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All Journal Ars: Jurnal Seni Rupa dan Desain Jurnal Celtic Tell : Teaching of English Language and Literature Journal IJoLE: International Journal of Language Education Auladuna : Jurnal Prodi Pendidikan Guru Madrasah Ibtidaiyah Elsya : Journal of English Language Studies International Journal of Eco-Innovation in Science and Engineering (IJEISE) EduStream: Jurnal Pendidikan Dasar New Language Dimensions The Journal Of English Teaching For Young And Adult Learners
Navisatul Izzah
Universitas Pembangunan Nasional “Veteran” Jawa Timur
Arts Humanities Biochemistry, Genetics & Molecular Biology Chemical Engineering, Chemistry & Bioengineering Civil Engineering, Building, Construction & Architecture Education Engineering Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Mechanical Engineering Social Sciences Other

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Students’ perceptions of AI integration in enhancing autonomous learning Navisatul Izzah; Fadhil Djibran; Kinanti Resmi Hayati; Dian Rachmatika
Tell : Teaching of English Language and Literature Journal Vol 14 No 1 (2026): JUNE
Publisher : English Department FKIP Universitas Muhammadiyah Surabaya Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/tell.v14i1.24623

Abstract

The rapid development of generative Artificial Intelligence (AI) has transformed multiple domains, including education, offering new opportunities for supporting student learning and autonomous study. This study investigates students’ perceptions of generative AI as a supplementary learning tool and explores how it contributes to academic performance, autonomous earning, and access to information. Using a quantitative approach, data were collected from 50 students at UPN “Veteran” Jawa Timur through an online survey, covering frequency of AI use, perceived helpfulness, quality of information, satisfaction, and learning outcomes. The findings reveal that the majority of students use AI frequently to find references, additional learning materials, and answers to specific questions. Most respondents perceive AI as effective in improving their academic results. Students reported high satisfaction, with no respondents expressing dissatisfaction. Despite these positive perceptions, concerns were raised regarding accuracy, reliability, and limitations in specialized subject areas, highlighting the necessity of critical evaluation and responsible use. Future research should expand to larger, more diverse student populations, investigate educators’ perspectives, and conduct longitudinal studies to examine the long-term impact of AI on critical thinking, creativity, and academic development. Overall, while generative AI presents significant potential to enhance autonomous learning, its benefits are maximized only when combined with careful oversight and active engagement in the learning process.
Fostering reading literacy in transnational education: Practices and challenges at Indonesian overseas schools in the Philippines Navisatul Izzah; Yunia Tiara Riski; Yuni Suprapto
EduStream: Jurnal Pendidikan Dasar Vol 9 No 2 (2025): EduStream: Jurnal Pendidikan Dasar
Publisher : Universitas Negeri Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26740/eds.v9n2.p141-157

Abstract

This study aims to examine the implementation of reading literacy practices at Indonesian Overseas Schools (SILN) in the Philippines to understand strategies, outcomes, and challenges in a transnational context. The study is grounded in behaviorist, constructivist, and 21st-century literacy theories to frame the adaptation of national literacy policies in multicultural settings. An exploratory qualitative approach was used, involving semi-structured interviews with four teachers and two students and analyzed through Miles and Huberman’s model and NVivo thematic coding. Findings reveal that structured programs such as DEAR, reading journals, and creative literacy products effectively foster reading habits, despite challenges like limited Indonesian proficiency, resources, and home support. NVivo analysis identified key themes including daily reading routines, personalized teaching strategies, digital integration, and student engagement. Results suggest the need for inclusive, data-driven literacy policies, resource diversification, and teacher training tailored for transnational Indonesian education contexts. This study contributes novel insights into literacy policy adaptation in diaspora schools, emphasizing cultural diplomacy and contextualized literacy strategies abroad.
An Analysis of Kindergarten’s Conversation Skills Through Comma 2.0 Application as an Audio-Visual-Based Learning Medium Kinanti resmi Hayati; tranggono tranggono; Navisatul Izzah; fitriatus sholehah; Heru Prasetiyo Utomo; Radityo Anggoro
Tell : Teaching of English Language and Literature Journal Vol 13 No 1 (2025): April
Publisher : English Department FKIP Universitas Muhammadiyah Surabaya Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/tell.v13i1.24614

Abstract

This study aims to evaluate English conversational skills in early childhood through the use of the Comma 2.0 application as a learning medium. The research method follows an experimental approach, applying the ADDIE model (Analysis, Design, Development, Implementation, Evaluation) in instructional design. In the analysis stage, we identified the needs and characteristics of early childhood learners in English language acquisition. We then designed the lessons by integrating the audio-visual-based Comma 2.0 application, adhering to instructional design principles that are engaging and suitable for early childhood development. The implementation was conducted with two groups: a control group using conventional learning methods and an experimental group using the Comma 2.0 application. Evaluation was performed before and after the intervention using English conversation skill tests. The results showed a significant improvement in the experimental group, validating the effectiveness of the Comma 2.0 application in enhancing English conversational skills in early childhood. These findings support the use of technology-based learning approaches in early childhood development, creating an interactive and engaging learning environment.
Co-Authors Akbar Nusantara, Bintang Baharudin Baharudin Devita, Silvana Mei Dian Eka Permanasari Dian Rachmatika Fadhil Djibran Febria, Desty Fiqrizzakiyah, Nadia fitriatus sholehah Hayati, Kinanti Resmi Heru Prasetiyo Utomo Islamey, Tarisa A Laksmi Diana Putri Maharani Rachmatika, Dian Radityo Anggoro Resmi Hayati, Kinanti Restu Ismoyo Aji Titi Setiyoningsih Tranggono Tranggono Widyawati, Merinda Wike Wulandari, Sri Yuanda, Tiara A Yuli Yanti Yuni Suprapto Yunia Tiara Riski