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All Journal Empiricism Journal UNNES International Conference on ELTLT
Vistari, Lalita
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Chemistry Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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The Implementation of School Literacy Movement to Literate Students in Dharma Putra Elementary School at Tangerang Vistari, Lalita; Sitinjak, Shenny Ayunuri Beata
Empiricism Journal Vol. 5 No. 2: December 2024
Publisher : Lembaga Penelitian dan Pemberdayaan Masyarakat (LITPAM)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/ej.v5i2.2232

Abstract

This study evaluates the implementation of the School Literacy Movement (Gerakan Literasi Sekolah/GLS) at Dharma Putra Elementary School in Tangerang, Indonesia, within the framework of the Merdeka Belajar-Kampus Merdeka (MBKM) policy. The research aimed to assess the effectiveness of GLS in enhancing literacy skills, specifically focusing on student engagement and reading comprehension. A qualitative approach was employed, utilizing observations and semi-structured interviews with teachers and parents conducted from July to December 2023. Data were analyzed using a goal-oriented evaluation model and researchers classified the data into two items such as the interaction between student literacy activities and teacher involvement. The findings revealed that GLS positively impacted students on students’ engagement and reading comprehension. This research also identified gaps in parental involvement and the availability of diverse reading resources, suggesting that future GLS improvements should incorporate technological resources, expand reading materials, and foster stronger school-parent collaboration. Recommendations for addressing these challenges include the integration of e-books, more interactive reading tools, and targeted support for disengaged students. This study contributes to the literature on literacy programs by providing insights into the adaptability of GLS within the MBKM framework and proposing solutions to common literacy challenges in elementary schools.
Gen Z Students’ Readiness for AI-Assisted English Speaking Practice: Qualitative Analysis Vistari, Lalita; Yuliasri, Issy; Yuliati, Yuliati
The Proceedings of English Language Teaching, Literature, and Translation (ELTLT) Vol. 14 (2025)
Publisher : The Proceedings of English Language Teaching, Literature, and Translation (ELTLT)

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Abstract

This study aims to explore the perceptions and attitudes of Generation Z (Gen Z) students who are considered digital natives and interact with AI technology in English speaking practices. This study moves beyond conventional quantitative measurements to delve into the distinct qualitative psychosocial dimensions in question. Through a qualitative exploratory approach, perceptions, challenges, and expectations that students hold concerning educational technologies such as chatbots and speech recognition software were analyzed utilizing semi-structured interviews, reflective journals, and field notes. Findings indicate that even though students in this age cohort are technologically adaptive, they experience high levels of AI-induced emotional disengagement. In addition, Gen Z expresses a new form of “perfection anxiety” that relates to the pervasive tech issue AI faces in accurately capturing speech. This tension underscores a paradox in contemporary AI design, while AI interfaces have the potential to enhance multilingual pedagogical practices, they starkly lack the empathy and emotional sensitivity required to support psychosocial interaction. This study proposes advances the design of pedagogical AIs beyond the provided functionalities and aims by addressing the intrinsic design requirements that emerge from the learner level, thus, holistically attending to the psychosocial and emotional dimensions of fluency needs of digitally proficient Gen Z learners.
Co-Authors Issy Yuliasri Sitinjak, Shenny Ayunuri Beata Yuliati -