) what professional identities do the PSTs (re)construct during their teacher education training? A qualitative case study was adopted as the design of this study. Data of this study were collected using an open-ended questionnaire and in-depth semi-structured interviews. Participants of this study are eleven PSTs of a private university in Central Java. The obtained data were analyzed by using the theoretical grounding of situated learning, professional identity, and investments. An interpretive approach and thematic analysis were adopted in coding and analyzing the PSTs’ open-ended questionnaire responses and narrative accounts obtained from the interviews. It is found that most aspects of PSTs’ construction of professional identity are their continuous learning participation and contemplation during their training in the English teacher education (ETE) program and their dynamic inner dialogue with their two selves (i.e. the student-self and the teacher-self) during the teaching practicum at school. These influential aspects lead to the emerging professional identity of the PSTs as caring, motivational, pleasant, and empathetic teachers. This result implies the need to emphasize the acquisition of teacher identity and reflective teaching at the heart of teacher education.

Exploring Indonesian EFL Writing Students’ Differences in Motivation: A Language Learning Journey to Success

Every language learner has various dreams and purposes in learning a language. Different motivations are also commonly found among EFL learners. This study reveals the motivations of 33 English language learners from Indonesia. They were all writing students of an English Language Education Program (ELEP) in a private university in Central Java, Indonesia. The classes they attended were Procedural Writing (14 students from the 2020 class year), Research Report Writing (10 students from the 2017 class year), and Research Proposal (9 students from the 2018 class year). Data were derived through questionnaires and interviews. The first finding was that 87.88% of the respondents were intrinsically motivated. However, both intrinsic and extrinsic motivation might be a big drive leading to students’ success. The second discovery was that 81.82% of the students were instrumentally rather than integratively motivated. Instrumental motivation could also be a big initiative for students to learn a language. Next, students’ ideals or dreams became the motivating factor that most students had. The last outcome was that students’ habit of delaying doing assignments, having too many assignments, and being lazy were the three major demotivating factors. This study will hopefully be useful for writing lecturers to give them more insights into and a better understanding of their students’ motivational backgrounds.