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Computer-Based Technology on Writing Performance: A Systematic Literature Review Tusino Tusino; Puspa Dewi; Endah Lestari; Rafael V. Onate; Yinghuei Chen; Ivan Mezentsev
Journal of Languages and Language Teaching Vol 12, No 2 (2024)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i2.10812

This systematic literature review delves into the transformative effects of computer-based technology on writing performance, with a specific focus on studies conducted between 2017 and 2023. The review scrutinizes the impact of a diverse array of technologies, ranging from popular platforms like TikTok, Twitter, and Instagram to specialized tools such as Grammarly, Digital Storytelling, and Kahoot. By synthesizing findings from these studies, the review elucidates the multifaceted ways in which technology influences students' writing proficiency. Key findings underscore the nuanced impacts of these technologies, revealing their significant roles in fostering motivation, enhancing language skills, promoting engagement, and facilitating collaborative learning environments. Notably, Grammarly emerges as a prominent tool widely utilized to address grammatical, spelling, and punctuation errors, thereby aiding in the refinement of writing quality. Meanwhile, platforms like Instagram are recognized for nurturing creativity, Twitter for facilitating personalized learning experiences, and Kahoot for fostering active engagement through interactive quizzes and games. By illuminating the diverse dimensions of technology's transformative role in writing performance, this review offers valuable insights for educators, policymakers, and researchers alike. It underscores the importance of leveraging technology as a strategic tool to enhance students' writing skills and foster a dynamic and enriching learning experience. Moreover, it highlights the need for continued exploration and adaptation of innovative technological solutions to meet the evolving needs of modern education.

Training on the use of information technology-based media for teachers at Sangkhom Islam Wittaya School, Thailand Abdul Ngafif; Teguh Wibowo; Tusino Tusino
Community Empowerment Vol 9 No 7 (2024)
Publisher : Universitas Muhammadiyah Magelang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31603/ce.11367

The primary objective of this community service activity was to enhance the teachers' capabilities in creating offline-accessible technology-based teaching materials at Sangkhom Islam Wittaya School, Thailand. The lack of experience in developing technology-based teaching materials served as the impetus for this program. A combination of theory and practice was employed throughout the three-stage training and mentoring process: preparation, implementation, and evaluation. Twelve partner teachers participated in the training, which focused on Canva video and Kahoot. Evaluation results indicated that 83% of participants agreed that the training provided a positive learning experience, 92% agreed that the training materials could be used in teaching, 92% agreed that the training enhanced their professionalism, 75% agreed that their projects could be shared with other institutions, and 92% expressed satisfaction with the training. As a follow-up, a seminar on teaching materials will be organized in Southern Thailand.

Improving Learners’ Speaking Skill through Video-Assisted Project Based Learning Kasdianti, Evi; Tusino, Tusino; Setiyono, Junaedi
Scripta : English Department Journal Vol. 11 No. 2 (2024)
Publisher : Department of English Language Education, Universitas Muhammadiyah Purworejo, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37729/scripta.v11i2.5260

This study investigates the improvement of Video Assisted Project-Based Learning (VAPBL) in improving learners' speaking skills. While VAPBL, has been employed in many studies, the development of learners' speaking skills in terms of fluency, accuracy, and coherence has received less attention in the literature. Twenty-two learners from the language class of Secondary School, participated in the study. The investigation employed Classroom Action Research design to measure the outcome of VAPBL on learners' speaking proficiency. The two cycles involved selecting appropriate video materials and designing project-based learning activities aligned with curriculum objectives. There are two cycles in this research and each cycle consist of three meetings. During the application phase, learners engaged in VAPBL activities over a specified period, including watching videos, participating in discussions, and completing project-based tasks. The findings revealed a significant advancement in learners' speaking abilities following the application of VAPBL. Moreover, in the questionnaire the learners’ perception have positive outcome of VAPBL in language learning activities. This study underscores the importance of interactive and collaborative learning environments facilitated by VAPBL in enhancing learners' speaking skills.

Personal Pronoun Errors in Seventh Grade Descriptive Texts: A Purworejo Case Study Purnomo, Edi; Rokhayati, Titi; Tusino, Tusino
Scripta : English Department Journal Vol. 11 No. 2 (2024)
Publisher : Department of English Language Education, Universitas Muhammadiyah Purworejo, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37729/scripta.v11i2.5625

This study examines personal pronoun errors in descriptive texts written by seventh-grade students in Purworejo, Indonesia. A sample of 16 students, comprising 8 males and 8 females, was analyzed to identify common error patterns. Errors were categorized into four types: omission, addition, misformation, and misordering. Results showed that omission errors were the most frequent, constituting 43% of the total, followed by misformation errors at 37%, addition errors at 14%, and misordering errors at 7%. The study highlights specific challenges these learners face in using personal pronouns correctly in English. Understanding these error patterns is essential for educators aiming to develop targeted teaching strategies. Findings suggest that focused interventions on personal pronouns can significantly improve students' writing skills. Future research should explore effective teaching methods to address these errors and enhance ESL learners' proficiency in English writing. This study contributes to the limited research on personal pronoun errors among Indonesian ESL students and emphasizes the need for tailored educational approaches.

Strategi Inovatif Pembelajaran Mendalam: Upaya Meningkatkan Kompetensi Guru Sekolah Dasar Nurhidayati, Nurhidayati; Tusino Tusino; Rida Desty Ariyanti
Pemberdayaan Masyarakat : Jurnal Aksi Sosial Vol. 2 No. 2 (2025): Juni : Pemberdayaan Masyarakat : Jurnal Aksi Sosial
Publisher : Lembaga Pengembangan Kinerja Dosen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62383/aksisosial.v2i2.1965

Deep learning is a learning approach that emphasizes in-depth understanding of concepts and the development of critical, creative, collaborative, and communicative thinking skills. Although this approach aligns with the demands of a competency-based curriculum, its implementation at the elementary school level still faces various challenges. Based on a preliminary survey, 65% of elementary school teachers in partner schools admitted to experiencing difficulties in implementing deep learning effectively in the classroom. This study aims to identify innovative strategies that can improve teacher competency through a structured training program. The training activities involved 120 teachers from 10 elementary schools who are members of the teacher working group (KKG), with a focus on mastery of deep learning concepts, the application of interactive learning methods, and the use of educational technology. The training method was implemented continuously using a blended learning approach, including face-to-face sessions, practical workshops, mentoring, and the use of digital learning platforms. Evaluation results showed that 80% of training participants experienced significant improvements in their understanding of deep learning concepts, 70% were able to integrate interactive learning strategies into the teaching process, and 60% actively utilized learning technology to enrich students' learning experiences. These findings confirm that ongoing training integrated with technology support can improve teachers' capacity to implement deep learning in the classroom. Furthermore, the program's success is also influenced by intensive mentoring and collaboration among teachers through the Teacher Working Group (KKG). The implications of this research point to the need for educational policies at the elementary school level that encourage systematic, sustainable, and technology-based teacher professional development programs. Thus, the implementation of deep learning can be optimized to support the achievement of competency-based curriculum objectives and improve the overall quality of education

Computer-Based Technology on Writing Performance: A Systematic Literature Review Tusino, Tusino; Dewi, Puspa; Lestari, Endah; Onate, Rafael V.; Chen, Yinghuei; Mezentsev, Ivan
Journal of Languages and Language Teaching Vol. 12 No. 2 (2024): April
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v12i2.10812

This systematic literature review delves into the transformative effects of computer-based technology on writing performance, with a specific focus on studies conducted between 2017 and 2023. The review scrutinizes the impact of a diverse array of technologies, ranging from popular platforms like TikTok, Twitter, and Instagram to specialized tools such as Grammarly, Digital Storytelling, and Kahoot. By synthesizing findings from these studies, the review elucidates the multifaceted ways in which technology influences students' writing proficiency. Key findings underscore the nuanced impacts of these technologies, revealing their significant roles in fostering motivation, enhancing language skills, promoting engagement, and facilitating collaborative learning environments. Notably, Grammarly emerges as a prominent tool widely utilized to address grammatical, spelling, and punctuation errors, thereby aiding in the refinement of writing quality. Meanwhile, platforms like Instagram are recognized for nurturing creativity, Twitter for facilitating personalized learning experiences, and Kahoot for fostering active engagement through interactive quizzes and games. By illuminating the diverse dimensions of technology's transformative role in writing performance, this review offers valuable insights for educators, policymakers, and researchers alike. It underscores the importance of leveraging technology as a strategic tool to enhance students' writing skills and foster a dynamic and enriching learning experience. Moreover, it highlights the need for continued exploration and adaptation of innovative technological solutions to meet the evolving needs of modern education.

ChatGPT in Academic Writing Classes: Exploring EFL Students’ Perspectives Tusino, Tusino; Dewi, Puspa; Hati, Mufid Lahiria Permata; Iglesia, Maria Joy C.
Journal of Languages and Language Teaching Vol. 13 No. 4 (2025): October
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i4.15293

The integration of ChatGPT in English as a Foreign Language (EFL) writing instruction remains a relatively under-researched area, particularly in the Indonesian higher education context. This study explores the dual nature of ChatGPT—as both a pedagogical aid and a potential challenge—for undergraduate English education students at a university in Central Java. Using a qualitative case study design, data were collected from thirty-two participants through a close-response questionnaire to gain insights into their perceptions and experiences. The findings indicate that the use of ChatGPT enhanced students’ writing confidence, time efficiency, and overall quality of written output. Students reported that ChatGPT facilitated idea generation, improved sentence coherence, and served as a valuable tool for self-editing. However, the study also identified several drawbacks, including overreliance on the tool, diminished critical and creative thinking, and concerns about the authenticity and accuracy of AI-generated content. To mitigate these issues, students engaged in peer review, expert consultation, and cross-referencing with credible sources to validate the generated material. The study emphasizes the importance of guiding students toward responsible and reflective use of artificial intelligence in academic writing. Pedagogical implications highlight the need for integrating ethical AI literacy, promoting critical engagement with AI-generated content, and fostering awareness of academic integrity. Ultimately, while ChatGPT presents significant opportunities for enhancing EFL writing pedagogy, its implementation must be thoughtfully managed to ensure it supports, rather than replaces, human cognitive and linguistic development.

Project-Based Learning Model with Hybrid Learning in EFL Critical Reading: Need Analysis Ismail, Hijril; Hatmanto, Endro Dwi; Tusino, Tusino; Ramdhani, M. Maarif
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.v8i2.33467

analyze, evaluate, and reflect on information critically and objectively. The research aims to identify and describe the students’ needs for a project-based learning model through hybrid learning in EFL critical reading. This study was conducted as survey research within the English Education Study Program at Muhammadiyah University of Mataram, Muhammadiyah University of Purworejo, and Education University of Yogyakarta. The questionnaire used for data collection comprised 63 statements across 11 factors. The research result indicates that all of the students expressed a need for these eleven factors; learning objectives, topic needs, teaching material requirements, assessment needs, the need for PJBL syntax, need for hybrid learning, social system needs, requirement principle of reaction, need of support system, learning impact needs, and need for impact accompanying learning. We recommended further studies to implement these factors in teaching critical reading in English foreign language.

PENINGKATAN LITERASI MENULIS ARTIKEL ILMIAH POPULER BAGI GURU DAN SISWA SMA NEGERI 9 PURWOREJO Dewi, Puspa; Setiyono, Junaedi; Tusino, Tusino; Rokhayati, Titi; Lestari, Endah; Setyawati, Vita Rahayu
Journal of Community Services on Multidisciplinary Sciences Vol. 2 No. 1 (2024): Journal of Community Services on Multidisciplinary Sciences
Publisher : Ahsan Mafaza Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar

Keterampilan menulis artikel ilmiah populer mencerminkan kemampuan literasi dan juga merupakan alat yang efektif penyampaian ide, pandangan, atau temuan kepada teman sejawat dan masyarakat. Pengabdian masyarakat ini bertujuan untuk meningkatkan kemampuan menulis artikel ilmiah populer pada guru dan siswa di SMA Negeri 9 Purworejo. Pelatihan difokuskan pada tiga aspek utama: konsep artikel ilmiah populer, struktur penulisan artikel ilmiah, dan penggunaan bahasa serapan dalam penulisan artikel ilmiah. Metode pelaksanaan melalui pendekatan ceramah, diskusi, tanya jawab dan dilanjutkan praktek langsung. Hasil dari kegiatan ini menunjukkan peningkatan kemampuan menulis artikel ilmiah populer baik pada guru maupun siswa. Melalui pelatihan, peserta mendapatkan pemahaman mendalam mengenai pentingnya artikel ilmiah populer sebagai wadah untuk menuangkan gagasan dan hasil penelitian dengan bahasa yang mudah dipahami. Hasil pengabdian menunjukkan kepuasan peserta dan peningkatan kemampuan mereka setelah pelatihan. Temuan ini diharapkan dapat menjadi dasar bagi pengembangan lebih lanjut dalam upaya meningkatkan profesionalisme guru dan kualitas pembelajaran di sekolah.

Artificial Intelligence (AI) Chatbot in EFL Writing: Exploring Students’ Perspectives Janah, Rohmatul; Tusino, Tusino; Dewi, Puspa
Scripta : English Department Journal Vol. 12 No. 2 (2025)
Publisher : Department of English Language Education, Universitas Muhammadiyah Purworejo, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37729/scripta.v12i2.6811

This study aims to investigate students‘ perceptions of the usefulness of AI Chatbot (ChatGPT) in improving writing skills and identifying perceived weaknesses in writing classes. The study employed a qualitative case study method at Muhammadiyah University of Purworejo, using questionnaires and interviews with fourth-semester English education students in the 2024/2025 academic year. The results revealed that students generally had positive perceptions of AI Chatbots in enhancing their writing skills, especially in idea generation, structure organization, and confidence building. Questionnaire data showed high agreement percentages and mean scores, particularly on statements about the value of AI in expressing ideas and improving writing skills. However, interviews uncovered challenges such as generic and shallow responses, inaccurate or fabricated references, over-reliance that reduces critical thinking, informal language styles, and misinterpretation of prompts. These findings highlight both the benefits and limitations of AI Chatbots in academic writing and underline the need for critical AI literacy and human guidance in educational contexts.

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