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Febria Sri Artika
Universitas Islam Negeri Sjech M.Djamil Djambek Bukittinggi
Religion Computer Science & IT Education Languange, Linguistic, Communication & Media Library & Information Science Mathematics Other

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The Effectiveness of Using ChatGPT on Students' Writing Ability at the Eleventh Grade of SMKN 4 Payakumbuh Hanaan Nazhiifah Maharani; Lena Sastri; Febria Sri Artika; Widya Syafitri
Didactum : Journal of Educational Innovation and Learning Studies Vol. 1 No. 4 (2026): Desember 2026
Publisher : Didactum : Journal of Educational Innovation and Learning Studies

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The integration of Artificial Intelligence (AI) in education has created new opportunities to support students’ English writing development. ChatGPT, as an AI-powered language model, has gained significant attention due to its ability to provide instant feedback, generate ideas, and assist learners in improving grammar and vocabulary. However, many vocational high school students still face difficulties in writing, including limited vocabulary, grammatical inaccuracies, low confidence, and challenges in organizing ideas. This study aims to investigate the effectiveness of ChatGPT on the writing ability of eleventh-grade students at SMK N 4 Payakumbuh. This research employs a quantitative descriptive approach involving 83 students selected through total sampling. Data are collected using a questionnaire based on indicators of instant feedback, personalized learning, and support in overcoming writing difficulties. Preliminary findings from classroom observations, interviews with an English teacher, and interviews with eleven students revealed that ChatGPT helped students generate ideas, improve grammar and vocabulary, and organize their writing more effectively. The teacher also reported that ChatGPT facilitated the preparation of teaching materials and supported writing instruction, particularly in descriptive text. These findings indicate that ChatGPT has the potential to positively contribute to students’ writing development when used appropriately under teacher supervision. The study is expected to provide insights into the effective integration of AI-based tools in English language teaching and learning.
Analysis of AI-Assisted Thesis Writing Fauziah Illahi; Lena Sastri; Febria Sri Artika; Widya Syafitri
Didactum : Journal of Educational Innovation and Learning Studies Vol. 1 No. 3 (2026): September 2026
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The increasing use of Artificial Intelligence (AI) in academic writing has provided students with support for developing ideas, organizing information, constructing sentences, and improving language. However, the availability of AI assistance does not necessarily mean that the resulting academic text fully demonstrates the characteristics of effective thesis writing. This study examined the characteristics of AI-assisted thesis writing in the Background of the Study sections of five English Study Program students at UIN Sjech M. Djamil Djambek Bukittinggi. The study employed a qualitative approach using qualitative content analysis. Data were collected through document analysis of five students’ Background of the Study sections and were analyzed using a guideline based on Brown’s (2001) writing aspects. The analysis focused on Organization and Vocabulary. Organization was examined through Logical Arrangement of Ideas, Development of Ideas, and Overall Organization, while Vocabulary was examined through Appropriate Word Choice and Contextual Relevance. Researcher coding and second-rater coding were compared, and disagreements were reviewed against the coding criteria before final coding was established. The analysis identified 51 coded instances: 42 related to Organization and 9 related to Vocabulary. Development of Ideas was the most frequent category, with 25 instances, followed by Logical Arrangement with 10 and Overall Organization with 7. Vocabulary findings consisted of 4 Appropriate Word Choice and 5 Contextual Relevance instances. The findings indicate that AI-assisted writing can support recognizable organization and development of ideas, but overall coherence, lexical precision, and naturalness are not automatically guaranteed. The study therefore highlights the continuing importance of critical evaluation and human revision in AI-assisted thesis writing.
An Analysis of Students’ Communication Problems in Discussion Activity at LKP Paris English Club (Kampuang Inggris Payakumbuh) Astri Nugraha Baroqah; Febria Sri Artika; Widya Syafitri; Melyann Melani
Didactum : Journal of Educational Innovation and Learning Studies Vol. 1 No. 4 (2026): Desember 2026
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Communication plays an important role in English language learning because it enables students to express ideas, share opinions, and interact effectively with others. However, many students still experience communication problems during discussion activities. This study aimed to identify and analyze the communication problems experienced by students during discussion activities at LKP Paris English Club. This study employed a descriptive qualitative research design. The participants were students who participated in discussion activities at the institution. Data were collected through observation, interviews, and documentation. The data were analyzed using the qualitative data analysis model proposed by Miles, Huberman, and Saldaña, which consists of data condensation, data display, and conclusion drawing. The findings revealed four major communication problems experienced by students, namely limited vocabulary, lack of confidence, pronunciation difficulties, and unequal participation. Limited vocabulary made it difficult for students to express their ideas clearly, while lack of confidence caused nervousness and hesitation during discussions. Pronunciation difficulties reduced students’ willingness to speak, and unequal participation resulted in only a few students actively contributing to discussions. These findings indicate that communication problems are influenced by both linguistic and psychological factors. Therefore, teachers and tutors should provide more opportunities for vocabulary development, pronunciation practice, and confidence-building activities to encourage active participation and improve students’ communication skills during discussion activities.
Segmental Pronunciation Errors among Indonesian EFL Undergraduate Students: A Qualitative Case Study Sadad D. Alfonso; Melyann Melani; Febria Sri Artika; Lena Sastri
Didactum : Journal of Educational Innovation and Learning Studies Vol. 1 No. 4 (2026): Desember 2026
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Pronunciation remains one of the most persistent challenges faced by English as a Foreign Language (EFL) learners in Indonesia, particularly at the segmental level, where the phonological system of Indonesian differs substantially from that of English. This study employed a qualitative case study design to investigate the segmental pronunciation difficulties of EFL undergraduate students enrolled in a Pronunciation course at an Indonesian university. Data were collected through an audio-recorded Word List Reading task consisting of 25 target words distributed across three phonetic groups - consonant errors, vowel confusion and diphthong reduction, and final consonant deletion - and analyzed using International Phonetic Alphabet (IPA) transcription together with a standardized error-coding system (C-sub, V-conf, Diph, FC-del). In-depth analysis of two case participants revealed distinct yet overlapping error patterns. The first participant predominantly substituted the interdental fricative /θ/ with /t/ and the labiodental fricative /v/ with /f/, reflecting consonant substitution as the most frequent error type. The second participant produced more frequent vowel confusion, particularly involving the contrasts /æ/-/e/ and /iː/-/ɪ/, as well as diphthong substitution. Both participants exhibited final consonant deletion in words containing coda consonants and consonant clusters. These findings are interpreted as evidence of first language (L1) phonological interference, consistent with the Contrastive Analysis Hypothesis and Flege's Speech Learning Model. The study concludes that segmental pronunciation instruction for Indonesian EFL learners should explicitly target the consonant and vowel contrasts that are absent from the Indonesian sound system.
An Investigation of English In-Service Teachers' Technological Pedagogical Content Knowledge (TPACK) at SMPN 2 Gunung Talang Nurafifah Hasanah; Widya Syafitri; Febria Sri Artika; Syahrul
Didactum : Journal of Educational Innovation and Learning Studies Vol. 1 No. 1 (2026): Maret 2026
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This study aimed to describe the Technological Pedagogical Content Knowledge (TPACK) of English teachers at SMPN 2 Gunung Talang, Solok Regency, and to identify the challenges they encountered in integrating technology into English language teaching. This study employed a qualitative descriptive approach. Data were collected through classroom observations based on the seven TPACK domains, namely Technological Knowledge (TK), Pedagogical Knowledge (PK), Content Knowledge (CK), Pedagogical Content Knowledge (PCK), Technological Content Knowledge (TCK), Technological Pedagogical Knowledge (TPK), and Technological Pedagogical Content Knowledge (TPACK), as well as semi-structured interviews with English teachers. The findings revealed that the teachers consistently demonstrated all TPACK domains by utilizing laptops, LCD projectors, and PowerPoint presentations while implementing discussion-based, student-centered, and scaffolded learning that connected English content to real-life contexts. The teachers also integrated applications such as Wordwall, Quizizz, and Liveworksheets into inquiry-based, project-based, and differentiated instruction. Their technological competence was developed through professional development programs, social media, and collaboration with colleagues. However, technology integration remained constrained by limited projector availability, unstable electricity and internet connectivity, and varying levels of technological competence among teachers. These challenges were addressed by preparing printed instructional materials and sharing available facilities. The findings indicate that the teachers have achieved a good level of TPACK integration; however, strengthening Technological Knowledge (TK), particularly regarding the use of Artificial Intelligence (AI), remains a priority for sustainable professional development.
Exploring 7th-Grade Students' Learning Readiness in English Classrooms at SMP Negeri 4 Payakumbuh Indah Lavenia Putri; Febria Sri Artika; Eliza Eliza; Widya Syafitri; Loli Safitri
Didactum : Journal of Educational Innovation and Learning Studies Vol. 1 No. 4 (2026): Desember 2026
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Learning readiness is an important factor influencing students’ participation and success in English learning. This study aims to analyze the dimensions of students’ learning readiness in English at the seventh grade of SMP Negeri 4 Payakumbuh. This research employed a qualitative descriptive design involving students of class VII.7 as the participants. Data were collected through classroom observations and semi-structured interviews and analyzed through data reduction, data display, and conclusion drawing. The study focused on four dimensions of learning readiness: physical, emotional, experiential, and knowledge readiness. The findings showed that physical readiness was generally adequate, as most students were able to attend class, prepare learning materials, and follow classroom instructions. However, health status was a weaker aspect because several students appeared tired and less focused during learning activities. Emotional readiness varied, particularly in anxiety and risk-taking behavior. Some students were confident in answering questions and participating in speaking activities, while others hesitated or avoided responding because they were afraid of making mistakes. Experiential readiness was supported by students’ previous exposure to English through songs, movies, social media, and other learning experiences, although the extent of such experiences differed. Knowledge readiness showed differences in students’ prior knowledge and ability to understand English materials. Students with more prior knowledge tended to participate and respond more easily, while those with limited knowledge needed additional explanation and guidance. Overall, the findings indicate that learning readiness is a dynamic and multidimensional condition that influences students’ participation and understanding in English learning.
An Analysis of Classroom Management Challenges Faced by Pre-Service English Teachers During Teaching Practicum in Indonesian EFL Classrooms Cinta Amalia Putri; Febria Sri Artika; Eliza; Loli Safitri; Absharini Kardena
Didactum : Journal of Educational Innovation and Learning Studies Vol. 1 No. 2 (2026): Juni 2026
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Classroom management presents significant challenges for pre-service English teachers because they must manage student behavior, instructional communication, attention, and classroom activities while developing their teaching competence. This study aimed to examine the classroom management challenges experienced by pre-service English teachers during their teaching practicum in the Indonesian EFL context. A qualitative descriptive approach with a retrospective orientation was employed. The participants were seven pre-service English teachers from the English Education Department of UIN Sjech M. Djamil Djambek Bukittinggi, Indonesia, who had completed their Field Experience Practice (PPL) in 2025 at partner schools. Data were collected through semi-structured interviews conducted from June to July 2026 and analyzed using the interactive model of Miles, Huberman, and Saldaña. The findings revealed three main areas of classroom management challenges: behavioral challenges, communicating rules and procedures challenges, and attention and transition management challenges. The findings further indicated that these challenges were interconnected, as behavioral difficulties could affect students’ attention and instructional continuity, while unclear instructions could contribute to difficulties during classroom activities and transitions. The study highlights the need for teacher education programs to prepare pre-service English teachers to understand classroom management as an integrated competence within authentic Indonesian EFL teaching contexts.
Analysis of Personality Factors Affecting English Learning among Seventh-Grade Students at SMPN 1 Banuhampu Anisa Johan; Widya Syafitri; Febria Sri Artika; Syahrul Syahrul
Didactum : Journal of Educational Innovation and Learning Studies Vol. 1 No. 4 (2026): Desember 2026
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English learning requires students to actively participate in the classroom, yet observations at SMPN 1 Banuhampu found that many seventh-grade students appeared quiet, showed little enthusiasm, and lacked focus when the teacher explained the lesson, a condition suspected to be related to differences in students' personality characteristics. This study aimed to identify the Big Five Personality factors influencing English language learning among seventh-grade students and to examine how the dominant factor contributes to passive classroom behavior. A descriptive quantitative design was employed, supported by a qualitative component in the form of telephone interviews. Data were collected from 75 respondents using a 15-item Likert-scale questionnaire covering the five OCEAN dimensions, and further explored through interviews with 10 students who obtained the highest scores on the dominant trait. The results showed that Agreeableness was the most dominant personality trait (M = 4.26, 85.16%, very high category), followed by Openness and Conscientiousness, while Neuroticism obtained the lowest mean score (M = 3.00, moderate category). The interviews revealed that although students exhibited high Agreeableness, this trait was associated with passive rather than active classroom behavior, largely driven by fear of making mistakes and limited confidence in their mastery of the material. These findings suggest that Agreeableness needs to be taken into account by English teachers when designing classroom strategies that encourage more active student participation.
Co-Authors Absharini Kardena Anisa Johan Astri Nugraha Baroqah Cinta Amalia Putri Eliza Eliza Eliza Fauziah Illahi Hanaan Nazhiifah Maharani Indah Lavenia Putri Lena Sastri Loli Safitri Melyann Melani Nurafifah Hasanah Sadad D. Alfonso Syahrul Widya Syafitri