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All Journal PREMISE: Journal of English Education and Applied Linguistics International Journal of Instructions and Language Studies
Maulidya, Rizka
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Education Languange, Linguistic, Communication & Media Social Sciences Other

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SECONDARY SCHOOL TEACHERS’ PERSPECTIVES ON AUTHORSHIP ANALYSIS IN THE CONTEXT OF AI-PLAGIARISM ON STUDENTS’ WORKS IN ENGLISH LESSONS Suni, Fauziyyah Mufida; Maulidya, Rizka; Putri, Annisa Wahyu Dwi
International Journal of Instructions and Language Studies Vol. 3 No. 2 (2025): International Journal of Instructions and Language Studies
Publisher : UHN IGB Sugriwa Denpasar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25078/ijils.v3i2.5695

Abstract

The rapid integration of Artificial Intelligence (AI) into educational environments has created new challenges for maintaining academic integrity, particularly concerning AI-assisted student work. As traditional plagiarism-detection tools prove insufficient against sophisticated AI-generated content, there is a growing need to explore teacher-driven detection strategies. This descriptive qualitative study addresses this gap by investigating teachers’ views on using authorship analysis as a method to identify AI-generated content in student assignments. The research utilised semi-structured interviews with ten secondary school teachers specialising in the English language. Data were analysed using thematic analysis. The findings revealed three primary themes: (1) The ELT Vulnerability to AI, highlighting an increasing concern about AI-assisted plagiarism in English language teaching; (2) The Resource Gap, where teachers express a lack of sufficient training and institutional resources to address the challenge effectively; and (3) The suggestion to combine AI detection tools, manual authorship analysis, and conversations with students as a strategy. The study highlights how institutional policies and the specific local educational context influence teachers' attitudes toward AI and academic integrity. There is a need to establish clear AI policies and promote AI literacy to students.
THE IMPACT OF ICT-BASED INTERACTIVE STRATEGY ON SENIOR HIGH SCHOOL (SMA) STUDENTS’ SPEAKING SKILLS IN PEKANBARU INDONESIA Maulidya, Rizka; Jamilah, Jamilah
Premise: Journal of English Education and Applied Linguistics Vol. 15 No. 2 (2026): 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.v15i2.16242

Abstract

Traditional teaching methods often provide limited opportunities for meaningful oral interaction; therefore, integrating ICT-based interactive strategies is expected to create more student-centered and communicative learning environments. This study aimed to investigate the effect of ICT-based interactive strategies on senior high school students’ speaking performance. A quasi-experimental design was employed involving an experimental and a control group at SMA Negeri 12 Pekanbaru, Indonesia, with a total of 40 students. The experimental group received instruction using ICT-based interactive strategies, while the control group was taught using conventional methods. Data were collected through speaking performance tests administered as pre-tests and post-tests and analyzed using IBM SPSS Statistics version 25, including descriptive statistics and ANOVA. The results showed a statistically significant improvement in students’ speaking performance over time (F(3,76) = 74.758, p < .05), with a large effect size (η² = 0.747). However, no significant difference was found between the post-test scores of the experimental and control groups, indicating that both instructional approaches contributed to students’ speaking development. In conclusion, ICT-based interactive strategies can support the improvement of students’ speaking skills by enhancing engagement and interaction. However, their effectiveness depends on pedagogical implementation rather than technology alone. Therefore, teachers are encouraged to integrate ICT meaningfully to create more interactive learning environments.
Co-Authors Jamilah Jamilah Putri, Annisa Wahyu Dwi Suni, Fauziyyah Mufida