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All Journal REiD (Research and Evaluation in Education) JOLLT Journal of Languages and Language Teaching
Isnaeni, Mh
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Education Languange, Linguistic, Communication & Media

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The Effectiveness of Integrating Quillbot for Paraphrasing in Writing Instruction Thohir, Lalu; Udin, Udin; Isnaeni, Mh; Putera, Lalu Jaswadi
Journal of Languages and Language Teaching Vol 12, No 4 (2024)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i4.12780

Abstract

QuillBot is one of the online programs that can be utilized to enhance students’ writing skills. By integrating the paraphrasing tool QuillBot into the writing instruction, this study aimed to examine the effectiveness of QuillBot paraphraser on the students’ paraphrasing ability. Additionally, this study sought to find out the students' opinions on paraphrasing and on the use of QuillBot in paraphrasing. Adopting a mixed method with explanatory design, this study employed quasi-experimental research with a one group pretest posttest design. There were 44 fourth-semester students taking the Academic Writing course in the English study program at the University of Mataram participating in this study. The students’ paraphrasing ability was tested before and after the treatment with both manual paraphrasing instruction and QuillBot paraphrasing tool. While, the students’ opinions towards paraphrasing instruction integrating the QuillBot paraphrasing tool was discovered through questionnaire. Further, the collected data were analyzed quantitatively and qualitatively to answer the predetermined research objectives. The results of t-test showed that there was a significant difference between the students’ paraphrasing ability before and after the treatment with significance value 0.000 lower than 0.05. In addition, most students responded positively to the integration of QuillBot in paraphrasing instruction, as it not only improved their literacy skills but also their motivation in learning paraphrasing in which the use of QuillBot paraphraser is simple, easy, instant and time-saving. This study highlights and confirms the potential of AI tools like QuillBot to enhance language instruction. Other reseachers might compare the efficacy of QuillBot paraphraser to other automatic paraphraser in writing instruction and use both questionnaire and interview to obtain more detailed information about the students’ attitudes or opinions.
The Effectiveness of Integrating Quillbot for Paraphrasing in Writing Instruction Thohir, Lalu; Udin, Udin; Isnaeni, Mh; Putera, Lalu Jaswadi
Journal of Languages and Language Teaching Vol. 12 No. 4 (2024): October
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i4.12780

Abstract

QuillBot is one of the online programs that can be utilized to enhance students’ writing skills. By integrating the paraphrasing tool QuillBot into the writing instruction, this study aimed to examine the effectiveness of QuillBot paraphraser on the students’ paraphrasing ability. Additionally, this study sought to find out the students' opinions on paraphrasing and on the use of QuillBot in paraphrasing. Adopting a mixed method with explanatory design, this study employed quasi-experimental research with a one group pretest posttest design. There were 44 fourth-semester students taking the Academic Writing course in the English study program at the University of Mataram participating in this study. The students’ paraphrasing ability was tested before and after the treatment with both manual paraphrasing instruction and QuillBot paraphrasing tool. While, the students’ opinions towards paraphrasing instruction integrating the QuillBot paraphrasing tool was discovered through questionnaire. Further, the collected data were analyzed quantitatively and qualitatively to answer the predetermined research objectives. The results of t-test showed that there was a significant difference between the students’ paraphrasing ability before and after the treatment with significance value 0.000 lower than 0.05. In addition, most students responded positively to the integration of QuillBot in paraphrasing instruction, as it not only improved their literacy skills but also their motivation in learning paraphrasing in which the use of QuillBot paraphraser is simple, easy, instant and time-saving. This study highlights and confirms the potential of AI tools like QuillBot to enhance language instruction. Other reseachers might compare the efficacy of QuillBot paraphraser to other automatic paraphraser in writing instruction and use both questionnaire and interview to obtain more detailed information about the students’ attitudes or opinions.
Pre-service teachers' agentive projections toward innovation in online English Language Teaching (ELT) classes Farmasari, Santi; Wardana, Lalu Ali; Baharuddin, Baharuddin; Amrullah, Amrullah; Isnaeni, Mh; Lail, Husnul
REID (Research and Evaluation in Education) Vol. 9 No. 1 (2023)
Publisher : Graduate School of Universitas Negeri Yogyakarta & Himpunan Evaluasi Pendidikan Indonesia (HEPI)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21831/reid.v9i1.51393

Abstract

This study examines the pre-service teachers' agentive projections toward innovation in online English Language Teaching (ELT) classes. Employing teacher agency theory, this instrumental case study views projections as agentive when they are informed by the students' ecological aspects (past and present), oriented to solve potential learning problems and improve learning outcomes. The study involved 84 pre-service teachers who were voluntarily asked to fill in a questionnaire, submit a lesson plan, and be interviewed. nVivo Pro was used to organize themes. The study indicates that the pre-service teachers, M=3.81, SD=.590, perceive that innovation in online ELT classes is closely related to the integration of information and technology. As a result, the students' agentive projections were also oriented to solve technology and internet-based obstacles, added with innovative learning methods. The research findings may become important insights for the development of English teaching and learning in order to provide more capital for pre-service teachers creating ELT innovation in the future.
Co-Authors Amrullah Amrullah Baharuddin Baharuddin Farmasari, Santi Lail, Husnul Putera, Lalu Jaswadi Thohir, Lalu Udin, Udin Wardana, Lalu Ali