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BOOK REVIEW: TEACHER DEVELOPMENT FOR IMMERSION AND CONTENT-BASED INSTRUCTION Sabrina, Darayani; Dewi, Utami
LLT Journal: A Journal on Language and Language Teaching Vol 27, No 2 (2024): October 2024
Publisher : English Education Study Programme of Sanata Dharma University, Yogyakarta, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24071/llt.v27i2.7643

This review provides a concise overview of the book "Teacher Development for Immersion and Content-Based Instruction” by Laurent Cammarata and T. J. Ó Ceallaigh, published in 2020 by John Benjamins Publishing Company. The review highlights its significant contributions to the understanding of global language immersion programs. The book, which features significant input from respected scholars, focuses on filling the knowledge gaps regarding teacher development in the context of language immersion and content-based training. The book consists of seven chapters that address various subjects, including teacher language awareness, the development of professional identity, and the difficulties encountered by immersion educators. The review acknowledges the book's thorough approach but points out a possible omission in distinguishing between Content-Based Instruction and Content and Language Integrated Learning The review suggests that the book is a great resource for educators, academics, and policymakers. The extensive examination of both theory and practice renders it an invaluable resource for individuals engaged in language instruction and research.

Classroom Management and Demonstrating in Giving Feedback in EFL Class Workshop for English Teachers Professional Development Hasibuan, Anggi Syariah; Dewi, Utami
SCOPE: Journal of English Language Teaching Vol 9, No 2 (2025): Scope: Journal of English Language Teaching
Publisher : Pusat Studi Pendidikan Bahasa dan Sastra Inggris

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30998/scope.v9i2.23013

THE APPLICATION OF GOOGLE CLASSROOM IN LEARNING ENGLISH: STUDENTS’ INTERESTS Puspita Sari Nasution; Utami Dewi
English Education : English Journal for Teaching and Learning Vol 9, No 02 (2021)
Publisher : UIN Syekh Ali Hasan Ahmad Addary Padangsidimpuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24952/ee.v9i02.4808

This study aimed to describe students’ interests in the application of Google Classroom (GC) in learning English. The subjects of this study were ten students of the Religious Department who learn English subject. The instruments of data collection were questionnaires and interviews. The data were analyzed by using the theory of Miles and Huberman. The results showed that students’ interest in learning by using online through Google classroom has four aspects include: (1) The students felt happy in learning English using Google Classroom was 60 %; (2) The students had a strong interest in using Google classroom in learning English was 50%; (3) The students gave strong attention in the process of using Google classroom was 40%; and (4) The students actively involved in using google classroom was 50%.

THE USE OF GINGER SOFTWARE IN SUPPORTING SELF-CORRECTION IN WRITING: EFL STUDENTS’ PERSPECTIVE Nasution, Sahraini Yamni Nurul Falah; Dewi, Utami
TELL - US JOURNAL Vol 11, No 2 (2025): New Applications and Perspectives in Teaching English as a Foreign Language (EF
Publisher : Universitas PGRI Sumatera Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22202/tus.2025.v11i2.9395

Writing is an important skill in learning English as a Foreign Language (EFL), but many students struggle due to a lack of grammar knowledge, limited vocabulary, and low awareness of their mistakes. One way to help students overcome these challenges is self-correction, which allows them to find and fix their own mistakes. This study explores how Ginger Software supports self-correction in writing from the perspective of EFL students. Using a qualitative case study approach, the research involved seven students who actively used Ginger Software in their writing tasks. Data was collected through semi-structured interviews and analyzed using thematic analysis. The results show that Ginger Software helps students improve grammar accuracy, sentence structure, and writing efficiency. Features like grammar checker, spell checker, and sentence rephrasing support students in recognizing and correcting their mistakes independently. However, some students still find it difficult to improve the cohesion and coherence of their academic writing using the software alone. Therefore, combining technology with teacher guidance is recommended to make writing practice more effective

Wordtune as an Artificial Intelligence (AI) Powered English Writing Assistant: EFL Students Perception as Alternative to Write English Amanda; Utami Dewi
ELTALL: English Language Teaching, Applied Linguistic and Literature Vol. 6 No. 1 (2025)
Publisher : Institut Agama Islam Negeri Ponorogo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21154/eltall.v6i1.10941

Currently, the adoption of AI-driven writing tools is becoming increasingly widespread among users. Particularly for EFL students, these AI applications offer significant advantages. The aim of this article is to explore students' perceptions of Wordtune as an alternative tool for writing in English. This research employs a qualitative approach to examine how students view Wordtune in their English classes. There are 30 Indonesian undergraduate students majoring in English education used Wordtune as participants. The Data was gathered through questionnaires and in-depth interviews, which were analyzed through percentage and thematic content analysis. The results of the study showed that students have several positive perceptions of Wordtune as an assistant in writing, including, Wordtune speeds up writing, easily fixes grammar issues, provides word options, inspires new ideas, improves revision quality, and user-friendly. With this study, students are expected to be able to apply it in learning activities related to writing English thus that the writing results produced are better and more structured.

STUDENTS' PERCEPTION OF USING PAPERPAL AI AS AN AUTOMATED WRITING EVALUATION (AWE) TOOL ON WRITING GRAMMATICAL FEEDBACK Yun Afifah, Nabila; Dewi, Utami
FRASA: ENGLISH EDUCATION AND LITERATURE JOURNAL Vol. 6 No. 2 (2025): Vol. 6 No. 2 September 2025
Publisher : Universitas Duta Bangsa Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47701/frasa.v6i2.5009

This study aims to explore university students’ perceptions of using Paperpal AI as an Automated Writing Evaluation (AWE) tool in providing grammatical feedback during the academic writing process. Grounded in the Technology Acceptance Model and Self- Regulated Learning Theory, this research addresses the gap in understanding how students critically engage with AI-driven feedback in English as a Foreign Language (EFL) contexts. A qualitative case study design was employed, involving 30 EFL university students majoring in English Education who had prior experience using Paperpal AI. Data were gathered through questionnaires and in-depth interviews. Questionnaire responses were analyzed descriptively using percentage analysis, while interview data were examined through Thematic Content Analysis (TCA). Findings revealed that students perceived Paperpal AI as beneficial for improving grammatical accuracy, sentence clarity, and editing efficiency. They appreciated the tool’s user-friendly interface and real-time feedback, particularly for grammar and transitions. However, concerns were raised regarding the general nature of suggestions, occasional contextual inaccuracy, and limited support for creativity. These insights suggest that while Paperpal AI enhances surface-level writing skills, it should be complemented with human feedback and critical reflection to support deeper writing development in academic settings.

The Use of Artificial Intelligence (AI) in Writing a Thesis by EFL Postgraduate Students Asmawati; Utami Dewi; Sholihatul Hamidah Daulay
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 2 (2025): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v13i2.7307

This research explores the use of Artificial Intelligence (AI) in thesis writing by four postgraduate students who are English as a Foreign Language (EFL) learners at an Indonesian university. Employing a qualitative phenomenological approach, data were collected over a two-month period through open-ended questionnaires, in-depth interviews, and documentation analysis. The findings reveal that students utilized various AI tools such as Grammarly, QuillBot, ChatGPT, Claude, Meta AI, and Perplexity, across different stages of their writing process, including brainstorming, paraphrasing, grammar correction, structural organization, and language refinement. Before adopting AI, participants encountered challenges in idea development, coherence, and linguistic accuracy. Following the integration of AI tools, they reported improvements in clarity, organization, and writing confidence. Most students expressed a strong willingness to continue using AI due to its perceived benefits in enhancing efficiency, precision, and learning outcomes. While limited to one university context in Indonesia, this study provides insights into the positive role of AI integration in supporting academic writing development among EFL postgraduate students.

The Use of Artificial Intelligence (AI) in Writing a Thesis by EFL Postgraduate Students Asmawati; Utami Dewi; Sholihatul Hamidah Daulay
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 2 (2025): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v13i2.7307

This research explores the use of Artificial Intelligence (AI) in thesis writing by four postgraduate students who are English as a Foreign Language (EFL) learners at an Indonesian university. Employing a qualitative phenomenological approach, data were collected over a two-month period through open-ended questionnaires, in-depth interviews, and documentation analysis. The findings reveal that students utilized various AI tools such as Grammarly, QuillBot, ChatGPT, Claude, Meta AI, and Perplexity, across different stages of their writing process, including brainstorming, paraphrasing, grammar correction, structural organization, and language refinement. Before adopting AI, participants encountered challenges in idea development, coherence, and linguistic accuracy. Following the integration of AI tools, they reported improvements in clarity, organization, and writing confidence. Most students expressed a strong willingness to continue using AI due to its perceived benefits in enhancing efficiency, precision, and learning outcomes. While limited to one university context in Indonesia, this study provides insights into the positive role of AI integration in supporting academic writing development among EFL postgraduate students.

EFL Undergraduate Students' Perceptions of Slick Write as Web-Based Writing Support Tools: A Qualitative Case Study Anis Syafa Wani; Utami Dewi
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 2 (2025): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v13i2.7374

The integration of web-based writing support tools in EFL writing instruction has gained attention due to their potential to address students' writing challenges. This study investigates EFL undergraduate students' perceptions of Slick Write as a web-based writing support tool in academic contexts. The study employed a qualitative case study approach. At the same time, the data were collected from ten eighth-semester undergraduate students at the State Islamic University of North Sumatra through closed-ended questionnaires and semi-structured interviews. All participants had prior experience using Slick Write for at least one semester in their academic writing tasks. Data from questionnaires and interviews were analyzed using Braun and Clarke's six-step thematic analysis framework. The findings revealed five main themes: effectiveness in detecting grammar errors, clarity and quality of feedback, increased writing autonomy and confidence, enhanced structured revision practices, and suitability with academic writing conventions. A significant concern identified was potential over-reliance on automated tools. While findings highlight Slick Write's benefits in supporting academic writing development, they also suggest the need for balanced implementation to prevent dependency. This study contributes to computer-assisted language learning literature by examining a less-explored tool through sociocultural and automated writing evaluation theoretical lenses, providing insights into technology-mediated writing instruction in Indonesian Islamic higher education contexts. Future research should explore the long-term impact of web-based writing tools on writing development and investigate their effectiveness across different academic disciplines

Kahoot as a Digital Game-Based Instruction for EFL Young Learners: Students' Perceptions Harahap, Melisa Khoyyiroh; Dewi, Utami; Daulay, Ernita
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 2 (2025): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v13i2.7811

This study explores young learners’ perceptions of Kahoot as a digital game-based instruction tool in English as a Foreign Language (EFL) classrooms. The research was conducted with 18 fourth-grade students (ages 9–10) at a private elementary school in Medan, North Sumatra, Indonesia. Most participants were at beginner to lower-intermediate English proficiency levels with varied digital literacy. Data were collected over a period of three weeks using observation and interviews and analyzed thematically. Findings revealed that Kahoot positively influenced students’ learning experiences in several ways. First, it significantly increased motivation and engagement, with 14 students reporting greater enthusiasm compared to textbook-based lessons. Second, all students highlighted the fun and interactive nature of Kahoot, supported by visual and auditory features that encouraged participation. Third, 12 students emphasized its effectiveness in vocabulary and grammar acquisition, while half (9 students) reported increased self-confidence in language use. However, challenges were also identified, including technical issues, limited variety of activities, and stress caused by competition for a few learners. Overall, the study concludes that Kahoot can serve as an effective supplement to EFL instruction for young learners, fostering motivation, confidence, and language acquisition. Practical recommendations are provided for teachers, policymakers, and developers, along with suggestions for future research.

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