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All Journal Jurnal Pariwisata, Bisnis Digital dan Manajemen English Review: Journal of English Education Indonesian EFL Journal
Dwita Laksmita Rachmawati
Universitas Muhammadiyah Gresik
Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Languange, Linguistic, Communication & Media Social Sciences Other

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ANALISIS KEPUASAN PENGUNJUNG TERHADAP FASILITAS DAN PELAYANAN TAKMIR MASJID AR-RAHMAN KOTA BLITAR Muhammad Fikri Difatama Arviansyah; Moh Mansur; Dian Fadhilawati; Dwita Laksmita Rachmawati
Jurnal Pariwisata Bisnis Digital dan Manajemen Vol. 5 No. 1 (2026): Jurnal Pariwisata, Bisnis Digital dan Manajemen Periode Mei 2026
Publisher : LPPM Universitas Nusa Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33480/jasdim.v5i1.7971

Abstract

Kepuasan pengunjung merupakan faktor penting dalam menjaga kualitas dan keberlanjutan destinasi pariwisata religi. Penelitian ini menganalisis kepuasan pengunjung terhadap fasilitas religius dan pelayanan takmir di Masjid Ar-Rahman sebagai destinasi wisata religi berbasis masjid nonkomersial. Penelitian menggunakan pendekatan deskriptif kuantitatif dengan data survei skala Likert dari 100 responden yang dipilih melalui teknik accidental sampling. Data dianalisis menggunakan statistik deskriptif. Hasil penelitian menunjukkan bahwa tingkat kepuasan terhadap fasilitas berada pada kategori sangat tinggi (M = 4,62), terutama pada aspek kebersihan dan kenyamanan ruang sholat serta ketersediaan perlengkapan ibadah. Sementara itu, kepuasan terhadap pelayanan takmir tergolong tinggi (M = 3,90), dengan aspek keramahan dan sikap membantu memperoleh nilai tertinggi, sedangkan kejelasan informasi dan kecepatan respons masih perlu ditingkatkan. Temuan ini menunjukkan bahwa integrasi antara kualitas fasilitas fisik dan pelayanan interpersonal berperan penting dalam menciptakan kenyamanan serta pengalaman spiritual pengunjung wisata religi. Penelitian ini berkontribusi dalam pengembangan kajian wisata religi berbasis masjid, khususnya pada destinasi religi nonkomersial.
CAN ARTIFICIAL INTELLIGENCE FOSTER L2 LEARNING? INVESTIGATING ITS IMPACT ON BEHAVIORAL, COGNITIVE, AND EMOTIONAL ENGAGEMENT IN EFL CONTEXTS Dwita Laksmita Rachmawati; Nirwanto Maruf; Hidayatul Badi'ah; Agus Mulyadi
English Review: Journal of English Education Vol. 14 No. 2 (2026)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/englishreview.v14i2.207

Abstract

This study investigates the impact of Artificial Intelligence (AI) on students’ behavioral, cognitive, and emotional engagement in an English as a Foreign Language (EFL) context. Employing a mixed-methods explanatory sequential design, the study involved 70 undergraduate students at a private university in Indonesia. Quantitative data were collected through a structured questionnaire, while qualitative data were obtained from semi-structured interviews and reflective responses. The findings reveal that AI positively influences all dimensions of engagement, with the strongest effect observed in behavioral engagement, followed by cognitive engagement, and a more variable impact on emotional engagement. Among the AI tools examined, adaptive learning platforms and chatbot interactions were found to be more effective than writing assistants. Correlation analysis confirmed significant positive relationships between AI use and all engagement dimensions. However, qualitative findings indicate challenges such as over-reliance and unclear feedback. The study highlights the importance of strategic AI integration to maximize engagement in EFL learning.
AI-SUPPORTED EFL WRITING INSTRUCTION: A STUDY ON THE USE OF CHATGPT Moh. Thohir Wijaya; Dwita Laksmita Rachmawati
English Review: Journal of English Education Vol. 14 No. 2 (2026)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/englishreview.v14i2.215

Abstract

The integration of artificial intelligence (AI) into language education presents innovative opportunities for enhancing English as a Foreign Language (EFL) writing instruction. This mixed-methods study investigated the use of ChatGPT as an AI-powered digital writing assistant to improve EFL learners' writing skills, specifically examining its impact on idea development, grammatical accuracy, vocabulary use, and overall text organization. A total of 60 EFL university students (n=60) participated in AI-assisted writing activities over a six-week intervention period. Quantitative data were collected through pre- and post-writing tests, while qualitative data were gathered from student reflective journals and open-ended questionnaires. Results from paired-samples t-tests revealed a statistically significant improvement in overall writing scores (t(59) = 6.42, p < .001), with a mean increase of 15.8% and a large effect size (Cohen's d = 0.83). Improvements were particularly notable in coherence, lexical diversity, and grammatical accuracy. Thematic analysis of reflective journals identified two salient themes: (1) reduced writing anxiety, as students reported feeling less apprehensive about making errors when supported by AI-generated feedback, and (2) enhanced idea generation, with learners noting that ChatGPT facilitated brainstorming and improved content elaboration. Students also reported higher levels of motivation and self-confidence when engaging with AI-based support. Despite these benefits, challenges including unequal access to technology, potential over-reliance on AI tools, and the need for critical evaluation of AI-generated content were identified. The study concludes that ChatGPT can serve as an effective supplementary tool in EFL writing instruction when integrated judiciously, with pedagogical guidance remaining essential to ensure that AI use supports, rather than replaces, the development of learners' independent writing competence.
EFFECTS OF CANVA-BASED MULTIMODAL LEARNING ON WRITING AND VOCABULARY: A QUASI-EXPERIMENTAL STUDY Elit Nurjannah; Dwita Laksmita Rachmawati
Indonesian EFL Journal Vol. 12 No. 2 (2026)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v12i2.139

Abstract

The integration of digital technology in English Language Teaching (ELT) has transformed instructional practices toward more interactive and student-centered learning environments. However, previous studies mainly focus on single language skills and often employ descriptive or pre-experimental designs, resulting in limited empirical evidence on integrated language development. This study aims to examine the effectiveness of Canva-based multimodal learning in improving students' vocabulary mastery and writing skills. A quasi-experimental design with a pre-test-post-test control group was employed involving 60 secondary school students divided into experimental and control group. The experimental group received Canva-based multimodal instruction, while the control group was taught using conventional methods. Data were analyzed using Shapiro-Wilk and Lavene's tests, followed by paired and independent sample t-tests, and Cohen's d. The results show a statistically significant improvement in the experimental group compared to the control group (p < 0,05), with a large effect size (d = 0.91). Canva-based multimodal learning effectively enhances both vocabulary mastery and writing skills by promoting deeper cognitive processing through visual and verbal integration.
THE EFFECTIVENESS OF SELF-CREATED PICTURE VOCABULARY (SCPV) IN MOBILE-ASSISTED VOCABULARY LEARNING FOR JUNIOR HIGH SCHOOL STUDENTS Roni Sita Widyastuti; Dwita Laksmita Rachmawati
Indonesian EFL Journal Vol. 12 No. 2 (2026)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v12i2.140

Abstract

Vocabulary mastery is central to language learning success, yet traditional instructional approaches have consistently failed to promote durable retention among junior high school learners. Mobile-assisted language learning (MALL) offers promising alternatives by leveraging learner familiarity with mobile devices to create flexible, engaging learning environments. Despite theoretical support for combining visual learning with self-generated content in mobile contexts, empirical research specifically examining the Self-Created Picture Vocabulary (SCPV) approach remains limited, particularly for junior high school vocabulary instruction. This study investigated the effectiveness of SCPV in improving vocabulary mastery across four dimensions: word recognition, meaning comprehension, spelling accuracy, and contextual usage. A quasi-experimental pre-test and post-test design was employed with 64 eight-grade EFL students over a four-week SCPV intervention using a mobile application. Paired-samples t-tests revealed statistically significant improvements across all dimensions (p < .001), with a very large overall effect size (d = 2.31) and a mean score increase of 22.58 points (41.6%). Meaning comprehension showed the greatest gains (d = 1.97), followed by contextual usage (d = 1.42), word recognition (d = 1.28), and spelling accuracy (d = 1.06), SCPV integrating dual coding, generative learning, personalization, and mobile affordances constitutes an effective and practical approach to vocabulary instruction that warrants broader adoption in EFL classroom.
Co-Authors Agus Mulyadi Elit Nurjannah Fadhilawati, Dian Hidayatul Badi&#039;ah Moh Mansur Moh. Thohir Wijaya Muhammad Fikri Difatama Arviansyah Nirwanto Maruf Roni Sita Widyastuti