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All Journal PREMISE: Journal of English Education and Applied Linguistics Al-Izzah: Jurnal Hasil-Hasil Penelitian Prominent : Journal of English Studies Journal of English Education and Linguistics Journal of Language and Pragmatics Studies
Damanik, Lia Agustina
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Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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CO-CREATION IN TEACHING ENGLISH TO TERTIARY STUDENTS Sahyoni, Sahyoni; Damanik, Lia Agustina; Oktarina, Hanifah
Prominent Vol 7, No 2 (2024): Prominent: Journal of English Studies
Publisher : Universitas Muria Kudus

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24176/pro.v7i2.12313

Abstract

Innovative teaching approaches that encourage active learning are becoming more and more popular in the ever-changing educational landscape. One such paradigm that has attracted a lot of interest is co-creation, an educational strategy that stresses student engagement and collaborative learning. This study aims to investigate the implementation of co-creation in teaching Basic Grammar, Basic Writing and Translation. Then, this research also aims to analyze the effect of the implementation of co-creation in the classroom. The study utilizes qualitative research methodology and was conducted at STAIN Mandailing Natal, focusing on students enrolled in the English Language Education Program. Data was collected through focus group discussions, observations, and interviews. The findings highlight various co-creation techniques used, such as peer feedback, collaborative projects, and grammar prompts, which have resulted in positive outcomes for students, including increased engagement, collaboration, autonomous learning, and critical thinking skills. Overall, the incorporation of co-creation in the classroom has enhanced the academic experience for students in the English Language Education Program. Further exploration is recommended to understand its full potential and applicability across different educational settings and subjects. Besides, future researchers could focus on quantifying the effects of co-creation on student outcomes and delve into potential challenges and solutions in its implementation.
SYNERGETIC STRATEGIES: CO-CREATION AND ARTIFICIAL INTELLIGENCE IN IMPROVING TRANSLATION SKILLS Damanik, Lia Agustina
Journal of English Education and Linguistics Vol. 5 No. 2 (2024): Journal of English Education and Linguistics
Publisher : Program Studi Tadris Bahasa Inggris Sekolah Tinggi Agama Islam Negeri Mandailing Natal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56874/jeel.v5i2.2123

Abstract

This study investigates using co-creation strategies and AI tools to improve translation skills among English Education students at STAIN Mandailing Natal. Sixty students shared their experiences with Peer Review, Collaborative Translation Projects, and Computer-Assisted Translation (CAT) Tools. The feedback highlighted areas for effective AI integration. Consequently, researchers proposed using AI for real-time feedback in Peer Review sessions, facilitating communication in collaborative projects with AI project management tools, and enhancing predictive text features in CAT Tools using advanced machine learning. After several months of implementing these methods, a post-test showed significant improvements: accuracy rose by 20%, fluency by 15%, and appropriateness scores by 18%. Confidence levels also increased across all translation aspects. The study shows that integrating AI within co-creation strategies enhances both hard skills (translation abilities) and soft skills (teamwork & confidence), improving overall learning outcomes.
Optimizing Legal Protection against Gender-Based Violence From an Islamic Perspective Saniah, Nur; Marlina, Marlina; Damanik, Lia Agustina
Al-Izzah: Jurnal Hasil-Hasil Penelitian Vol 19, No. 1, Mei 2024
Publisher : Institut Agama Islam Negeri Kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/ai.v0i0.5406

Abstract

Gender-based violence in Indonesia is increasingly concerning, despite the existence of numerous laws and regulations aimed at its regulation. This violence significantly impedes development, as its multifaceted impact hinders women's participation, compromises health, and diminishes autonomy across political, economic, social, and cultural spheres. The research addresses several key questions: 1) What is the extent of legal protection against gender-based violence in Indonesia? 2) How is gender-based violence addressed within Islam? 3) How can legal protection against gender-based violence be optimized from an Islamic perspective? The research methodology is qualitative, using a normative approach and drawing from secondary sources like literature accessed through library research. Data analysis is conducted through descriptive analysis techniques. The findings of the research indicate that in Indonesia, legal protection against gender-based violence is addressed through various regulations, and similarly, within Islam, there have been numerous reforms pertaining to gender-based protection found in the Quran and hadith. Strategies like theological education, moral guidance, gender equality promotion, and family development with a gender perspective can enhance legal protection against gender-based violence in line with Islamic principles. Aligned with these findings, the article emphasizes the vital importance of preventive measures to reduce the rise of gender-based violence.
Co-creation in English teaching: Enhancing student engagement and learning in an English language education program Sahyoni, Sahyoni; Damanik, Lia Agustina; Oktarina, Hanifah
Journal of Language and Pragmatics Studies Vol. 4 No. 1 (2025): April 2025
Publisher : Yayasan Mitra Persada Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58881/jlps.v4i1.51

Abstract

Innovative teaching approaches that foster active learning are increasingly recognized as essential in modern education. One such approach is co-creation, which emphasizes student engagement, collaboration, and shared responsibility in the learning process. This study aims to explore the implementation of co-creation in teaching Basic Grammar, Basic Writing, and Translation and analyse its impact on student learning outcomes. A qualitative research methodology was employed, focusing on students enrolled in the English Language Education Program. Data collection methods included focus group discussions, classroom observations, and interviews to gain insights into students’ experiences with co-creation-based instruction. The study was conducted at a higher education institution specializing in English language education. The findings reveal that various co-creation techniques—such as peer feedback, collaborative writing projects, grammar exercises, and interactive translation tasks—positively influenced student engagement, autonomous learning, and critical thinking. Students demonstrated a greater sense of responsibility in their learning, enhanced communication skills, and improved comprehension of language concepts. Additionally, co-creation facilitated a more interactive classroom environment where students actively contributed to the learning process rather than being passive recipients of knowledge. Overall, the study concludes that co-creation is an effective pedagogical strategy that enhances learning experiences in English language instruction. Its implementation fosters collaboration, motivation, and deeper understanding of grammar, writing, and translation. However, further research is recommended to examine quantitative impacts on student achievement, assess its applicability in broader educational settings, and explore potential challenges in implementation. Future studies may also investigate ways to optimize co-creation methods for different learning styles and subject areas.
ENHANCING MORPHOLOGICAL AWARENESS AND READING FLUENCY IN EFL LEARNERS THROUGH AI TOOLS Damanik, Lia Agustina; Pratiwi, Resdilla; Rosada, Bintang
Premise: Journal of English Education and Applied Linguistics Vol 14, No 2 (2025): Premise Journal: e-ISSN 2442-482x, p-ISSN 2089-3345
Publisher : Universitas Muhammadiyah Metro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24127/pj.v14i2.12079

Abstract

Morphological awareness, which involves understanding word structure and formation, plays a pivotal role in developing reading fluency among English as a Foreign Language (EFL) learners. This study investigates the effect of AI-based tools on morphological awareness and reading fluency among 25 third-semester English as a Foreign Language (EFL) students at STAIN Mandailing Natal. Using a quantitative pre-test and post-test design, students completed a 30-item morphology awareness test and a fluency reading test before the intervention, which involved using Grammarly and ReadTheory for eight weeks. Grammarly provided feedback on morphology-related errors, while ReadTheory adapted reading passages to proficiency levels. A post-test was used to measure improvements, which were analyzed using a paired t-test. Results show a significant increase in post-test scores, confirming the effectiveness of AI tools in enhancing morphological understanding and reading fluency. Compared to previous studies, this research reinforces the correlation between morphological awareness and reading skills, while highlighting the role of AI as an interactive learning tool. These findings suggest that integrating AI into EFL instruction enhances self-directed learning, improves linguistic accuracy, and fosters reading proficiency. 
Optimizing Legal Protection against Gender-Based Violence From an Islamic Perspective Saniah, Nur; Marlina, Marlina; Damanik, Lia Agustina
Al-Izzah: Jurnal Hasil-Hasil Penelitian Vol 19, No. 1, Mei 2024
Publisher : Institut Agama Islam Negeri Kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/ai.v0i0.5406

Abstract

Gender-based violence in Indonesia is increasingly concerning, despite the existence of numerous laws and regulations aimed at its regulation. This violence significantly impedes development, as its multifaceted impact hinders women's participation, compromises health, and diminishes autonomy across political, economic, social, and cultural spheres. The research addresses several key questions: 1) What is the extent of legal protection against gender-based violence in Indonesia? 2) How is gender-based violence addressed within Islam? 3) How can legal protection against gender-based violence be optimized from an Islamic perspective? The research methodology is qualitative, using a normative approach and drawing from secondary sources like literature accessed through library research. Data analysis is conducted through descriptive analysis techniques. The findings of the research indicate that in Indonesia, legal protection against gender-based violence is addressed through various regulations, and similarly, within Islam, there have been numerous reforms pertaining to gender-based protection found in the Quran and hadith. Strategies like theological education, moral guidance, gender equality promotion, and family development with a gender perspective can enhance legal protection against gender-based violence in line with Islamic principles. Aligned with these findings, the article emphasizes the vital importance of preventive measures to reduce the rise of gender-based violence.
SYNERGETIC STRATEGIES: CO-CREATION AND ARTIFICIAL INTELLIGENCE IN IMPROVING TRANSLATION SKILLS Damanik, Lia Agustina
Journal of English Education and Linguistics Vol. 5 No. 2 (2024): Journal of English Education and Linguistics
Publisher : Program Studi Tadris Bahasa Inggris Sekolah Tinggi Agama Islam Negeri Mandailing Natal

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56874/jeel.v5i2.2123

Abstract

This study investigates using co-creation strategies and AI tools to improve translation skills among English Education students at STAIN Mandailing Natal. Sixty students shared their experiences with Peer Review, Collaborative Translation Projects, and Computer-Assisted Translation (CAT) Tools. The feedback highlighted areas for effective AI integration. Consequently, researchers proposed using AI for real-time feedback in Peer Review sessions, facilitating communication in collaborative projects with AI project management tools, and enhancing predictive text features in CAT Tools using advanced machine learning. After several months of implementing these methods, a post-test showed significant improvements: accuracy rose by 20%, fluency by 15%, and appropriateness scores by 18%. Confidence levels also increased across all translation aspects. The study shows that integrating AI within co-creation strategies enhances both hard skills (translation abilities) and soft skills (teamwork & confidence), improving overall learning outcomes.
Co-Authors Marlina Marlina Oktarina, Hanifah Pratiwi, Resdilla Rosada, Bintang Sahyoni, Sahyoni Saniah, Nur