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All Journal LiNGUA: Jurnal Ilmu Bahasa dan Sastra IJEE (Indonesian Journal of English Education) PREMISE: Journal of English Education and Applied Linguistics Abjadia, International Journal of Education IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature JMM (Jurnal Masyarakat Mandiri) Voices of English Language Education Society EDUTEC : Journal of Education And Technology Amalee: Indonesian Journal of Community Research & Engagement J-REaLL Ethical Lingua: Journal of Language Teaching and Literature Tafkir: Interdisciplinary Journal of Islamic Education Munaddhomah: Jurnal Manajemen Pendidikan Islam Fikruna : Jurnal Ilmiah Kependidikan dan Kemasyarakatan Jurnal Penelitian, Pendidikan, dan Pembelajaran TELL - US JOURNAL Proceeding of International Conference on Humanity Education and Society Jurnal Penelitian Pendidikan
Alfan Zuhairi
Universitas Islam Malang
Religion Arts Humanities Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Public Health Social Sciences Other

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Journal : Ethical Lingua: Journal of Language Teaching and Literature

 1 
An Exploring Teachers’ Strategy in Assessing Students’ Speaking Performance Based on The Independent Curriculum Moh.Rozak, Rozak; Abu Na’im Rohman; Junaidi Mistar
Ethical Lingua: Journal of Language Teaching and Literature Vol. 11 No. 2 (2024): Volume 11 No 2 October 2024
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/25409190.763

Abstract

Abstract The Independent Curriculum was introduced by the Indonesian government to improve the quality of education, address global challenges, and equip students with the necessary competencies and skills to succeed in an increasingly competitive world. This curriculum is expected to lead Indonesian education towards a brighter future in the face of intensified global competition. This study aims to explore the implementation of speaking assessment and its connection to other elements. The research uses a qualitative approach with descriptive design. A questionnaire was used to generate data from respondents of random sampling by sharing a questionnaire through a google form. The researcher used a descriptive design to collect data from 35 English teachers from various cities in East Java. The results showed that teachers demonstrated a strong commitment to implementing speaking assessments by incorporating assessment items into their teaching modules or lesson plans. The most common approach employed by the teachers was having students engage in conversations with one another, facilitated by the teacher who provided topics for discussion. The majority of respondents (97.1%) indicated that they planned assessments, including speaking skills, in their teaching plans. All teachers who have implemented Independent Curriculum carried out pre-test as a diagnostic assessment, aligning with the principles of Independent Curriculum. The findings also shed light on the strategy employed by teachers for speaking assessments. Keywords Teachers’ strategy Speaking assesment Independent curriculum
The Use of ChatGPT Among High And Mid To Low Achiever Students in Writing Undergraduate Muhammad Waspul Hasyim; Alfan Zuhairi; Muhammad Yunus; Subarjo, Subarjo
Ethical Lingua: Journal of Language Teaching and Literature Vol. 12 No. 2 (2025): Volume 12 No 2 October 2025
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/25409190.870

Abstract

This research investigates how students with varying academic achievement levels utilize ChatGPT in the process of writing their undergraduate theses. Employing a qualitative phenomenological approach, the study explores the patterns of use, perceptions, motivations, and challenges experienced by high-achieving, mid-achieving, and low-achieving students. Data were collected through in-depth interviews with three participants from Universitas Islam Malang, each representing a distinct academic category. The findings reveal that high-achieving students use ChatGPT critically and selectively to refine coherence and clarity, while mid-achievers rely on it for structural organization and motivational support. In contrast, low-achieving students exhibit a higher degree of dependence, often using ChatGPT as a primary source of content and guidance. Across all groups, ChatGPT is perceived as both a cognitive and emotional aid, though ethical concerns such as originality, over-reliance, and learning depth vary significantly. The research highlights the need for differentiated pedagogical strategies and ethical guidance to ensure responsible AI integration in academic writing.
Co-Authors Abu Na’im Rohman Afra Nadya Putri Insani Ahmadan, Madani Akhmad Sirojuddin, Akhmad Ari Ambarwati Busthomi, Yazidul Dzul Fikri Dzulfikri Dzulfikri, Dzulfikri Eko Suhartoyo Elfianto, Sonny Elfiyanto, Sonny Eriyanto, Eriyanto Fatimatuz Zahro Heriyawati, Fita Dwi Huda, M Alamul Ika Hidayanti Imam Wahyudi Karimullah Iva Yuanita Andriani Jamil, Awaludin Junaidi Mistar Karmuji, Karmuji Kurniasih Kurniasih Maskuri Maskuri Maskuri Masykuri Masykuri Moh.Rozak, Rozak Muhammad Waspul Hasyim Muhammad Yunus Mustofa, Mutmainah Paisun Paisun Putra, Rizal Wahid Permana Putri Kurniawan Aprilia Rahmah, Dita Aulia Rofiatul Hosna Rofiq, Irsyaddur Romadhon, M Galuh Elga Rona Laili Ulil Ishlah Roziqin, Zainul Siti Aisyah Siti Sumadiyah Sonny Elfiyanto Sri Wahyuni subarjo, Subarjo Sundari Sundari Sunismi . Syarifah . Syarifah Syarifah, Syarifah Umam, Muhammad Khairul Uswatun Hasanah Wanda Siti Nurchaliza zafira Ramdayani SA. Kadir Zuhairi, Alfan