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All Journal JOURNAL OF HEALTHCARE TECHNOLOGY AND MEDICINE Jurnal Keperawatan Muhammadiyah Voices of English Language Education Society Enggang: Jurnal Pendidikan, Bahasa, Sastra, Seni, dan Budaya Register : Journal of English Language Teaching and Learning of FBS UNIMED Jurnal Cakrawala Ilmiah Journal of Innovation Research and Knowledge Jurnal Pengabdian Mandiri NUSANTARA: Jurnal Pengabdian Kepada Masyarakat Concept: Journal of Social Humanities and Education Sejahtera: Jurnal Inspirasi Mengabdi Untuk Negeri Jurnal Yudistira Fonologi: Jurnal Ilmuan Bahasa dan Sastra Inggris Morfologi : Jurnal Ilmu Pendidikan, Bahasa, Sastra dan Budaya Sintaksis: Publikasi Para Ahli Bahasa dan Sastra Inggris Jurnal Intelek Dan Cendikiawan Nusantara International Journal of Educational Technology and Society
Rita Hartati
Unknown Affiliation
Arts Humanities Astronomy Computer Science & IT Economics, Econometrics & Finance Education Engineering Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Medicine & Pharmacology Nursing Public Health Social Sciences Other

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Grammarly and Paraphraser.io in Supporting Rewriting Skills: A Comparative Study Intan Nia Salsabila; Nabila Shaini Putri; Rita Hartati
Sintaksis : Publikasi Para ahli Bahasa dan Sastra Inggris Vol. 4 No. 1 (2026): Sintaksis : Publikasi Para ahli Bahasa dan Sastra Inggris
Publisher : Asosiasi Periset Bahasa Sastra Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/sintaksis.v4i1.2460

Abstract

This study compares Grammarly and Paraphraser.io in supporting students’ academic writing and rewriting skills based on Flower and Hayes’s (1981) cognitive process theory, which includes the stages of planning, translating, and reviewing. Using a descriptive qualitative method supported by quantitative data, the research involved 32 English Education students who had used both tools in academic writing. Data were collected through questionnaires and analyzed descriptively to identify students’ perceptions of grammatical accuracy, rewriting ability, feedback quality, and overall writing improvement. The results of this study indicate that 54.4% of students use Grammarly and 45.6% use Paraphraser.io, showing that Grammarly is the slightly more dominant and trusted tool for improving grammatical accuracy and clarity, while Paraphraser.io functions as a complementary platform for paraphrasing and generating new sentence structures; together, both tools contribute effectively though through distinct roles to enhancing students’ academic writing performance. The comparative analysis revealed that Grammarly was most effective in enhancing analytical skills during the planning and reviewing stages, improving grammar, coherence, and clarity. In contrast, Paraphraser.io was most beneficial for generative skills in the translating stage, directly enhancing originality and sentence variation. Most respondents rated their writing improvement highly, confirming the positive impact of both tools on academic performance. In conclusion, the findings confirm that Grammarly and Paraphraser.io serve distinct, yet complementary roles: the former ensures linguistic precision, while the latter supports structural creativity, ultimately helping students produce highly accurate and original academic texts.
Integrating Perplexity AI into Academic Research: A Study on Research Gap Analysis and Proposal Development Dio Manik; Yeni Adventry Tanjung; Rita Hartati
Fonologi: Jurnal Ilmuan Bahasa dan Sastra Inggris Vol. 3 No. 4 (2025): Fonologi: Jurnal Ilmuan Bahasa dan Sastra Inggris
Publisher : Asosiasi Periset Bahasa Sastra Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/fonologi.v3i4.2605

Abstract

This study examines how Perplexity AI is integrated into academic research, particularly its role in research gap analysis and proposal development among university students. Using a qualitative descriptive method and questionnaire data from 32 participants, the research explores students’ perceptions, benefits, and ethical considerations regarding AI- assisted research. The findings reveal that Perplexity AI improves efficiency in literature review and research gap identification, with 75% of students using it to explore research topics and 65.6% acknowledging its usefulness in recognizing trends and gaps. However, concerns remain about accuracy and source reliability, as only 56.3% fully trust AI-generated results, and many still verify information manually. The study concludes that effective use of Perplexity AI requires strong AI literacy that includes critical thinking, verification skills, and ethical awareness. These insights contribute to a broader understanding of human–AI collaboration in academic settings and highlight the need for responsible, well-guided integration of AI tools in research education.
Improving Speaking Confidence and Delivery Performance through Toastmasters-Based Evaluation Sessions: A Case Study of English Literature Students Siska Mustikawati Hasibuan; Salsabila Eka Ananda; Rita Hartati
Jurnal Intelek Dan Cendikiawan Nusantara Vol. 3 No. 01 (2026): Februari - Maret 2026
Publisher : PT. Intelek Cendikiawan Nusantara

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

Abstract

This research originates from the problem of low confidence and public speaking performance among English Literature students, which is often triggered by a rigid numerical assessment system. This qualitative case study was conducted at Universitas Negeri Medan to evaluate the effectiveness of implementing Toastmasters-based evaluation sessions as an alternative assessment model. Through direct observation and structured questionnaires, the findings show that systematic feedback loops are able to improve both the psychological and technical aspects of students simultaneously. The data indicate that 70% of respondents felt calmer and more confident due to the supportive evaluation environment. Technically, there was a significant improvement in eye contact and a reduction of filler words by 86.7%, where all participants (100%) agreed that systematic feedback was far more effective than traditional numerical grading. The uniqueness of this research lies in the transition toward a “micro-evaluative” model that empowers students to take on specific roles such as Ah-Counter and Timer to develop deeper technical awareness. The study concludes that the integration of structured peer feedback is a key factor in bridging the gap between theoretical linguistic knowledge and professional communication competence.
Digital Storytelling: How Canva Helps Students Build Visual and Written Narratives Reva Angelina; Ester Monica Bu’ulolo; Rita Hartati
Sintaksis : Publikasi Para ahli Bahasa dan Sastra Inggris Vol. 4 No. 2 (2026): Sintaksis : Publikasi Para ahli Bahasa dan Sastra Inggris
Publisher : Asosiasi Periset Bahasa Sastra Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/sintaksis.v4i2.2606

Abstract

This study aims to explore students’ perceptions of using Canva as a digital storytelling platform to enhance their visual and written narrative skills in English writing. The research employed a descriptive qualitative method involving 34 students who participated in a questionnaire consisting of eight closed-ended statements and two open-ended questions. The data were analyzed descriptively, using percentages to support qualitative interpretation. The findings revealed that most students perceived Canva as an accessible, enjoyable, and effective tool for developing writing skills. Students agreed that Canva helps them visualize ideas, organize stories logically, and combine words with images creatively. Moreover, Canva was found to improve students’ motivation, confidence, and emotional expression in English writing. These results are consistent with previous studies by Utami and Suriyani (2022), Febriansyah et al. (2023), Siregar et al. (2024), Herwani (2024), Eragamreddy and Joseph (2025), Hafidzin et al. (2025), and Jayanti et al. (2025), which collectively highlight Canva’s role in supporting writing engagement, creativity, and organization. The study concludes that Canva transforms traditional writing into a multimodal and meaningful process, combining linguistic and visual literacy. Therefore, Canva can be considered an innovative pedagogical tool that promotes creative thinking, digital competence, and expressive communication in the English writing classroom.
AI Tools for Academic Integrity: A Student Response to Chat GPT and Jenni AI in Citation Accuracy Fitra Aulia Simatupang; Indi Azizah Nailah; Rita Hartati
Sintaksis : Publikasi Para ahli Bahasa dan Sastra Inggris Vol. 4 No. 2 (2026): Sintaksis : Publikasi Para ahli Bahasa dan Sastra Inggris
Publisher : Asosiasi Periset Bahasa Sastra Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/sintaksis.v4i2.2607

Abstract

This study investigates the role of Artificial Intelligence (AI) tools, specifically ChatGPT and Jenni AI, in supporting academic integrity through accurate citation generation. Employing a descriptive qualitative method, the research involved 30 undergraduate students who evaluated AI-generated citations using Fishman’s (2014) Academic Integrity Theory and Smith’s (2020) Citation Accuracy Framework. Data were collected through questionnaires assessing students’ perceptions of reliability, ethical responsibility, and accuracy in AI-assisted citation practices. Quantitative analysis revealed that Honesty and Accountability were the most dominant values (22.58% each), followed by Fairness and Respect (19.35% each), Trust (12.90%), and Courage (3.23%). Qualitative findings showed that students recognized AI’s potential to enhance writing efficiency but emphasized the need for human verification to ensure factual correctness and ethical compliance. Comparatively, Jenni AI demonstrated greater consistency and citation verification than ChatGPT, which exhibited more frequent fabrication and inaccuracy. The study concludes that while AI tools can enhance academic productivity, maintaining academic integrity still requires critical human oversight, ethical awareness, and adherence to scholarly honesty and accountability.
Integrating YouTube Video Analysis into Pre-Writing Activities to Foster Idea Generation and Coherence in Writing Farid Rizaldi; Fadhila Fauziah Putri; Rita Hartati
Fonologi: Jurnal Ilmuan Bahasa dan Sastra Inggris Vol. 4 No. 1 (2026): March:Fonologi: Jurnal Ilmuan Bahasa dan Sastra Inggris
Publisher : Asosiasi Periset Bahasa Sastra Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/fonologi.v4i1.2613

Abstract

This study explored how integrating YouTube video analysis into pre-writing activities can support idea generation and coherence in students’ writing. Writing is often challenging for EFL learners, especially in developing ideas and organizing them logically. To address this, the study used YouTube as a pre-writing tool that provides visual and auditory input to stimulate creativity and critical thinking. This research employed a descriptive qualitative method using a YouTube video titled “Writing Process: Pre-Writing” from Mr. Paige’s English Writing Center and open-ended questionnaires answered by 30 English Literature students. The findings showed that 70% of students agreed that watching or analyzing YouTube videos before writing helped them generate ideas more easily, while 56.7% found the activities more engaging and 53.3% reported better organization of thoughts. Additionally, 50% of participants felt more confident to start writing, and 63.3% believed that teachers should integrate video analysis into writing classes. These results indicate that YouTube-based pre-writing activities enhance idea generation, coherence, and motivation in writing. Overall, YouTube video analysis proves to be an effective digital learning strategy that combines creativity, engagement, and logical organization in the writing process.
Co-Authors Abdiel Khaleil Akmal Adam Syahdani Alfira Isya Nabila Ananta Thoriq Arrazi Nasution Angelina Br Simanungkalit Anggi Khairizah Harahap Anisa Jimina Sinaga Ariatna Aulia Risky Harlina Aynen Kresensia Br Sembiring Ayudira Ayudira Chairos Valentino Sibarani Cicilia Wahju Djajanti Dela Sarifa Manurung Dina Puspita Sari Daulay Dinda Rahmayani Dio Manik Emiliana Indah Eko Setyawati Ester Monica Bu’ulolo Fadhila Fauziah Putri Farid Rizaldi Ferinawati Ferinawati Fitra Aulia Simatupang Frans Ananda Saragih Friska Nabila Hanum Gresia Wydia Hafiza Saumi Ramadilla Halimah Br Surbakti Hansen Octavian Zendrato Hizkia Silaban Honey Marbun Inayah Safani Indi Azizah Nailah Intan Nia Salsabila Irmayani Irmayani Jenny Helvira Joice Stefanie Ginting Josua Lumban Gaol Juliana Sidauruk Julynar Putri Ayu Sitorus Juwita Permatasari Kasmawati Kasmawati Kholilah Yuniar Nasution Lira Mey Nisa Lismawarni Lismawarni M Faiz Al Islami Nst Mahmud Basuki Marlinda Marlinda Meisuri Meisya Audreyanna Azzahra Mesra Sinambela Nabila Shaini Putri Nabilah Siti Haniyah Nael Simarmata Nazalia Rahma Niken Yolanda Nindi Tri Utami Nisa A.A. Silitonga Nissa Prasanti Novalia Rahma Dhani Novita Sari Hutapea Nurdelia Nasution Nurul Indah Ramadina Olga Wansyan Olvi Prihutami Sihombing Putri Adelia Putri Hasanah Harahap Putri Salsabila Arsitha Fitri Rani Amelia Sihite Rani Syahfitri Reva Angelina RINA DIAH DARAS TIKA Rosenna Siahaan Ruth Keitaro Maureen Naibaho Sabrina Wandani Hutabarat Salsabila Eka Ananda Salsabila Nur Fadilah Sayuti Salsah Br Nainggolan Selly F. Sitompul Shinta Melina Sidabutar Sihombing, Putri Syah Nadillah Siska Mustikawati Hasibuan Siti Aisyah Ginting Siti Aisyah Ginting Sofiyanurriyanti Sonya Pasaribu Sonya S.M. Silitonga Stevany Silaban Thereza Angie Griffin Tindaon, Marta Friska Tiodame Layupa Simanullang Waldi Marbun Wilda Wardani Sitorus Wildina Theressa Yeni Adventry Tanjung Yusi Hidjrawan Yustina Kristianingsih Zefanya Putra Julu Manullang