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All Journal EJI (English Journal of Indragiri) : Studies in Education, Literature, and Linguistics
Destri Wahyuningsih
STKIP Insan Madani Airmolek, Riau - Indonesia
Education Languange, Linguistic, Communication & Media

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An Analysis of Students’ Speaking Communication Strategies at The Eleventh Grade of The Computer and Network Engineering Programin SMK Teknologi YPL Lirik Erina Gusranita; Widi Syaftinentias; Destri Wahyuningsih
EJI (English Journal of Indragiri): Studies in Education, Literature, and Linguistics Vol. 10 No. 2 (2026): EJI (English Journal of Indragiri): Studies in Education, Literature, and Ling
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61672/dd4rvr08

Abstract

This study aimed to analyse the communication strategies used by the eleventh-grade students of the Computer and Network Engineering Program at SMK Teknologi YPL Lirik. The research employed a qualitative descriptive approach supported by quantitative data. Data were collected through a validated questionnaire consisting of 25 items based on Tarone’s (1980) taxonomy, which includes five strategies: avoidance, paraphrase, borrowing, mime, and appeal for assistance. Percentage formulas were used to quantify the frequency of each strategy, while qualitative interpretation was applied to explain patterns and pedagogical implications. The participants were 17 eleventh grade TKJ students selected through total sampling. The findings showed that the overall use of communication strategies reached 73.27%, categorized as Good. Among the strategies, appeal for assistance was the most frequently used (78.35%), followed by mime (75.88%) and paraphrase (74.62%). Meanwhile, avoidance (68.52%) and borrowing (68.00%) were categorized as fair good. These results indicate that students tended to rely on social and non-verbal compensatory strategies rather than independent linguistic strategies. The study concludes that communication strategies play an important role in supporting EFL speaking performance, and teachers are encouraged to integrate strategy training and communicative activities to help students develop greater speaking autonomy.
Beyond Writing Assistance: Exploring Students’ Critical Dependence and Autonomous Learning in Chatgpt-Supported Writing Classes Ranti Destia Widyanti; Destri Wahyuningsih
EJI (English Journal of Indragiri): Studies in Education, Literature, and Linguistics Vol. 10 No. 2 (2026): EJI (English Journal of Indragiri): Studies in Education, Literature, and Ling
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61672/5q6sw963

Abstract

Writing is an important skill in English language learning, and the development of Artificial Intelligence (AI), especially ChatGPT, has provided new support for students in writing classes. However, there are still different views regarding its benefits and challenges in learning. Therefore, this study aimed to explore students’ perceptions of the use of ChatGPT in writing classes at STKIP Insan Madani Airmolek, with a particular focus on the tension between AI dependency and learner autonomy — an underexplored dimension in the Indonesian EFL context. This study used a qualitative descriptive design involving 14 students selected through purposive sampling. The data were collected through open-ended questionnaires and semi-structured interviews, then analysed using the Miles and Huberman model. The findings showed that students generally had positive perceptions of ChatGPT because it helped improve grammar, vocabulary, idea development, and writing efficiency. However, several challenges were found, such as irrelevant responses and concerns about dependency on AI, as well as ethical considerations regarding academic integrity and responsible AI use. In conclusion, ChatGPT can be a useful supporting tool in writing classes if it is used wisely under lecturers’ guidance to maintain students’ critical thinking and independent learning.
Co-Authors Erina Gusranita Ranti Destia Widyanti Widi Syaftinentias