Article Per Year (5 Year)
p-Index From 2021 - 2026
3.386
P-Index
This Author published in this journals
All Journal English Teaching Journal : A Journal of English Literature, Language, and Education E-Structural JURNAL EDUCAZIONE : Jurnal Pendidikan, Pembelajaran dan Bimbingan dan konseling E-Link Journal International Journal of Linguistics and Discourse Analytics (ijolida) Inspiring: English Education Journal Al-Khidmah Jurnal Pengabdian Masyarakat Al Lughawiyaat Proceedings of English Linguistics and Literature Linguapedia Journal of English Language Proficiency
Basya, Dihliza
Unknown Affiliation
Religion Arts Humanities Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Social Sciences Other

Published : 23 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 23 Documents
Search

 1   2   3 
Exploring undergraduate students' experience of using ChatGPT in EFL Academic writing classroom Nisa, Dwi Devi Khoirotun; Basya, Dihliza; Nugraheni, Dyah Ayu
Journal of English Language Proficiency Vol. 2 No. 1 (2025): Journal of English Language Proficiency (JELAP)
Publisher : Mell Baou Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jelap.v2i1.4828

Abstract

This study explores the experiences of Indonesian undergraduate students using ChatGPT in their English as a Foreign Language (EFL) academic writing classes. It begins by addressing the inherent challenges EFL learners face in academic writing, such as difficulties with grammar, coherence, and vocabulary. The research employs a qualitative methodology, specifically narrative inquiry, to gather insights from students through semi-structured interviews. The findings indicate that students find ChatGPT to be a valuable resource that assists them in various aspects of the writing process, including generating ideas, structuring sentences, and correcting grammar. This support leads to noticeable improvements in the quality of their writing, such as enhanced clarity and vocabulary diversity. However, the study also identifies several challenges, including inconsistencies in the responses generated by ChatGPT, issues with the validity of the information provided, and ethical concerns regarding plagiarism and originality. Overall, the thesis emphasizes the importance of critical engagement with AI tools like ChatGPT, suggesting that while they can significantly aid the writing process, students must be cautious and informed about their use. The research highlights the need for educators to provide clear guidelines on the ethical implications of using AI in academic writing, ensuring that students can maximize the benefits while minimizing potential drawbacks.
Undergraduate EFL Learners’ Experiences as Anxious Academic Writers: A Mixed Method Study Arifah, Muflihatus Sururil; Nugraheni, Dyah Ayu; Basya, Dihliza; Sari, Novika Purnama
Inspiring: English Education Journal Vol. 9 No. 1 (2026): Inspiring: English Education Journal
Publisher : Institut Agama Islam Negeri Parepare

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35905/inspiring.v9i1.16555

Abstract

The primary objective of this study is to investigate the EFL learners’ level of anxiety and experiences as anxious academic writers in essay writing course. Selected by using purposive sampling, five students at sixth semester of English Education Department eagerly participate as respondents. Relying on analysis from Cheng (2004) and Holland (2013), a mixed-method approach with explanatory design is employed by applying two methods of data collection: questionnaire analysis and semi-structured interviews. The findings of the study indicate that moderate anxiety predominates when it comes to composing essays. Furthermore, the five participants depict the experiences being struggling with essay writing anxiety as follows: (1) receiving a poor grade from the instructor; (2) not understanding grammar and structure; (3) discovering rigorous guidelines for academic writing that cause them to write sloppily; (4) worrying about organizing their thoughts to ease the readers; (5) feeling confused, stressed, and frustrated when composing essays; and (6) worrying that the results of their essays become discussion samples and do not meet expectations. The findings confirm hands-on evidence from learners’ experiences as the basic data for course designer to unravel writing anxiety, and for researchers particularly in the demesne of English Language Teaching.
Challenges in Learning Argumentative Texts among Indonesian Vocational School Students: An Analysis of Language and Cognitive Barriers Danendra, Azriel Daffa; Basya, Dihliza; Nugraheni, Dyah Ayu
AL LUGHAWIYAAT: JOURNAL OF ENGLISH LANGUAGE TEACHING Vol. 7 No. 2 (2026): July
Publisher : IAIN KENDARI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/alg.v7i2.14178

Abstract

The skills of argumentative writing depend on the writer's mastery of language and their ability to use higher-order thinking. The students in this study are from a vocational high school, where they do not have many opportunities to write longer, more formal essays, such as those required for a university-level composition course, so this study looked at the cognitive and linguistic barriers experienced by those students when writing argumentative essays. At a vocational high school located in Jember, East Java, Indonesia, 35 twelfth-grade accounting students participated in this study using a mixed-methods approach. Data collection included classroom documentation; a questionnaire on a Likert scale; and an analysis of the students' written argumentative essays. The questionnaire assessed cognitive barriers to argumentative writing - critical thinking, metacognitive awareness, and organization of arguments - and the document analysis identified linguistic barriers in the students' writing related to vocabulary, grammar, and cohesion using a standard five-point scoring rubric. The findings revealed moderate linguistic barriers in vocabulary (M = 3.14) and grammar (M = 2.83), whereas cohesion obtained the lowest score (M = 2.59). In terms of cognitive barriers, students demonstrated moderate levels of critical thinking and argument organization, while metacognitive awareness was relatively high. These findings indicate that both linguistic and cognitive factors influence students’ ability to produce effective argumentative texts. Therefore, instructional strategies that address language development and cognitive skills are needed to support students’ argumentative writing performance.
Co-Authors ., Ismaili ABDUL HAMID Afandi, Ahmad Fauzi Arifah, Muflihatus Sururil Bahtiarga, Defrin Danendra, Azriel Daffa Eka Sari, Septi Fani Fauzi, Fatih Al Habibah, Sa’idatul Hamida, Mimi Hasanah, Rifatul Hosim, Mohamad Imam Ghozali Ismaili, Ismaili Izzah, Uzlatul JAMILA, SITI Jannah, Rodhotul Mahbub , Moh Arif Mahbub, Moh. Arif Mahbubah, Laili Maulidia, Belqis Azida Muzakki, M. Niqita Pradilaf, Geby Nisa, Dwi Devi Khoirotun Noer Aida, Siti Nugraheni, Dyah Ayu Parjer, Mutiara Savitri Rosa, Wardatul Kamilah Ryesmi, Diah Sita Sabartono, Ribut Sari, Novika Purnama Wardhani, Ika Desy