Article Per Year (5 Year)
p-Index From 2021 - 2026
0.659
P-Index
This Author published in this journals
All Journal PROJECT (Professional Journal of English Education) The Journal of English Language Teaching, Literature, and Applied Linguistics (JELA)
Siska Rizkiani
Unknown Affiliation
Education Languange, Linguistic, Communication & Media Other

Published : 3 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 3 Documents
Search

 1 
Pembelajaran Discovey dan Powtoon dalam Menulis Teks Recount: Respon dan Tantangan Siswa Setya Resmini; Siska Rizkiani; Angga Maulana
JELA (Journal of English Language Teaching, Literature and Applied Linguistics) Vol. 5 No. 2 (2023): The Journal of English Language Teaching, Literature, and Applied Linguistics (
Publisher : English Education Department of STKIP Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37742/jela.v5i2.113

Abstract

This study investigates students' responses to utilizing discovery learning using PowToon for writing recount texts. The students' responses include four variables from Muhlisin (2018): attention, relevance, confidence, and satisfaction. Moreover, the challenges encountered by students are also examined. This research utilizes a descriptive qualitative approach. This research focuses on tenth-grade students from a vocational high school in Cimahi. Data is gathered through questionnaires, tests, and interviews. The findings indicated that the research was well-received by the students. The methodology and instructional materials facilitated the student's comprehension of the course, leading to increased motivation in producing a well-written recount text. The integration of PowToon in teaching recount text had a favorable response from the students. They continued to have difficulties in grammar and vocabulary, as indicated by the low scores on the test results. The assessment labels most students' writing exam results as good or high percentages. The study determined that students comprehend the topic effectively using the discovery learning approach and PowToon. Keywords: challenge; discovery learning; recount text, response; writing
EXAMINING THE USE OF AI TOOLS IN ACADEMIC WRITING: EFFECTS ON THE CRITICAL THINKING SKILLS OF EFL LEARNERS Siska Rizkiani; Angga Maulana; Setya Resmini; Satriani, Intan
JELA (Journal of English Language Teaching, Literature and Applied Linguistics) Vol. 6 No. 2 (2024): The Journal of English Language Teaching, Literature, and Applied Linguistics (
Publisher : English Education Department of STKIP Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37742/jela.v6i2.155

Abstract

This study investigated the integration of AI tools in an EFL writing classroom and their influence on developing students' critical thinking abilities. Using a qualitative case study methodology, the study lasted six weeks and included 25 university-level EFL students. Classroom observations, semi-structured interviews, and writing task analyses were used to gain insight into how AI technologies help students with idea creation, argument formulation, writing refinement, and highlighting potential obstacles. The study found that AI technologies dramatically improved students' abilities to create cohesive arguments, fix language, and incorporate evidence into their writing. Classroom observations revealed improved involvement and cooperation as students discussed suggestions for efficiently using AI technologies. However, overreliance on AI-generated ideas was observed, particularly among less confident authors. Semi-structured interviews found that, while students liked the tools for lowering anxiety and boosting brainstorming, they understood the importance of balancing AI use with autonomous critical thinking. Writing task studies revealed significant gains in logical thinking and coherence across drafts. This study concerns the potential of AI technologies to improve critical thinking in EFL writing while emphasizing the significance of targeted educational interventions. Future studies should examine long-term effects and different settings to improve AI-supported learning environments.
The Development of a Letter-Writing E-Module Integrating Project-Based Learning (PBL) and Think-Pair-Share for Vocational High School Students Marya Pransiska; Siska Rizkiani; Lukman Arif Rachman
PROJECT (Professional Journal of English Education) Vol. 9 No. 5 (2026): VOLUME 9 NUMBER 5, SEPTEMBER 2026
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Letter-writing is an essential skill for vocational high school students because it prepares them for professional communication in workplace settings. However, many students still experience difficulties in organizing ideas, applying appropriate language features, and producing well-structured formal letters. Therefore, this study addresses the limited availability of contextual digital learning materials for vocational letter-writing by developing letter-writing e-module through Project-Based Learning (PBL) and Think-Pair-Share (TPS) for vocational high school students and to examine its feasibility and students’ responses. This research employed a Research and Development (R&D) design using the ADDIE model, consisting of Analysis, Design, Development, Implementation, and Evaluation. The participants were 24 eleventh-grade students of the Software and Game Development (PPLG) program at SMK BPI Bandung. Data were collected through classroom observations, teacher interviews, practitioner validation, and student response questionnaires. The validation process demonstrated that the developed e-module met appropriate pedagogical, instructional, and linguistic criteria. The validators confirmed that the e-module demonstrated appropriate content organization, learning activities, visual presentation, and language use, indicating its suitability as a learning resource for vocational high school students. Furthermore, students' responses were categorized as very positive, with response percentages of 87.50% in the limited field trial and 88% in the main field trial. These findings indicate that the developed e-module is feasible, practically applicable, and well accepted by vocational high school students. The integration of Project-Based Learning (PBL) and Think-Pair-Share provided structured opportunities for collaborative learning and authentic writing practice, making the e-module a promising instructional resource for teaching professional letter-writing in vocational education.
Co-Authors Angga Maulana Intan Satriani Lukman Arif Rachman Marya Pransiska Setya Resmini