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All Journal Lingua Cultura EXPOSURE JOURNAL IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Al Ishlah Jurnal Pendidikan LLT Journal: A Journal on Language and Language Teaching Indonesian EFL Journal IRJE (Indonesian Research Journal in Education) VISION Martabe : Jurnal Pengabdian Kepada Masyarakat JURNAL PENDIDIKAN TAMBUSAI Jurnal Basicedu Scope: Journal of English Language Teaching English Education: English Journal for Teaching and Learning Didaktika: Jurnal Kependidikan ELTALL: English Language Teaching, Applied Linguistic and Literature Journal Of Human And Education (JAHE) Journal of General Education and Humanities Frasa: English Education and Literature Journal TELL - US JOURNAL JR-ELT (Journal of Research in English Language Teaching) English Education: English Journal for Teaching and Learning Jurnal Pendidikan dan Sastra Inggris The Journal of English Literacy Education
Utami Dewi
Universitas Islam Negeri Sumatera Utara
Agriculture, Biological Sciences & Forestry Arts Humanities Education Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences Other

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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

Abstract

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

Abstract

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

Abstract

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

Abstract

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

Abstract

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.
Indonesian EFL Teachers’ Professional Development: Views and Current Practices Dewi, Utami; Fithriani, Rahmah; Berutu, Hotma
Indonesian Research Journal in Education |IRJE| Vol. 8 No. 2 (2024): IRJE |Indonesian Research Journal in Education|
Publisher : Universitas Jambi, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22437/irje.v8i2.39425

Abstract

Teachers play a critical role when it comes to impacting student achievement. Consequently, the matter of teacher quality is currently being tackled through the implementation of professional development (PD) initiatives. PD in English as a foreign language (EFL) teaching and learning context has gained burgeoning attention in the last decade. However, it is not known how Indonesian EFL teachers perceive and practice PD for their professional development. The objective of this research was to investigate the viewpoints of EFL teachers in Indonesia towards the importance of professional development (PD) and ascertain their existing PD practices, if any. A total of 70 teachers participated in this study by completing the survey, with 37 of them subsequently invited to participate in the forum group discussion (FGD) on a voluntary basis.  The analysis of the collected data revealed that the participants perceived PD as significant for their professional development in three areas: knowledge, pedagogy, and language proficiency. Conversely, the findings also reveal a low degree of participation in professional development activities (PDAs), despite their common engagement in these activities. This study concludes by highlighting the significance of addressing certain areas that require particular attention to effectively support teachers in their continuous professional development endeavors.
UNDERGRADUATE STUDENTS’ PREFERENCE AND PERCEPTIONS ON THE USE OF QUILLBOT AND GRAMMARLY AS PARAPHASING TOOLS Ade Risya Fitri; Utami Dewi
Indonesian EFL Journal Vol. 10 No. 2 (2024)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v10i2.9868

Abstract

Several investigations have studied how using Grammarly and QuillBot as paraphrase tools affects EFL students' writing and attitudes. However, students' preferences regarding these tools for paraphrasing students' writing in Indonesia still seem few and have not been explored much. This research aimed to determine which paraphrasing tools undergraduate students prefer for translating their text. This study used a qualitative case study approach. Questionnaires and in-depth interviews were used to investigate students' preferences as data collection tools. Fifteen students were selected by purposive sampling and were administered an online questionnaire. Then, students participated in in-depth interviews and obtained further information from an online questionnaire. The writer then analyzed the data using frequency and thematic analysis. The findings reveal that students prefer QuillBot over Grammarly for three reasons. First, they consider QuillBot to be an easy-to-access and time-saving tool. Second, QuillBot is a paraphrasing tool with various features that help students to paraphrase their writing. Third, QuillBot helps students avoid plagiarism and keep the originality of their writing. However, Grammarly also received high marks because it uses proper grammar when paraphrasing students' writing. Therefore, combining these two paraphrasing tools will make the students' writing process more efficient and effective.
THE EFFECT OF PROJECT BASED LEARNING ON MIDDLE SCHOOL STUDENTS WRITING ABILITY IN SMP IT DAARUL ISTIQLAL MARINDAL I Fajar Aldiansyah; Utami Dewi
Indonesian EFL Journal Vol. 10 No. 2 (2024)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v10i2.10207

Abstract

This study examines the impact of Project-Based Learning (PBL) on middle school students' writing abilities. Writing proficiency is a crucial skill, yet traditional methods often fall short in engaging students and providing authentic contexts for practice. The objective of this research is to investigate whether PBL can effectively enhance students' writing skills. Using a quantitative approach, a pre-test and post-test experimental design was employed, involving 42 students at SMP IT Daarul Istiqlal Marindal I. The participants were divided into experimental and control groups, with the experimental group taught using PBL and the control group using traditional methods. Data collection included pre-tests and post-tests, with statistical analysis conducted using SPSS for normality, homogeneity, reliability, T-tests, and ANOVA. The results demonstrated that PBL significantly improved students' writing abilities, as evidenced by higher post-test scores in the experimental group compared to the control group. These findings suggest that PBL is an effective instructional methodology for enhancing writing proficiency, providing authentic contexts for practicing writing skills, and increasing student engagement and motivation. Keywords: Project-Based Learning, writing abilities, experimental design, instructional methodology, student engagement.
Quillbot As An AI-powered English Writing Assistant: An Alternative For Students to Write English Amanda Amanda; Elsa Muliani Sukma; Nursyahrina Lubis; Utami Dewi
Jurnal Pendidikan dan Sastra Inggris Vol. 3 No. 2 (2023): Agustus : Jurnal Pendidikan dan Sastra Inggris
Publisher : Lembaga Pengembangan Kinerja Dosen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/jupensi.v3i2.2026

Abstract

Quillbot is one of the modern era technologies that many students use in learning, it is also one of the online applications to improve writing. Quillbot can help students find writing errors such as punctuation and grammar and others. The purpose of this article is to find out students' perceptions of the use of quillbot as an alternative for students in writing English. This study uses a quantitative method, to find how the use of quillbot in helping English Foreign Language (EFL) to write English. data was collected through questionnaires and interviews that have been calculated and analyzed. The results show that students have a lot of positive perceptions of the use of quillbot in improving writing, as well as found advantages in quillbot that are very helpful to students. With this paper, students are expected to be able to apply it in learning activities related to English writing thus that the resulting writing becomes better.
‘STELLER’ AS DIGITAL STORYTELLING APP: COLLEGE STUDENTS’ PERCEPTIONS IN EFL WRITING CLASSROOMS Arya Wiranda; Utami Dewi
The Journal of English Literacy Education: The Teaching and Learning of English as A Foreign Language Vol. 12 No. 1 (2025): The Journal of English Literacy Education: The Teaching and Learning of Englis
Publisher : ENGLISH EDUCATION STUDY PROGRAM, FACULTY OF TEACHER TRAINING AND EDUCATION, UNIVERSITAS SRIWIJAYA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36706/jele.v12i1.63

Abstract

The integration of digital storytelling in EFL writing instruction has been widely explored due to its potential to enhance student engagement and writing proficiency. This study investigates students’ perceptions of using Steller, a multimedia storytelling application, in EFL writing classrooms. The study used a qualitative case study approach, while the data were collected from fourth-year university students in Medan through questionnaires and in-depth interviews. Thirty students responded to the questionnaires, and six students were selected to follow in-depth interviews. Questionnaire data were analysed descriptively, while interview data underwent thematic analysis. The findings indicate that most students found the benefit of Steller in organizing their writing clearly, integrating multimedia, developing creativity, facilitating easier editing through drag-and-drop features, providing various writing formats, and improving collaboration. However, challenges such as internet dependency and the complexity of some features were identified as obstacles to usability. While some findings highlight the advantages of Steller in EFL writing instruction, they also suggest the need for improvements in accessibility and ease of use. This study contributes to the growing body of research on DST in language learning by providing insights into how Steller can support students in the writing process.
Co-Authors Ade Risya Fitri Ade Tika Ahmad Faza Fauzan Saragih Ahmad Husein Nst Aisyah Rizqa Fitri Srg Amanda Amanda Amanda Anggi Rahmanida Nst Anna Tasya Putri Ardina Khoirunnisa Arya Winata Arya Wiranda Berutu, Hotma Dea Riska Ananda Deasy Yunita Siregar Devi Adelia Devika Adelita Diah Khoirunnisa Harahap Eka Yuni Kurniati Elsa Muliani Sukma Elwan Ridhonta Sinulingga Ernita Daulay Fajar Aldiansyah Faliza Layla Salsavira Faradiza Ariska Sitorus Farida Repelita Waty BR Kembaren Farida Repelita Waty Kembaren Fikra Afdhali Hasibuan, Anggi Syariah Herlisa Suhada Hilyati Fitria Harahap Indah Dwi Lestari Maimunah Apriani Maya Astria Muflih Khairul Ibad Rangkuti Muhammad Zakky Mubarak Musthafa Fadli Perkasyah Perkasyah Nabila Yun Afifah Nasution, Sahraini Yamni Nurul Falah Nazarudin Manik Nazwa Ramadhani Nursyahrina Lubis Puspita Sari Nasution Rahmah Fithriani Rini Deby Astria Lubis Rita Seroja Ginting Rizaldi Pulungan Sabila Khoiroh Siregar Sabrina, Darayani Salmiah, Maryati Sholihatul Hamidah Daulay Suhaida Zain Panjaitan Surya Wijaya Purnama Syahrul Ramadhan Tanjung, Siti Rahma Teguh Amanda Batubara Ulfa Nurhasanah Ummi Hayati Sinaga Vivi Nurul Ilmi Windy Afrida