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All Journal DIKSI Indonesian Journal of Applied Linguistics (IJAL) Indonesian Journal of Integrated English Language Teaching ETERNAL: English Teaching Journal Journal of English Language Teaching Innovations and Materials (Jeltim) J-REaLL Lingua Susastra Abdimas: Papua Journal Of Community Service Indonesian Journal of EFL and Linguistics DINAMIKA ILMU: Jurnal Pendidikan Journal of General Education and Humanities Academic Journal Perspective : Education, Language, and Literature Jurnal Review Politik Jurnal Media Pengabdian Komunikasi Journal of Educational Research and Practice
Hidayati, Sari
Institut Agama Islam Negeri Parepare
Religion Arts Humanities Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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PENGGUNAAN WRITTEN CORRECTIVE FEEDBACK UNTUK MENINGKATKAN KEMAMPUAN MENULIS ESAI Hidayati, Sari
Diksi Vol. 24 No. 1: DIKSI MARET 2016
Publisher : Fakultas Bahasa, Seni, dan Budaya, Universitas Negeri Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (818.75 KB) | DOI: 10.21831/diksi.v24i1.11500

Abstract

Penelitian ini merupakan Penelitian Tindakan Kelas yang bertujuan untukmeningkatkan kemampuan menulis esai dengan memberikan Written Corrective Feedbackpada 11 peserta sesi IETLS Writing pelatihan IELTS Preparation Program kerjasama PusatPengembangan Bahasa (P2B) UNY dan LPDP (Lembaga Pengelola Dana Pendidikan)Departemen Keuangan Republik Indonesia. Instrumen penelitian untuk mengumpulkandata berupa panduan observasi, materi tes, dan panduan catatan lapangan. Data yangdiperoleh berupa catatan hasil observasi, catatan lapangan, dan hasil karya teks yangdihasilkan mahasiswa. Selain data tersebut, terdapat pula data kuantitatif yang diperolehdari hasil skor rerata pre-test dan post-test. Hasil penelitian ini menunjukkan bahwa denganmemberikan written corrective feedback untuk meningkatkan kemampuan mahasiswamenulis esai dicapai peningkatan dalam keterlibatan peserta dalam proses pembelajarannamun hasil pembelajaran yang diukur melalui pre-test dan post-test menunjukkan nilairerata post-test mengalami penurunan. Meskipun mengalami penurunan skor, peserta masihberada di level yang sama sebagaimana yang terefleksikan pada hasil pre-test sebelumnyayakni level modest users.Kata Kunci: written corrective feedback, foreign language writing, penelitian tindakankelas
The impact of AI chatbots on English language learners’ speaking proficiency: A systematic review Safitri, Ersa Izmi; Hidayati, Sari; Ciptaningrum, Dyah Setyowati
Journal of Research on English and Language Learning (J-REaLL) Vol. 6 No. 2 (2025): Journal of Research on English and Language Learning (J-REaLL)
Publisher : Universitas Islam Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33474/j-reall.v6i2.23866

Abstract

Artificial intelligence (AI) chatbots have become a significant phenomenon not only in the information technology field but also in education, where they are transforming how students learn English. Numerous studies have explored the use of AI chatbots in English language teaching (ELT), especially their potential to support speaking practice. However, the existing research is fragmented and lacks a systematic synthesis, making the findings inconclusive about how chatbots contribute to speaking proficiency and how learners perceive their use. This limitation creates uncertainty for educators, policymakers, and researchers in assessing the educational value of chatbots in ELT. To address this gap, this study aims to critically analyze how AI chatbots enhance students' English-speaking skills and the implications for developing speaking proficiency, as well as investigate students' perceptions of their effectiveness. This systematic literature review examines findings from various studies related to AI chatbot applications in English-speaking educational settings, published between 2018 and 2025. Using the PRISMA guidelines, an initial search across Google Scholar and Science Direct yielded 111 papers; the findings reveal both benefits, such as increased learner engagement and opportunities to practice, and challenges, including the lack of accuracy. By synthesizing prior research, this study offers a clearer understanding of the role of chatbots in increasing speaking proficiency and contributes to ongoing debates about AI in ELT.
Exploring vocabulary learning needs and preferred media among fifth-grade English as a foreign language learners Talan, Scolastica Eva; Yulia, Yuyun; Hidayati, Sari
Journal of English Language Teaching Innovations and Materials (Jeltim) Vol 7, No 2 (2025): October 2025
Publisher : UPT Bahasa Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jeltim.v7i2.88031

Abstract

This study aims to analyze the target needs and learning needs of the EFL students of Fifth-Grade Elementary Students in Yogyakarta. The innovation of this research lies in employing survey questionnaire, interview, and observation to provide an in-depth analysis regarding vocabulary learning among elementary EFL students. The participants in the study are 29 students and 2 teachers. Employing explanatory sequential design, the data collected were analyzed using descriptive quantitative and thematic qualitative methods to better understand the results and draw meaningful conclusions about the student’s learning preferences. The findings indicate that the students find it difficult to acquire new English vocabulary and tend to ask their teachers what the words’ meanings are. The survey questionnaire revealed that the students prefer pair or group activities rather than individual activities indicating a preference for peer support in the learning process. They like to visualize learning by using pictures, videos, and flashcards as it helps them to memorize new vocabulary. From the interview with the teachers, it became evident that there is a need for supplementary instructional materials that incorporate group work, engaging learning media, and the use of Information Communication and Technology (ICT) to enhance students’ vocabulary mastery. In conclusion, the study recommends a student-centered approach by combining group work and interesting learning media to enrich students’ vocabulary acquisition. Keywords: Group-work; ICT; materials; need analysis; vocabulary
Decoding Gen-Z Voter Reactions to Political Hoaxes: a Deep Dive Into the 2024 Indonesian Presidential Election Hayat, Nahrul; M, Maemunah; Hidayati, Sari
Jurnal Review Politik Vol. 15 No. 1 (2025): June
Publisher : Fakultas Ushuluddin dan Filsafat UIN Sunan Ampel Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15642/jrp.2025.15.1.122-145

Abstract

This study explores how Gen-Z voters in South Sulawesi, Indonesia, process and respond to political hoaxes during the 2024 presidential election. Using qualitative exploratory methods, data from 323 respondents in Makassar and Parepare were collected through focus group discussions (FGDs), interviews, and online questionnaires. The analysis, guided by the Elaboration Likelihood Model and Reception Theory, reveals that while Gen-Z voters generally exhibit rational affirmative behaviors, their responses to political hoaxes are shaped by political bias and motivations. Notably, 87% of respondents admitted to sharing misinformation about opposing politicians, while 46% were likely to dismiss hoaxes targeting candidates they support. This selective processing of political information highlights the critical need for digital literacy initiatives to equip Gen-Z with skills for critically assessing information. Strengthening digital literacy can empower this generation to make informed decisions, thereby fostering a transparent, inclusive, and resilient democratic process. The study underscores the importance of education in reducing Gen-Z's vulnerability to misinformation and calls for targeted programs to address confirmation bias. Future research should expand on these findings by examining rural Gen-Z voters to gain a broader understanding of voter behavior across diverse demographics in Indonesia.
THE IMPLEMENTATION OF DIFFERENTIATED READING INSTRUCTION IN EFL CONTEXT: STRATEGIES, IMPACTS, AND CHALLENGES Rukadah, Rukadah; Priyana, Joko; Hidayati, Sari
Academic Journal PERSPECTIVE: Education, Language, and Literature Vol 13 No 2 (2025)
Publisher : Lembaga Penelitian (The Institute of Research) Universitas Swadaya Gunung Jati

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33603/perspective.v13i2.11051

Abstract

This study is conducted using a systematic literature review which explores the strategies, impacts, and challenges during the implementation of Differentiated Reading Instruction (DRI) strategies in English as a Foreign Language (EFL) Classrooms.  The literature review analyses 19 studies published between 2014 and 2024, sourced from databases like Scopus, Google Scholar, and Mendeley. The findings reveal that tiered assignments and flexible grouping achieve the highest frequency use in DRI implementation. The strategies show the positive effects namely on reading comprehension, student engagement, and self-confidence. However, the reviews also find out the challenges such as a restricted time, limited resources, and insufficient teacher training hinder effective implementation. For further research, it is recommended to explore on other language skills namely listening, speaking, and writing to broad the impacts of DRI. The study also identifies the importance of teachers’ training on DI practices to overcome the challenges in diverse classrooms.
Co-Authors Abd. Rahman Achmad, Namirah Nurul Ilmi Anita Triastuti Dyah Setyowati Ciptaningrum Fathu Rahman Hadrawi, Muhlis Hayat, Nahrul Hilmiyah, Mifda Ita Suryaningsih Joko Priyana M, Maemunah Mikola, Nanda Mochammad Imron Awalludin Nahrul Hayat Nurhayati Rahman Rukadah, Rukadah Safitri, Ersa Izmi Sari, Diah Ayu Puspita Sudarman Muh. Ainul Suraijiah Suraijiah Suwandani, Febi Syafruddin Syafruddin Talan, Scolastica Eva Yuyun Yulia