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All Journal JURNAL SCHEMATA : Pascasarjana UIN Mataram LETS: Journal of Linguistics and English Teaching Studies
Wahibah
Unknown Affiliation
Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media

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A Comprehensive Program Evaluation of the Thesis Boot Camp Implementation: Impact on Thesis Writing Ability and Pedagogical Challenges in English Education at IAIN Palopo Husnaini; Wahibah; Kalsum; Ermawati
LETS: Journal of Linguistics and English Teaching Studies Vol. 7 No. 1 (2025): LETS: Journal of Linguistics and English Teaching Studies
Publisher : STAIN Majene

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.46870/lets.v7i1.1602

Abstract

Thesis writing is a major challenge for undergraduate students, often leading to delays in graduation. This study examines the impact of a Thesis Writing Boot Camp on students’ abilities and identifies the challenges faced by 33 students from the English Language Education Study Program at IAIN Palopo. Using a descriptive quantitative approach, data were collected via questionnaires from 23 respondents. Findings revealed that strongly positive outcomes: a high majority of participants reported satisfaction (73.9% satisfied/very satisfied), found materials relevant (82.6% relevant/highly relevant), and rated facilitators highly (91.3% good/excellent). The program also led to significant self-reported improvements in understanding thesis structure (73.9% improved/significantly improved) and increased writing confidence (65.2% confident/very confident). Mentoring sessions were deemed highly beneficial (82.6% beneficial/highly beneficial), and the program received a strong endorsement (60.9% highly likely to recommend). However, challenges persisted, including insufficient time allocation for some sessions (as noted by 8.7% of respondents), only moderate gains in confidence and understanding among a substantial subgroup (34.8%), and an uncomfortable learning environment for a minority (8.7%). The study concludes that structured, intensive Boot Camp is highly effective, and recommendations are provided for program enhancement, including extending session duration and improving the learning environment to optimize outcomes.
Artificial Intelligence in English Learning: Voices from EFL Students at UIN Palopo Mentari, Dina; Thayyib, Magfirah; Husnaini; Wahibah
Schemata: Jurnal Pascasarjana UIN Mataram Vol. 14 No. 2 (2025): Schemata: Jurnal Pascasarjana UIN Mataram
Publisher : Universitas Islam Negeri Mataram, Indonesia

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Abstract

In the digital era, AI tools such as ChatGPT, Grammarly, and Duolingo have increasingly been used to support language acquisition. However, students' experiences and attitudes toward these tools remain underexplored in the local academic context. This research aimed to identify both the perceived advantages and disadvantages of AI in English learning. A qualitative narrative method was employed, involving 16 sixth-semester English students selected through purposive sampling. Data were collected using open-ended questionnaires distributed via Google Forms. The findings reveal that students generally perceive AI positively, noting its role in enhancing accessibility, personalized learning, and improvement in key language skills—speaking, writing, reading, and listening. Nevertheless, concerns were raised about over-reliance on technology, reduced classroom interaction, and limited accuracy in context-sensitive tasks. Internet connectivity issues and access restrictions on premium features were also highlighted. The study concludes that while AI offers valuable support in EFL learning, it should be integrated thoughtfully alongside human interaction and traditional pedagogies. These insights can inform educators, institutions, and future researchers in designing balanced, student-centered approaches to AI-assisted language education
Co-Authors Ermawati Husnaini Kalsum Magfirah, Thayyib Mentari, Dina