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All Journal Journal of Community Service Journal of Literature Language and Academic Studies (J-LLANS)
Rismayani Rismayani
Yogyakarta State University
Religion Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Public Health

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GERAKAN TAMAN BACA DARI MAHASISWA UNTUK DESA Rismayani Rismayani; Pijar Hatinurani Merdeka
Journal of Community Service (JCOS) Vol. 1 No. 1 (2023)
Publisher : EDUPEDIA Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/jcos.v1i1.127

Abstract

Buku dan membaca adalah dua sisi mata uang yang saling berkaitan. Meskipun saat ini sudah beragam media dalam memfasilitasi kegiatan membaca akan tetapi tetap bukulah yang menjadi pilihan utama. Membiasakan membaca butuh proses dan waktu untuk bisa membumikannya dalam kehidupan sehari-hari. Faktor lingkungan dan ketidaktersediaan fasilitas sangat mempengaruhi hal tersebut. Itulah yang dialami pada masyarakat desa Trajaya. Untuk itu pembuatan taman baca ditengah desa menjadi salah satu solusi yang dapat dilakukan untuk meningkatkan dan memfasilitasi minat baca masyarakat terutama anak-anak. Penyediaan buku-buku dengan memanfaatkan sumbangan dan pengadaan sarana pendukung lain dengan melibatkan masyarakat dalam kegiatan tersebut sekaligus menjadi edukasi tersendiri dalam program ini. Dengan terwujudnya perpustakaan desa diharapkan melek baca pada masyarakat dapat terwujud. Selain dari itu pembuatan perpustakaan desa merupakan wujud kepedulian mahasiswa terhadap masyarakat dan pendidikan.
Navigating Learner Autonomy in Engineering ESP Classes: A Mixed-Methods Study of Vocational Students' Perceptions Agustina Hananingsih; Rismayani Rismayani
Journal of Literature Language and Academic Studies (J-LLANS) Vol. 4 No. 3 (2025)
Publisher : EDUPEDIA Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/j-llans.v4i3.2463

Abstract

Purpose – This study investigates Vocational High School (VHS) students’ perceptions of learner autonomy in English for Specific Purposes (ESP) classes across cognitive and metacognitive, affective and motivational, action-oriented, social, and external dimensions.. Methodology – An explanatory sequential mixed-methods design was employed. Questionnaire data from 259 Grade 12 engineering students across five specializations in Klaten, Indonesia, were analyzed using descriptive statistics and the Level of Respondent Achievement (LRA) index. Semi-structured interviews with five purposively selected students were analyzed using Miles, Huberman, and Saldaña’s interactive model. Findings – Overall perceived learner autonomy fostering reached 72% (sufficient). Cognitive and metacognitive aspects ranked highest (74%), followed by external (72.8%), affective and motivational (72.6%), social (71.6%), and action-oriented dimensions (71%). Students valued responsibility, self-monitoring, additional learning, and ICT-supported learning but reported limited creative tasks, fluctuating motivation, teacher dependence, and insufficient interaction. Novelty – The study examines learner autonomy across five dimensions in engineering ESP classes at VHS level. Significance – The findings highlight the need to balance teacher scaffolding, learner choice, self-management, reflection, collaboration, meaningful tasks, and purposeful ICT integration to foster learner autonomy progressively.
Item Analysis of Reading Comprehension Test of Wattpad Readers and Writers Community Rismayani Rismayani
Journal of Literature Language and Academic Studies (J-LLANS) Vol. 1 No. 01 (2022)
Publisher : EDUPEDIA Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/jllans.v1i01.142

Abstract

Reading is one of the four basic language skills that should be mastered by language learners. It is the ability to understand words contained in a document and make use of the knowledge for personal growth and development. To measure the learners learning progress in reading skills, normally, the test must be given periodically. It also can be used to diagnose a teacher's competence in teaching and to find out how much the learners have learned
Against Bullying through Cultural Awareness: Establishing a School Environment that Promotes Respect and Inclusivity Rismayani Rismayani
Journal of Literature Language and Academic Studies (J-LLANS) Vol. 3 No. 02 (2024)
Publisher : EDUPEDIA Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/jllans.v3i02.1177

Abstract

Multifaceted forms of bullying, including physical, verbal, social, and cyber, significantly affect the general well-being and academic performance of student communities. In many educational institutions worldwide, persistent bullying remains a significant barrier, impacting the psychological, emotional, and physical well-being of students (Debarbieux, 2001; Guerra C. et al., 2011). Intentional injury is the willful or failure to act those harms individuals connected with the educational community, teaching staff, student body, and other staff members (Serrano & Iborra, 2005). The existence of bullying in educational institutions has multiple detrimental effects on the students who are subjected to it, therefore increasing the probability of students becoming disengaged from the learning process systematically. Failing to confront bullying appropriately may lead to its consequences impacting multiple facets. Incidents of bullying at educational institutions can lead to reduced academic achievement, increased levels of stress, and social or physical seclusion, finally resulting in suicide and death. Cultural awareness encompasses recognizing, demonstrating respect for, and valuing everyone’s diverse cultural, ethnic, and socioeconomic backgrounds. Implementing cultural knowledge in educational environments is a crucial strategy to address and prevent bullying. Given the increasing variety within our educational institutions, fostering an environment that emphasizes respect and inclusivity is crucial.
Global and Multicultural Education: A Necessity in the Globalization Era Rismayani Rismayani; Nia Kania
Journal of Literature Language and Academic Studies (J-LLANS) Vol. 3 No. 3 (2024)
Publisher : EDUPEDIA Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/jllans.v3i3.1315

Abstract

Global and multicultural education is a crucial element in addressing the issues of the globalization period. This article examines the principles, obstacles, and remedies of implementing global and multicultural education. A qualitative method and literature evaluation reveal that global education equips students to engage in critical thinking and ethical action within an international framework. Simultaneously, multicultural education underscores the significance of inclusivity and reverence for cultural diversity. Case studies from Finland, Singapore, and Canada demonstrate their efficacy in incorporating this education into the national curriculum. Nonetheless, cultural hostility, insufficient teacher preparation, and economic disparity among nations persist as substantial impediments. Proposed solutions encompass the creation of flexible curricula, rigorous teacher training, international cooperation, and community education initiatives. This essay contends that global and multicultural education cultivates internationally competitive individuals while fostering the establishment of a just and inclusive society.
Artificial Intelligence in English Language Teaching: Chatbot-Based Learning Innovation to Enhance Senior High School Students’ Speaking Skills Ni Putu Ritra Trees Ari Kartika Hadi Saraswati; Rismayani Rismayani; Agustina Hananingsih
Journal of Literature Language and Academic Studies (J-LLANS) Vol. 5 No. 3 (2026)
Publisher : EDUPEDIA Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56855/j-llans.v5i3.2445

Abstract

Purpose – This literature review explores the integration of Artificial Intelligence (AI)-powered chatbots in English Language Teaching (ELT), focusing on their role in enhancing speaking skills among senior high school EFL students. It examines conversational AI tools such as ChatGPT, Duolingo Max, and AI English tutors, particularly their pedagogical affordances, challenges, and implications for communicative competence development. Methodology – This review employs a thematic synthesis of recent empirical studies, theoretical models, and best practices related to AI-mediated speaking instruction to identify recurring findings and pedagogical implications. Findings – Findings reveal that AI chatbots foster learner autonomy, reduce speaking anxiety, and provide personalized, interactive, and immersive language learning environments. They support fluency, accuracy, confidence, and motivation through accessible speaking practice. However, challenges include technological access, data privacy concerns, and teachers’ digital readiness. Novelty – This study offers a focused synthesis of AI-powered chatbot applications for developing speaking skills among senior high school EFL students by integrating pedagogical benefits with Communicative Language Teaching (CLT), Sociocultural Theory, and Affective Filter perspectives. Significance – This study highlights how chatbots provide personalized, accessible, and low-anxiety speaking practice while supporting language development and learner autonomy. It also provides practical implications for effective and ethical AI integration in ELT.
Co-Authors Agustina Hananingsih Ni Putu Ritra Trees Ari Kartika Hadi Saraswati Nia Kania Pijar Hatinurani Merdeka