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All Journal Jambi Medical Journal : Jurnal Kedokteran dan Kesehatan EDUCAFL : E-Journal of Education of English as a Foreign Language SALTeL Journal (Southeast Asia Language Teaching and Learning) Inspiring: English Education Journal FOSTER: Journal of English Language Teaching International Journal of Health, Economics, and Social Sciences (IJHESS) Jurnal Kolaboratif Sains Educenter: Jurnal Ilmiah Pendidikan Pesona. Al Lughawiyaat EDUCENTER JURNAL PENDIDIKAN Macca: Science-Edu Journal JAMP Journal of Primary Education Innovation and Research Samarinda International Journal of Islamic Studies Arabic and English Education Journal JURNAL PESASTRA ( PENDIDIKAN BAHASA DAN SASTRA)
Mujahidah
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Paraphrasing Techniques and Challenges in EFL Academic Writing: Evidence from Indonesian University Students Dzulhijayani Ali, Alsa; Mujahidah; Fakhruddin, Zulfah; Tjalla, Maghdahalena
FOSTER: Journal of English Language Teaching Vol. 7 No. 2 (2026): FOSTER JELT
Publisher : Faculty of Education and Teacher Training of UIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/foster-jelt.v7i2.425

Abstract

This study investigates paraphrasing techniques, quality, and challenges in EFL academic writing among undergraduate students at IAIN Parepare, Indonesia. Adopting a qualitative approach, data were collected from a paraphrasing test and semi-structured interviews involving 19 English Education students. The analysis integrates Pieterick’s framework of paraphrasing strategies, Keck’s taxonomy of paraphrasing quality, and Shi’s model of learner challenges, supported by thematic coding using NVivo 15. The findings reveal that semantic strategies, particularly synonym substitution, are the most dominant technique (42%), indicating students’ reliance on surface-level transformations. In terms of quality, the majority of students (84%) fall into the Moderate Revision category, suggesting partial modification with limited structural and conceptual transformation. The study also identifies linguistic and cognitive challenges as the primary constraints, including limited vocabulary and difficulties in comprehending and reconstructing meaning from source texts. These findings demonstrate that paraphrasing is a complex cognitive-linguistic process shaped by the interaction between language proficiency and higher-order thinking skills. The study contributes to the literature by proposing an integrated perspective that links paraphrasing strategies, quality, and learner challenges within a unified analytical framework. Pedagogically, the findings highlight the need for instructional approaches that move beyond synonym substitution toward developing critical reading, vocabulary expansion, and idea restructuring skills to support more effective and original academic writing.
Artificial Intelligence in English Language Learning: A Systematic Review of Applications, Benefits, and Challenges in EFL Classrooms Muhammad Idul; Mujahidah; Ramdani, Amaliah
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.v9i1.16651

Abstract

The swift progress in Artificial Intelligence (AI) has had a large impact on education, particularly in English as a Foreign Language (EFL) instruction. This study systematically examines how AI technologies are used in English language learning, their benefits, and the difficulties they present. It employed a systematic review approach and followed the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines. Thirty studies from 2019 to 2025 were taken from Scopus and Web of Science. The results show that AI conversation programs, automated writing evaluation systems, speech-to-text software, and adaptive learning platforms have been used to support language learning. These technologies provide immediate feedback, personalized learning, and increased opportunities for language use. The studies also indicate improvements in writing accuracy, speaking fluency, vocabulary development, communicative competence, as well as student engagement and motivation. However, several problems were found, including limited technological infrastructure, low teacher digital competence, ethical concerns, and the risk of overdependence on AI. Overall, this research highlights the potential of AI technologies to support language learning and provides useful guidance for teachers, researchers, and policymakers.
Pengaruh Model Project Based Learning Terhadap Kemampuan Softskill Mahasiswa S1 Tata Busana Pada Mata Kuliah Konstruksi Busana Wanita Mujahidah; Haerani; St. Aisyah
Pesona Vol. 6 No. 1 (2026): PESONA: Jurnal Pendidikan Tata Busana
Publisher : Universitas Negeri Medan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24114/2zzk0p22

Abstract

Penelitian ini menggunakan metode kuantitatif deskriptif yang bertujuan untuk mengetahui (1) penerapan Project Based Learning bagi mahasiswa S1 Tata Busana pada mata kuliah Konstruksi Busana Wanita (2) tingkat kemampuan softskill mahasiswa S1 Tata Busana dengan penerapan model Project Based Learning pada mata kuliah Konstruksi Busana Wanita (3) pengaruh model Project Based Learning terhadap kemampuan softskill mahasiswa S1 Tata Busana pada mata kuliah Konstruksi Busana Wanita. Penelitian ini memiliki jumlah populasi sebanyak 83 mahasiswa dan menggunakan teknik total sampling sehingga sampel yang diambil berjumlah 83 mahasiswa. Data penelitian diperoleh dengan metode observasi, angket, dan dokumentasi. Teknik analisis data yang digunakan yaitu statistik deskriptif, menggunakan uji normalitas dan uji linearitas, sedangkan uji hipotesis menggunakan teknik analisis regresi linear sederhana. Hasil penelitian menunjukkan (1) penerapan model Project Based Learning bagi mahasiswa S1 Tata Busana pada mata kuliah Konstruksi Busana Wanita pada kategori sedang (2) tingkat kemampuan softskill mahasiswa S1 Tata Busana dengan penerapan model Project Based Learning pada mata kuliah Konstruksi Busana Wanita pada kategori sedang (3) terdapat pengaruh model Project Based Learning terhadap kemampuan softskill mahasiswa S1 Tata Busana pada mata kuliah Konstruksi Busana Wanita. Hal ini ditunjukkan dengan nilai dengan nilai Sig 0,000 < 0,05 dengan besar pengaruh sebanyak 56,8%.   Kata Kunci: Model Project Based Learning, Softskill, Konstruksi Busana Wanita
Co-Authors Abd. Kadir Abdul Haris Sunubi Achmad Sochabat Ahmad Jafar Ahmad, Annisa Ahmed Sardi Ambo Dalle Anastasya Zhera Andi Asdar Andi Nur Asnani Nasmin, Andi Nirmayanthi, St. Syamsudduha, Mardhiah Hasan Anita Anggerani Anwar Arqam Asni, Yulie Awaluddin Muin Besse Ummi Kalsum Citra Resmi Megania Desvita Sari Dj, MUHAMMAD ZUHRI Dzulhijayani Ali, Alsa Eralisa Fakhruddin, Zulfah Fatmasyamsinar, Andi Asti Febi Lestiana Firdaus Haerani Hafid, Abd Hasanah, Fatwa Hasriani Helmelia Putri Hidayat, Wahyu Hikmah Ica Sulistianti Irmayanti Kadir A, Abd Magdahalena Maghdahalena Tjalla Maria Estela Carolina Maulida, Nafla Muallim, Muajiz Muh. Yusuf Muhammad Idul Musyarrafah, Musyarrafah Nanning Nasir, Nabilah Nur Asiza Nurhafizah Nurhafizah Nurul Hasanah Paramitha, Andi Rabiatul Adawiyah Ramdani, Amaliah Risaldi Riswansyah Saepudin Shafa Siti hasrina St. Aisyah Subakir Suherman SULASTRI Syamsurijal Syamsurijal, Syamsurijal Tjalla, Maghdahalena Yukir, Muh Yulie Asni ZULFAH zulfah fakhruddin