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Prasetya, Rizky Eka

Universitas Budi Luhur

Author-ID : 1869403

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ChatGPT as a Tool for Language Development: Investigating Its Impact on Proficiency and Self-Evaluation Accuracy in Indonesian Higher Education Prasetya, Rizky Eka; Syarif, Achmad
VELES Voices of English Language Education Society Vol 7 No 3 (2023): VELES (Voices of English Language Education Society)
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v7i3.19303

English language learning plays a crucial role in today’s globalized world, and the integration of technology, particularly chatbots, has shown promise in enhancing language learning experiences. However, there is a noticeable gap in the literature regarding the application of chatbots in the specific context of Indonesia University. This research employs a mixed-methods approach, combining quantitative and qualitative data collection methods. A sample of 100 students from Indonesia University participated in pre-test and post-test assessments to measure language development. Additionally, the accuracy of students’ self-assessments was evaluated before and after using ChatGPT. The main findings of this study indicate that personalized feedback provided by ChatGPT significantly influenced students’ language development, as evidenced by the notable improvement in post-test scores. Furthermore, there was a considerable increase in self-assessment accuracy after students engaged with ChatGPT, demonstrating the effectiveness of personalized feedback in enhancing students’ ability to evaluate their language proficiency. Participants reported that ChatGPT facilitated language learning by providing interactive feedback and targeted guidance, allowing learners to practice and improve their language skills at their own pace. English language learners perceive benefits such as interactive feedback, increased motivation, and resource accessibility. While challenges exist, the advantages outweigh the limitations. These findings contribute to understanding the potential of chatbots, specifically ChatGPT, as effective language learning tools in self-directed learning environments. This finding offers valuable insights for educators and practitioners in implementing chatbots effectively within language pedagogy, ultimately contributing to more effective and engaging English language learning experiences in the Indonesian university context.

Optimizing English learning through outcome-based education and Moodle integration in higher education Sriyanto, Agus; Prasetya, Rizky Eka; Hidayat, Ravindra Safitra
Journal of English Language Teaching Innovations and Materials (Jeltim) Vol 6, No 2 (2024): October 2024
Publisher : UPT Bahasa Universitas Tanjungpura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26418/jeltim.v6i2.84849

This study investigates the impact of Moodle-supported Outcome-Based Learning (OBL) on the acquisition of English language competencies among higher education students. The purpose was to explore how varying levels of interaction with Moodle influence student performance in Reading, Writing, and Speaking. Utilizing a mixed-methods research design, the study combined quantitative analysis of student scores with qualitative insights from participant feedback. The findings reveal that students who engaged more frequently with Moodle demonstrated higher and more consistent performance across all language competencies compared to those with lower engagement or no interaction with Moodle. The study also found that the development of these competencies is largely independent, as indicated by weak correlations between Reading, Writing, and Speaking scores. These results underscore the importance of tailored instructional strategies within Moodle to effectively target each specific language skill. The study concludes that while Moodle is a powerful tool for enhancing language learning, its effectiveness is maximized when activities are designed to address the distinct needs of each competency. The findings have significant implications for educators and curriculum designers, highlighting the need for a differentiated approach to using Moodle in language education.

Exploring English language instruction through synchronous virtual meetings in Indonesian EFL context: Pedagogical approaches, opportunities and challenges, and multimedia integration Prasetya, Rizky Eka
Journal on English as a Foreign Language Vol 14 No 1 (2024): Issued in March 2024
Publisher : Universitas Islam Negeri Palangka Raya, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23971/jefl.v14i1.7532

Despite the increasing adoption of synchronous virtual meetings (SVMs), a notable gap exists in understanding the specific pedagogical approaches favored by educators in Indonesia and the efficacy of student engagement strategies within this context. The study analyzed the strategies used in virtual English language learning meetings in Indonesia, including pedagogical approaches, multimedia integration, and challenges faced. Surveys and interviews were conducted with educators from various institutions in Indonesia using a mixed-method approach with an explanatory sequential design. Findings revealed a diverse range of strategies employed, with direct instruction being the most common approach, followed by flipped classrooms and communicative language teaching. The integration of multimedia resources positively influenced the effectiveness of SVMs, enhancing student engagement and learning outcomes. However, educators faced significant technical issues, student engagement, and assessment complexities. Despite these challenges, SVMs offered opportunities for flexibility, professional development, and global collaboration, enriching the English language learning experience in the Indonesian context. This study highlights the importance of tailored professional development for educators and policymakers to improve their technological integration and pedagogical adaptability.

The interplay between self-regulated learning behavioral factors and students’ performance in English language learning through Moodle Prasetya, Rizky Eka
ELT Forum: Journal of English Language Teaching Vol 12 No 3 (2023): ELT Forum: Journal of English Language Teaching
Publisher : English Department, Faculty of Languages and Arts, Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/elt.v12i3.66613

The increasing popularity of online learning environments, such as Moodle LMS, has led to a growing interest in identifying factors contributing to student success in language learning. Self-regulated learning behaviors, such as goal setting, planning, and self-monitoring, have been identified as key predictors of academic achievement. However, limited research on how these behaviors relate to success in online language learning environments is limited. This study aimed to identify self-regulation learning factors and assess behaviors in English language teaching through Moodle LMS by analyzing trace data. The study analyzed trace data from 1523 English language learners in a Moodle course and identified several behavioral factors. The final course point in English language learning is significantly predicted, including the number of completed quizzes, middle course points, engagement with course materials, time spent on tasks, completion score quizzes, access time in total, and pacing. The study found that completing quizzes was the strongest predictor of the final course point, followed by time spent on task, access time in total, and middle course point. The findings suggest that educators can use the identified behavioral factors to promote self-regulated learning online and develop interventions to support students struggling with self-regulated learning. The studies include using trace data to analyze behavioral patterns and focusing on self-regulated learning factors in online language learning. The study provides important insights into self-regulated learning factors and behaviors in English language learning through Moodle LMS, which can inform the development of effective interventions to support students in online language learning environments.

Revolutionizing English Language Education: A Comparative Study of Synchronous and Asynchronous Learning Methods Prasetya, Rizky Eka
English Education : English Journal for Teaching and Learning Vol 11, No 02 (2023)
Publisher : UIN Syekh Ali Hasan Ahmad Addary Padangsidimpuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24952/ee.v11i02.10303

This study investigates the effectiveness of synchronous and asynchronous learning methods in English language education. A mixed-methods approach combines quantitative and qualitative data to understand the blended learning intervention comprehensively. A comparative analysis was conducted on two learners who received English language instruction using synchronous or asynchronous methods. The findings suggest that both methods have their strengths and weaknesses, and the specific learning objectives and student needs should determine the choice of method. Synchronous learning promotes interaction and communication skills more effectively, while asynchronous learning is more suitable for self-paced learning and developing reading and writing skills. The study highlights the importance of adopting a blended approach that combines synchronous and asynchronous methods to maximize the benefits of digital technologies in English language education.

Assessing the Effectiveness of Google Forms and Microsoft Forms in English Language Evaluation Prasetya, Rizky Eka; Sofiani , Fenti
International Journal of English and Applied Linguistics (IJEAL) Vol. 4 No. 3 (2024): Volume 4 Nomor 3 Desember 2024
Publisher : ITScience (Information Technology and Science)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47709/ijeal.v4i3.5125

Using digital tools such as Google Forms and Microsoft Forms has transformed the landscape of English language assessment, offering features like instant feedback, multimedia integration, and automated grading. However, despite their widespread adoption, limited research has systematically compared their effectiveness across critical dimensions, including usability, engagement, and feedback quality, as well as their suitability for assessing specific language skills—reading, writing, listening, and speaking. This study aimed to fill this gap by evaluating the strengths and limitations of these platforms through a mixed-methods approach. Quantitative data were collected from surveys involving 100 students and 15 educators, while qualitative insights were derived from semi-structured interviews and thematic analysis. Statistical analyses were used to assess platform-specific performance, including paired t-tests and ANOVA. The results revealed significant differences in skill-specific effectiveness: Google Forms was better suited for reading assessments (p = 0.014) due to its simplicity and ease of use, while Microsoft Forms excelled in writing (p = 0.001) and speaking (p = 0.047) tasks, owing to its advanced features like branching logic and multimedia capabilities. Both platforms were equally effective for listening assessments, reflecting their shared strengths in multimedia support. Regarding usability, Google Forms was favoured for its mobile-friendly design, whereas Microsoft Forms offered superior customization but presented a steeper learning curve. Engagement levels were comparable, with multimedia integration and instant feedback highlighted as key motivators. Feedback quality was effective on both platforms but required further refinement for open-ended tasks. This study concluded that educators should align platform selection with the specific assessment objectives, using Google Forms for receptive skills like reading and listening and Microsoft Forms for productive tasks like writing and speaking. These findings provide practical recommendations for leveraging digital tools to enhance language assessment practices.

Co-Authors Achmad Syarif Achmad Syarif Agus Sriyanto Alam, Sukma Anindya Putri Pradipta Anwar, Syaiful Didik Hariyadi Raharjo Didik Hariyadi Raharjo Didik Hariyadi Raharjo Elizabeth Elizabeth Etty Susilowati Etty Susilowati Fenti Sofiani Fitriani, Nurul Hakam Ali Niazi Hidayat, Ravindra Safitra Lestari, Setyani Dwi Niazi, Hakam Ali Novanda Alim Setya Nugraha Retno Fuji Oktaviani Rinny Meidiyustiani Saskia Lydiani Setyani Dwi Lestari Suratno, Geri Syaiful Anwar Thoha, M. Nuur Farid Yugi Setyarko Yuwono Yuwono

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