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All Journal ELS Journal On Interdisciplinary Studies in Humanities Mattawang: Jurnal Pengabdian Masyarakat e-Journal of ELTS (English Language Teaching Society)
Novita Pratiwi
Universitas Tadulako
Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Public Health Social Sciences Other

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ARTIFICIAL INTELLIGENCE AND THE EROSION OF EDUCATIONAL INTEGRITY: A CALL FOR ACTION A. Gusti Efendy; Novita Pratiwi; Vemmy Maidita Nur Aisyiah
e-Journal of ELTS (English Language Teaching Society) Vol. 13 No. 3 (2025)
Publisher : Tadulako University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/elts.v13i3.5608

Abstract

The widespread adoption of artificial intelligence (AI) across contemporary society has fundamentally changed the educational landscape. However, this technological advancement introduces significant challenges to the fundamental pillar of academia: academic integrity. This research systematically examines the rapid rise of AI-generated academic work, its implications for pedagogical methods, and the resulting erosion of scholastic standards. By conducting a systematic review of current scholarly literature, this study identifies the principal components and potential ramifications of this complex issue. The investigation stresses the need for a comprehensive framework to defend academic integrity while concurrently capitalizing on AI's potential benefits. This research proffers evidence-based guidelines to contribute to the preservation of intellectual honesty in the digital age.
Dependent or Independent? A Deep Dive into Students' Clause Identification Magvirah Octasary; Novita Pratiwi; Sri Ayu Budi Lestari
ELS Journal on Interdisciplinary Studies in Humanities Vol. 7 No. 4 (2024): DECEMBER
Publisher : Hasanuddin University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.34050/els-jish.v7i4.41700

Abstract

The purpose of this study was to assess the capacity of Khairun University English Language Education students in their fifth semester to use independent and dependent clauses in complicated sentences. The emphasis was on distinguishing between intransitive and transitive independent sentences, as well as adverbial, adjectival, and nominal dependent clauses. A descriptive qualitative research approach was used with 33 fifth-semester students. A written test was used to collect data, with an interview serving as additional assistance. The average score for student' ability to use independent clauses was 59.64, which was classified as fair. In comparison, the average score for dependent clause usage was 60.27, which was classified as good. Overall, the students' average score for employing independent and dependent clauses was 62.12, indicating strong overall aptitude. Based on these data, Students demonstrated a stronger ability in identifying dependent clauses compared to independent clauses. Therefore, further research is needed to explore effective techniques, methods, or learning media that can enhance students' ability to identify clauses, particularly independent clauses
TEACHING INTENSIVE LISTENING AT UNIVERSITY LEVEL: A CLASSROOM OBSERVATION ON PEDAGOGICAL ROLES AND COGNITIVE PROCESSING Novita Pratiwi; Narendra D. Inggita; Oktavia R. Nawangwulan; Juzma F. Umroh
e-Journal of ELTS (English Language Teaching Society) Vol. 13 No. 3 (2025)
Publisher : Tadulako University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22487/elts.v13i3.6957

Abstract

Listening is a foundational receptive skill that serves as a primary conduit for foreign language acquisition. Despite its critical role, listening instruction in university settings is frequently treated as passive comprehension practice rather than a strategic, process-oriented skill. This study investigates the instructional dynamics, lecturer roles, and cognitive processing modes in an intermediate listening classroom. Employing a qualitative descriptive design, data were gathered through a structured non-participant observation checklist and descriptive field notes during a 100-minute session involving 25 undergraduate sophomore students in a language laboratory at State University of Malang. The findings indicate that listening instruction followed a structured thematic sequence, effectively integrating receptive listening with productive speaking tasks. The instructor dynamically assumed multiple pedagogical roles, acting as an organizer, machine operator, feedback provider, and prompter to facilitate engagement and reduce affective barriers. While students predominantly relied on top-down processing by leveraging prior knowledge and contextual schemata, bottom-up processing occurred during discrete decoding tasks, demonstrating an interactive model of listening comprehension. The study highlights the pedagogical value of authentic materials and active teacher scaffolding while offering recommendations for strategic group formation in cooperative listening environments.
Empowering Teachers at SMPN 21 Palu through Participatory Training in Developing Interactive Flipbook-Based Learning Media Integrated with Generative AI: Pemberdayaan Guru SMPN 21 Palu Melalui Pelatihan Partisipatif Pengembangan Media Pembelajaran Interaktif Berbasis Flipbook dan AI Generatif Abdul Kamaruddin; Nadrun Nadrun; Abdullah Gusti Efendi; Novita Pratiwi
Mattawang: Jurnal Pengabdian Masyarakat Vol. 7 No. 3 (2026)
Publisher : Yayasan Ahmar Cendekia Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35877/454RI.mattawang5483

Abstract

Digital transformation requires teachers to design interactive learning media for Generation Z, yet classroom projectors at SMPN 21 Palu are mostly used for static presentations. This community service program aimed to strengthen teachers’ technical skills and confidence in developing interactive flipbook-based learning media supported by generative artificial intelligence (AI). The workshop was held on 27 August 2026 for teachers of various subject areas. Using a Participatory Technology Development (PTD) approach, the activity comprised socialization, demonstration, guided hands-on practice, and product submission. Evaluation was qualitative, based on participation, teachers’ responses, and completion of products. The results show high engagement and enthusiasm; all participating teachers completed and submitted flipbook-based teaching materials, including “Bilangan Bulat” and “Budidaya Tanaman Sayuran Hidroponik”, compiled in an open repository. The program suggests that hands-on participatory mentoring can reduce teachers’ apprehension toward new technology and foster internal motivation for digital transformation.
Co-Authors A. Gusti Efendy Abdul Kamaruddin Abdullah Gusti Efendi Juzma F. Umroh Magvirah Octasary Nadrun, Nadrun Narendra D. Inggita Oktavia R. Nawangwulan Sri Ayu Budi Lestari Vemmy Maidita Nur Aisyiah