Sulistya Ningrum
Politeknik Negeri Sriwijaya

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Writing a Novelette Entitled Angel Blooms in the Darkness Nadira Safa Amira; Moehamad Ridhwan; Sulistya Ningrum
Holistics (Hospitality and Linguistics) : Jurnal Ilmiah Bahasa Inggris Vol. 18 No. 1 (2026): HOLISTICS JOURNAL: HOSPITALITY AND LINGUISTICS
Publisher : Politeknik Negeri Sriwijaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36257/holistics.v18i1.12034

Abstract

ABSTRACT: This study presents the process of writing a novelette entitled Angel Blooms in the Darkness, developed as part of a Research and Development (R&D) project using Plomp's model. The research addresses identified issues including low student awareness of writing skills, insufficient motivation to write, limited knowledge of novelettes as a literary form, and inadequate understanding of novelette structure. The study employed five stages: preliminary investigation, design, realisation/construction, test and evaluation, and implementation. The resulting novelette—7,631 words, 41 pages in A5 format—follows the drama romance genre featuring Generation Z protagonists and applies Freytag's Pyramid narrative structure across its prologue, eleven chapters, and epilogue. Four experts, two in literary writing and two in English, validated the manuscript, yielding an average score of 3.19 out of 4 from literary writing experts and 3.00 out of 4 from English experts. The validated product was subsequently published on Wattpad. Findings confirm that the novelette serves as an effective and accessible medium for developing students' creative writing skills and increasing their motivation to write. Keywords: writing skills, novelette, Generation Z, Freytag's Pyramid, Research and Development
Novice Translators’ Perceptions of AI-Assisted Translation Sulistya Ningrum; Almira Fidela Artha; Tahan Sihombing; Serli Meilina; Mutiara Ramadhani
Culturalistics: Journal of Cultural, Literary, and Linguistic Studies Vol 10, No 1 (2026): Culturalistics: Journal of Cultural, Literary, and Linguistics Studies (June 20
Publisher : English Literature Study Program, Faculty of Humanities, Diponegoro University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14710/ca.v10i1.30355

Abstract

This study investigates how novice translators perceive and engage with AI-assisted translation tools, emphasizing their emerging AI literacy and its impact on translation learning. Twelve undergraduate students enrolled in an introductory translation course participated in semi-structured interviews, sharing their experiences with tools such as Google Translate, DeepL, ChatGPT, and Gemini. Data were analyzed thematically to identify patterns in tool usage, perceived benefits and concerns, and attitudes toward AI’s role in learning. The findings indicate that novice translators actively experiment with multiple AI tools, often combining them strategically to support vocabulary, grammar, phrasing, and text naturalness. Participants appreciated AI’s efficiency and scaffolding potential but expressed concerns about overreliance, skill erosion, cultural inaccuracies, and ethical or privacy issues. Despite these concerns, they consistently viewed AI as a supportive resource rather than a replacement for manual translation, emphasizing the importance of human judgment, critical evaluation, and post-editing. Instructor guidance also played a role in shaping responsible AI use, with mixed stances encouraging careful, reflective engagement. The study underscores the need for translation curricula to incorporate AI literacy, enabling learners to leverage AI’s benefits while maintaining foundational skills, autonomy, and ethical awareness. These insights highlight the potential for human-centered, hybrid approaches in AI-integrated translation education.