Article Per Year (5 Year)
p-Index From 2020 - 2025
0.61
P-Index
This Author published in this journals
All Journal Wiralodra English Journal (WEJ) Empiricism Journal UNNES International Conference on ELTLT
Vistari, Lalita
Unknown Affiliation
Chemistry Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

Published : 3 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 3 Documents
Search

 1 
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.
THE ROLE OF TECHNOLOGICAL SYSTEMS IN MANAGING AND EVALUATING THE LANGUAGE TEACHING PROGRAM Vistari, Lalita; Hartono, Rudi; Lumbantoruan, Melfa Lamria Berliana
Wiralodra English Journal (WEJ) Vol. 9 No. 2 (2025): Wiralodra English Journal (WEJ)
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/wej.v9i2.406

Abstract

Innovative systems are changing modern language education from teaching and assessment to pedagogical strategies. This study explored the extent to which Learning Management Systems (LMS), Computer Assisted Language Learning (CALL) environments, and digital assessment tools impacted the organization and assessment of language programs. A qualitative research approach was utilized, and data was collected from forty participants (educators, learners, and administrators) through semi-structured interviews, anonymized surveys, and document analysis. Feedback from participants indicates that while organizational features of LMS platforms are one of the most utilized components, they are also highly effective (85%) for organizing course materials and communication. CALL tools provide interactive and personalized learning experiences (rated at 78%) but require better teacher training and technical know-how. Digital assessment tools are efficient (65%) for assessing language skills, but face challenges with evaluating nuanced language skills, such as fluency and creativity. The text emphasizes the importance of hybrid assessment methods that blend automated feedback with human input. Despite challenges like software issues, hardware access, and limited training, technology has enhanced learning and teaching. The study calls for thoughtful integration, continuous instructional design, and stronger teacher training, alongside improvements in infrastructure to support a more flexible, student-centred education system.
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)

Show Abstract | Download Original | Original Source | Check in Google Scholar

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 Hartono, Rudi Issy Yuliasri Lumbantoruan, Melfa Lamria Berliana Sitinjak, Shenny Ayunuri Beata Yuliati -