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All Journal PREMISE: Journal of English Education and Applied Linguistics Linguists: Journal of Linguistics and Language Teaching UAD TEFL International Conference Language and Education Journal Foreign Language Instruction Probe ELT Echo: The Journal of English Language Teaching in Foreign Language Context DIDASCEIN （Journal of English Education）
Fitri Novia
Universitas Islam Ogan Komering Ilir (UNISKI) Kayuagung
Religion Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences

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AI-Assisted Academic Writing: Perspectives of EFL Students from Three Indonesian Universities Dewi Sartika; Eva Saptarina; Kiki Rizki Amelia; Rachmanita; Fitri Novia; Ratna Nery; Rekha Asmara
Foreign Language Instruction Probe Vol. 5 No. 1 (2026): Teaching English as a Foreign Language
Publisher : STIT Buntet Pesantren Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54213/flip.v5i1.838

Abstract

The integration of Artificial Intelligence (AI) into higher education has significantly transformed academic writing instruction, especially within English as an EFL learning environment. This study employed an Explanatory sequential mixed-methods design to investigate EFL students’ perceptions of AI-assisted academic writing and identify the perceived benefits and challenges of its implementation. The participants consisted of 28 EFL students from three Indonesian universities having experience using AI tools in academic writing courses. Quantitative data were collected via closed-ended questionnaires and analyzed using descriptive statistics, while qualitative data were obtained through semi-structured in-depth interviews to explain the quantitative findings. The quantitative results revealed that students demonstrated highly positive perceptions toward the use of AI in academic writing classes, with an overall mean score of 4.32, categorized as excellent. Students perceived AI as a supportive technology for generating ideas, organizing written text, improving grammatical accuracy, and completing writing tasks more efficiently. The qualitative findings revealed four dominant themes: AI as a writing assistant, improvement of writing efficiency and quality, AI as a means of independent learning, and ethical awareness and academic responsibility. Participants reported that AI supported independent learning, provided immediate feedback, and increased confidence and creativity in writing activities. Nevertheless, students also raised concerns about becoming too dependent on AI and the potential ethical problems related to academic honesty and maintaining originality in their work. The results claim that AI has strong potential to enhance EFL academic writing instruction when integrated pedagogically and used responsibly. It also provides practical implications for EFL lecturers in designing ethical and effective AI-assisted writing instruction in higher education contexts.
UTILIZING REAP STRATEGY (READ-ENCODE-ANNOTATE-PONDER) TO ENHANCE LEARNERS' READING COMPREHENSION ACROSS VARIED READING HABITS Kiki Rizki Amelia; Eva Saptarina; Rachmanita Rachmanita; Ratna Nery; Fitri Novia; Dewi Sartika; Rekha Asmara
ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol. 9 No. 2 (2024): DECEMBER 2024
Publisher : IAIN Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eltecho.v9i2.18585

Abstract

This study investigates the impact of the REAP (Read, Encode, Annotate, Ponder) strategy on students’ reading comprehension across different reading habits. The research was conducted with 10 second-semester students from the English Language Education program at FKIP UNISKI Kayuagung. This study applied a quantitative method with a pre-experimental design. A reading habits questionnaire and a reading comprehension test were employed to collect the data. The data were analyzed using descriptive statistics and t-tests. Results indicated significant improvements in reading comprehension following the implementation of the REAP strategy, with high and low reading habits groups showing substantial gains. The REAP guided students to listen and read in the reading phase, and then encoding helped them to rephrase their ideas. After that, they could highlight the key points in annotation. Finally, they did group discussions. This process boosts comprehension for all students, regardless of reading habits. Additionally, student perceptions of the REAP strategy varied, with those possessing strong reading habits responding more positively. These findings suggest that the REAP strategy is an effective tool for enhancing reading comprehension across reading habits, fostering skill refinement in proficient readers and marked improvement in less proficient ones.
THE CORRELATION BETWEEN STUDENTS’ SELF-CONFIDENCE AND SPEAKING ACHIEVEMENT Fitri Novia; Rachmanita; Rika Ramayanti
Didascein : Journal of English Education Vol 4 No 1 (2023): March Issue
Publisher : Program Pendidikan Bahasa Inggris Universitas Tridinanti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52333/djoee.v4i1.62

Abstract

Students should be relaxed and confident while using English as they are expected to be bolder than ever while sharing their thoughts or ideas and speaking in front of big audiences. In order to boost their confidence and make language learning easier, learners must understand how their self-confidence affects their ability to learn a language. The goal of the study was to determine whether or not there was a link between students’ speaking proficiency and their confidence in the tenth grade at UPT SMA Negeri 06 Ogan Ilir. The study participant was all the tenth-grade students of UPT SMA Negeri 06 Ogan Ilir. The sample of the study consisted of 124 pupils chosen by using total sampling. This study was conducted using a correlation research approach. The questionnaire and oral test were both utilized to gather the data. The Pearson Product Moment correlation analysis was employed for analyzing the data. Based on the findings, it was discovered that the correlation coefficient of r-obtained (0.274), at p-value: 0.0020.05, and it was greater than r-table (0.176). It implied that speaking proficiency and student self-confidence were related. It was evident that students' self-confidence played a significant role in earning a high speaking achievement score.
TED Talks Video: A Technology to Teach Listening Skills Fitri Novia; Ratna Nery; Ria Almukni
Didascein : Journal of English Education Vol 4 No 2 (2023): September Issue
Publisher : Program Pendidikan Bahasa Inggris Universitas Tridinanti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52333/djoee.v4i2.200

Abstract

In the development of ICT, TED Talks Video as an authentic video can be used in listening classrooms. The use of real videos in listening comprehension lessons, like TED Talks, may enhance listening in English. Consequently, the study's goal was to determine whether or not students who were taught using the TED Talks Video application and those who were not had significantly different listening skills. It employed a quasi-experimental design. The eleventh graders at SMA Negeri 1 Pampangan participated in this study. The sample was selected by using a purposive sampling technique. The cloze test was used to obtain the data. A T-test was used to analyze the data. Based on the results of the independent sample t-test, the independent sample t-test result showed that the t-test obtained (2.825) was higher than the t-table (2.00) and ρ-value (0.000) was smaller than the α-value (0.05). It was shown that students who were taught using the TED Talks Video application had significantly better listening skills than those who were not. In conclusion, the TED Talks Video could be used to solve students' problems in listening skills. The TED Talks Videos can be used by English teachers as authentic listening materials and teaching aids.
Exploring Canva Application to Write Announcement Text Fitri Novia; Rachmanita; Gustina
Didascein : Journal of English Education Vol 5 No 1 (2024): March Issue
Publisher : Program Pendidikan Bahasa Inggris Universitas Tridinanti

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52333/djoee.v5i1.457

Abstract

One digital industrial technology of revolution 4.0 that may help students with their writing issues is Canva since this app can be an appealing and captivating medium to foster their writing. The purpose of this study was to determine whether writing achievement among students at SMP Negeri 1 Sungai Pinang who received instruction using the Canva App differed significantly from that of those who did not. The current research used a quasi-experimental design. The study’s samples included 66 students chosen using the purposive sampling method. Students were placed into two groups: experimental and control.   A written test was used to collect the data which consisted of five topics. The result of the independent sample t-test found that the value of t-obtained was 10.897 at the significant level p<0.05 in two-tailed testing and the degree of freedom was 70, the critical t-table was 1.997. Since the value of t-obtained was higher than the critical value t-table (1.997) and ρ-value (0.00) lower than αvalue (0.05). The null hypothesis (Ho) was rejected and the alternative hypothesis (Ha) was accepted. It indicated that students who were taught using the Canva App and those who were not had a significant difference in writing achievement abilities.
Co-Authors Citra Rosmita Sari Dewi Sartika Eva Saptarina Gustina Indah Lestari Kiki Rizki Amelia Lestari Lidia Resta Rachmanita Rachmanita Ratna Nery Rekha Asmara Ria Almukni Rika Ramayanti Susilawati