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All Journal English Teaching Journal : A Journal of English Literature, Language, and Education English Language Teaching Educational Journal INTEGRITAS : Jurnal Pengabdian International Journal of English Education and Linguistics (IJoEEL) Inspiring: English Education Journal Journal of Social Empowerment Al Lughawiyaat Journal of English in Academic and Professional Communication Dedication : Jurnal Pengabdian Masyarakat TEFLICS Linguapedia Jurnal Pengabdian Masyarakat Journal of English Language Proficiency Journey: Journal of English Language and Pedagogy
Nugraheni, Dyah Ayu
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Religion Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Engineering Environmental Science Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Materials Science & Nanotechnology Mathematics Public Health Social Sciences Transportation Other

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Parenting Pembelajaran Berbasis Teknologi Bagi Ibu Dharma Wanita FASILKOM Universitas Jember Irawati, Tri Novita; Mahmudah, Muhlisatul; Nugraheni, Dyah Ayu
Jurnal Pengabdian Masyarakat (JUDIMAS) Vol. 3 No. 2 (2025)
Publisher : Pusat Penelitian dan Pengabdian Masyarakat STIKes Banyuwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54832/judimas.v4i1.649

Abstract

This service activity aims to increase the understanding of Dharma Wanita FASILKOM Jember University members regarding technology-based parenting through interactive training. The method used is Participatory Action Research (PAR) which includes identification, planning, implementation and reflection stages. The material includes digital parenting, the use of educational applications such as ChatGPT, Kahoot, Quizizz, and SUNO AI, as well as preventing the negative impacts of using technology. The evaluation results showed an increase in participants' understanding, with 70% of questions answered correctly via Quizizz and 90% via Kahoot. Participants also showed high enthusiasm in discussions and simulations, reflecting the program's success in building adaptive parenting capacity.
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.
Analyzing Islamic School Students’ English Vocabulary Learning: Motivation and Learning Strategies Hidayatullah, Rahmad; Nugraheni, Dyah Ayu; Fauzi, Fatih Al
International Journal of English Education and Linguistics (IJoEEL) Vol 7, No 2 (2025)
Publisher : Universitas Nurul Jadid

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/ijoeel.v7i2.12581

Abstract

This study aims to analyze English vocabulary learning among Islamic middle school students particularly on their motivation and the learning strategies. A mixed methods approach was used, combining quantitative and qualitative approaches. Quantitatively, researchers used questionnaires to measure students' motivation in learning vocabulary. Qualitatively, in-depth interviews were conducted to understand students' experiences in learning English vocabulary. Quantitative data was collected through motivation and learning strategy questionnaires adapted from Tanaka's (2017) language learning model and distributed to 21 students. Qualitative data were gathered through semi-structured interviews with three students in the class. The results show that students with high intrinsic and extrinsic motivation tend to use more varied and active vocabulary learning strategies, such as intensive reading and using new vocabulary in conversational contexts. This finding is supported by data showing students' response percentages regarding their learning strategies. Generally, interactive and contextual learning strategies lead to better vocabulary mastery than passive strategies. This study suggests that further research should explore the relationship between learning motivation, learning strategies, and students' academic achievement in a broader context. Future studies are also recommended to involve entire classes without separating gender to achieve more representative results.  
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.
Investigating Teacher’s Implementation of the Gendre-Based Approach in Teaching Writing a Vocational School Istianah, Lailatul; Nugraheni, Dyah Ayu; Tjendani, Endah Nur
Journey: Journal of English Language and Pedagogy Vol. 9 No. 2 (2026): Journey: Journal of English Language and Pedagogy
Publisher : UIBU

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33503/journey.v9i2.3101

Abstract

This study looks at how the Genre-Based Approach's used to teach English writing at a vocational high school. The Genre-Based Approach is not often studied in this type of school. The researchers used a method to study two English teachers. They collected data by observing classes and doing interviews. The results show that one teacher was better at creating a fun and collaborative classroom while the other teacher was more structured in using the Genre-Based Approach. Both teachers had problems, such as students not knowing many words being unmotivated not having enough time and not having enough resources. The study found that the Genre-Based Approach is not about following steps but also about how well teachers adapt to the classroom and students needs. This study helps us understand how the Genre-Based Approach is used in schools, where students need to learn practical skills.
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 Arifah, Muflihatus Sururil Basya, Dihliza Bulqiyah, Suhaimah Danendra, Azriel Daffa Djoko Soejono Fauzi, Fatih Al Haq, Muhammad Amiq Nur Dinil Hidayatullah, Rahmad Imam Ghozali Irawati, Tri Novita Istianah, Lailatul Izzah, Uzlatul Mahbub, Moh. Arif Muhlisatul Mahmudah, Muhlisatul Ningtiyas, Ailia Ayu Kusuma Nisa, Dwi Devi Khoirotun Prabowo, Rachmat Udhi Pratama, Akbar Yoga Purnamasari, Mega Sari, Novika Purnama Sari, Sasmita SYAIFUR ROHMAN, SYAIFUR Syarifah Salsabila Tjendani, Endah Nur Zahrosa, Dimas Bastara