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All Journal Jurnal Celtic PREMISE: Journal of English Education and Applied Linguistics IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Eralingua : Jurnal Pendidikan Bahasa Asing dan Sastra Cetta: Jurnal Ilmu Pendidikan Jurnal Review Pendidikan dan Pengajaran (JRPP) JURNAL TAHURI Jurnal Abdi Insani Community Development Journal: Jurnal Pengabdian Masyarakat Buletin Poltanesa Jurnal Abdimas Indonesia : Jurnal Abdimas Indonesia Indo-MathEdu Intellectuals Journal DEVELOPMENT : Journal of Community Engagement Jurnal Pengabdian Masyarakat : Pemberdayaan, Inovasi dan Perubahan Pakem : Jurnal Pengabdian Kepada Masyarakat Abdimas Indonesian Journal ELITE: Journal of English Language and Literature Research Horizon International Journal of Multidisciplinary Approach Research and Science Journal of Education Method and Learning Strategy Pattimura Excellence Journal of Language and Culture Education Journal: Journal Educational Research and Development MATAI: International Journal of Language Education Journal of Community Service and Society Empowerment Jurnal Pengabdian Sosial Journal of Innovative and Creativity Jurnal Medika: Medika Edukasi J-Shelves of Indragiri (JSI) Koli Journal: English Language Education Huele: Journal of Applied Linguistics, Literature and Culture Gaba-Gaba JEELL (Journal of English Education, Linguistics and Literature)
Jusak Patty
Universitas Pattimura
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Chemical Engineering, Chemistry & Bioengineering Chemistry Civil Engineering, Building, Construction & Architecture Computer Science & IT Decision Sciences, Operations Research & Management Dentistry Economics, Econometrics & Finance Education Engineering Environmental Science Health Professions Immunology & microbiology Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Mathematics Medicine & Pharmacology Nursing Public Health Social Sciences Other

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PENINGKATAN PEMAHAMAN DAN KETERAMPILAN MAHASISWA TERHADAP PENGGUNAAN BAHASA INDONESIA DAN BAHASA DAERAH DALAM PEMBELAJARAN DARING Hiariej, Chrissanty; Patty, Jusak
Jurnal Abdi Insani Vol 11 No 2 (2024): Jurnal Abdi Insani
Publisher : Universitas Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/abdiinsani.v11i2.1609

Abstract

The appropriate use of Indonesian and local languages in online learning has become a significant concern in academic settings. Using Indonesian can facilitate effective communication between educators and learners from diverse cultural and local language backgrounds. Meanwhile, using local languages can help learners understand the material better, especially for those more familiar with the language. This training aims to enhance the understanding and skills of students in the Indonesian Language and Literature Education Program at the Faculty of Language and Literature Education, Pattimura University, in using both languages effectively and contextually. The online training session was conducted on 8 December 2023, involving 47 participants. The training materials covered understanding the functions and positions of Indonesian and local languages, ethics and norms in language usage in online learning, and effective communication strategies and practices using both languages. Teaching methods included lectures, discussions, case studies, and practical exercises facilitated by competent language experts. Evaluation was carried out through questionnaires, observations, and participant feedback. The evaluation results indicated that the training session achieved its targeted success indicator, with a minimum of 80% of participants experiencing improved understanding and proficiency in using both languages appropriately. Participants felt that this training increased their confidence in Indonesian and local languages. In addition, participants felt more confident in using both languages in various online learning situations, and their communication skills in both languages improved. It is concluded that continuous training involving competent facilitators and regular updates of training materials are necessary to ensure sustained improvement in language skills within academic environments.
PELATIHAN GURU BAHASA INGGRIS DALAM PENGUATAN PROFESIONALITAS GURU MELALUI PENULISAN ARTIKEL PENELITIAN Anaktototy, Karolis; Monica, Monica; Patty, Jusak
PAKEM : Jurnal Pengabdian Kepada Masyarakat Vol 3 No 2 (2023): Pakem : Jurnal Pengabdian Kepada Masyarakat
Publisher : Universitas Pattimura

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/pakem.3.2.139-144

Abstract

Training in research article writing is essential for English language teachers to strengthen their academic competence and enhance professionalism. This article discusses implementing training involving English language teachers in Ambon City, Maluku Province. Using an interactive and practical approach, the training comprises workshops, practical exercises, reading materials, technological utilization, and feedback with evaluation. Satisfaction survey evaluations indicate that most participants responded positively to the content, benefits, and discussion sessions. However, some expressed dissatisfaction with the clarity of materials and event organization. Future improvements are recommended through more detailed material development and efficient time management. Overall, the training met participants' fundamental needs. However, evaluations catalyze enhancing material quality, event organization, and training approaches to elevate the academic contributions of English language teachers.
Dinamika Hubungan Kekuasaan antara Dosen Pembimbing dan Mahasiswa dalam Konteks Feodalisme Akademik Patty, Jusak; Lekatompessy, Felicia Miranda; Lekatompessy, Jeny
Indo-MathEdu Intellectuals Journal Vol. 5 No. 6 (2024): Indo-MathEdu Intellectuals Journal
Publisher : Lembaga Intelektual Muda (LIM) Maluku

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54373/imeij.v5i6.2058

Abstract

This study explores the dynamics of the power relationship between supervisors and students in the context of academic feudalism in Indonesian higher education. This study uses an interpretive phenomenological approach, this study involves in-depth interviews with 10 students of the English Language Education Study Program at Pattimura University. The analysis process is iterative and involves constant comparisons between raw data, themes, and interpretations. The results revealed that students face various challenges due to rigid hierarchical structures, including restrictions on creativity and academic autonomy, communication barriers, inhibitions of critical thinking, and negative psychological impacts. However, students also show resilience by developing strategies such as assertive communication, finding alternative resources, building solidarity between students, negotiation, and compromise, and developing academic independence. These findings suggest a gradual shift in power dynamics in Indonesian higher education, where students are actively negotiating their positions in a hierarchical system. The study highlights the need for institutional reforms, faculty professional development, and student support programs to create a more egalitarian and collaborative academic environment
THE USE OF AI IN LANGUAGE LEARNING: WHAT YOU NEED TO KNOW Patty, Jusak
Jurnal Review Pendidikan dan Pengajaran Vol. 7 No. 1 (2024): Volume 7 No 1 Tahun 2024
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jrpp.v7i1.24609

Abstract

Kecerdasan Buatan adalah kekuatan transformasional dalam pendidikan, terutama dalam pembelajaran bahasa. Studi ini membahas berbagai alat AI yang digunakan untuk pembelajaran bahasa, seperti terjemahan mesin, teknologi ucapan, chatbot, dan konten yang dihasilkan oleh kecerdasan buatan. Studi ini secara komprehensif menjelajahi potensi dan tantangan yang terkait dengan peran kecerdasan buatan dalam pendidikan bahasa. Di satu sisi, kecerdasan buatan menawarkan manfaat seperti panduan personal, keterlibatan interaktif, dan pelacakan kemajuan. Namun, juga menimbulkan kekhawatiran tentang interaksi manusia yang berkurang, dampak potensial pada otonomi pembelajar, dan peran yang berkembang dari guru bahasa. Oleh karena itu, studi ini menekankan pentingnya menggabungkan prinsip-prinsip etika, transparansi, dan inklusivitas untuk memandu integrasi kecerdasan buatan dalam pendidikan secara bertanggung jawab. Penelitian ini menggunakan metodologi penelitian perpustakaan untuk membangun landasan teoritis yang kuat, menekankan peran penting integrasi kecerdasan buatan yang bertanggung jawab dalam meningkatkan pendidikan bahasa sambil menjaga standar etika yang tinggi.
EFL Students' Paraphrasing Challenges in Literature Reviews: Investigation of Quillbot's Mitigating Mechanisms Anaktototy, Karolis; Sarif, Annisa Fatiha; Patty, Jusak
MATAI: International Journal of Language Education Vol 6 No 1 (2025): MATAI: International Journal of Language Education
Publisher : Program Studi Pendidikan Bahasa Inggris Kabupaten Kepulauan Aru

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/matail.v6i1.21415

Abstract

This study investigated the paraphrasing challenges faced by EFL students in writing literature reviews for research proposals and examined the effectiveness of QuillBot in addressing these difficulties. Employing an explanatory sequential mixed-methods design, the research first utilized a questionnaire (n=25) to identify common paraphrasing difficulties across four dimensions, followed by semi-structured interviews (n=6) to explore students' experiences with QuillBot. Quantitative findings revealed a high overall level of paraphrasing difficulty (mean=2.58), with paraphrasing strategy emerging as the most challenging dimension (mean=2.69), followed by language use (mean=2.60), structure aspect (mean=2.57), and content aspect (mean=2.48). Specifically, students struggled most with modifying words using synonyms while preserving meaning (mean=2.80) and changing word order in sentences (mean=2.76). Qualitative analysis identified four primary mechanisms through which QuillBot addresses these challenges: Synonym Selection and Vocabulary Enhancement, Sentence Structure Transformation, Sentence Simplification and Condensation, and Mode Selection and Strategy Integration. These mechanisms directly correspond to students' specific difficulties, suggesting that AI-assisted writing tools can provide targeted support for academic writing development. While QuillBot effectively addresses immediate paraphrasing challenges, the study acknowledges the importance of balanced implementation that fosters independent writing skills. This research contributes to understanding how AI tools can mediate the cognitive and linguistic demands of paraphrasing in EFL contexts, with implications for technology-enhanced writing pedagogy in higher education.
Opportunities and Challenges of Using Gemini AI for English Language Learning Patty, Jusak; Lekatompessy, Felicia Miranda
Koli Journal : English Language Education Vol 6 No 2 (2025): Koli Journal: English Language Education
Publisher : Prodi Pendidikan Bahasa Inggris, Program Studi Diluar Kampus Utama (PSDKU) Unpatti-MBD

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/koli.6.2.122-141

Abstract

Generative AI (GenAI) tools, such as Gemini, offer new possibilities for English language learning; however, empirical evidence remains limited, particularly in resource-constrained contexts. This quantitative survey examined how 116 English Education undergraduates at Pattimura University in Eastern Indonesia perceived the usefulness of Gemini and the challenges they encountered in listening, speaking, reading, and writing skills. Students rated Gemini highly for all four skills, with reading receiving the strongest endorsement, followed by writing, speaking, and listening. Text-based features proved more reliable and accessible than audio-based functions. The most valued features included explaining complex vocabulary, improving sentence structure, generating presentation scripts, and creating transcripts from audio materials. However, significant challenges emerged. Academic integrity concerns dominated, with students uncertain about proper citation practices and worried that using AI suggestions might constitute plagiarism or reduce originality. Technical barriers, particularly internet connectivity and file format compatibility, hindered consistent access for many students. Information overload from lengthy responses also created difficulty selecting helpful feedback. The results underscore the importance of establishing clear institutional policies on AI collaboration, providing targeted training in the critical evaluation of AI output, and investing in infrastructure to ensure equitable access to AI. While students recognized Gemini's potential benefits, ethical uncertainties and technical constraints limited its optimal use, highlighting the importance of coordinated support across pedagogical, policy, and infrastructural dimensions.
Integrating Constructivist, Assessment, and Cultural Dimensions in EFL Writing Pedagogy Jusak Patty
ELITE: Journal of English Language and Literature Vol 10 No 2 (2025): Vol. 10 No. 2 December 2025
Publisher : English Literature Study Program, Faculty of Humanities, Universitas Halu Oleo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33772/kpwenx61

Abstract

This narrative literature review investigates the integration of cognitive-constructivist, social-collaborative, assessment-based, and cultural-rhetorical frameworks to enhance English as a Foreign Language (EFL) writing instruction. Addressing persistent gaps between theoretical knowledge and classroom implementation, this study synthesizes empirical evidence from 2020 to 2025 to develop an integrated pedagogical framework. The methodology employed a literature search across multiple databases (JSTOR, Google Scholar, ERIC, Web of Science, Scopus) using specified conceptual clusters, with thematic analysis conducted through a three-phase synthesis approach involving comparative methods, critical evaluation, and theoretical integration. Findings demonstrate that when systematically integrated, cognitive self-regulation strategies and social collaborative processes produce synergistic effects on writing complexity, accuracy, and fluency. Assessment effectiveness emerges through differentiated approaches combining formative, summative, and dynamic evaluation methods across proficiency levels. Cultural-rhetorical analysis reveals that learners' first language traditions significantly influence second language rhetorical choices, requiring explicit, culturally adaptive pedagogical interventions. The synthesis identifies professional development, reflective practice, and communities of practice as essential mechanisms for sustainable theory-to-practice translation. The study contributes an initial conceptual framework for understanding multidimensional approaches to EFL writing instruction, though geographic bias toward East Asian contexts and methodological limitations constrain generalizability. Future research should prioritize longitudinal investigations, implementation science methodologies, and collaborative inquiry approaches to develop a scalable, culturally inclusive writing pedagogy that effectively serves diverse learner populations across varied institutional contexts. 
Academic Reading Challenges in Higher Education: Identifying Barriers and Strategic Responses among EFL Students Jusak Patty; Aldo Hattu; Inggrit O. Tanasale
Poltanesa Vol 26 No 1 (2025): June 2025
Publisher : P3KM Politeknik Pertanian Negeri Samarinda

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51967/tanesa.v26i1.3288

Abstract

Academic reading proficiency is a fundamental determinant of success in higher education, particularly for English as a Foreign Language (EFL) students. This study examined the challenges faced by English Education Study Program students at Pattimura University when reading academic articles. Employing a mixed-methods approach with a convergent parallel design, the research integrated quantitative survey data (n=39) with qualitative insights from focus group discussions (n=8) to examine reading difficulties, contributing factors, and strategic responses. Findings revealed a hierarchical pattern of challenges, with linguistic difficulties (M=3.31) representing the most significant barrier, followed by cognitive processing (M=2.99) and strategic processing challenges (M=2.93). Complex sentence structures (M=3.28) emerged as the dominant linguistic challenge, surpassing specialized terminology (M=3.18) and unfamiliar vocabulary (M=3.21). Reader factors (M=3.11), particularly motivational sustainability with longer texts (M=3.21), exerted slightly greater influence than contextual factors (M=2.91). Students employed diverse strategies to navigate these challenges, including pre-reading orientation, vocabulary support mechanisms, and emerging technology-assisted approaches, though collaborative reading remained underutilized. Identifying "strategic inertia"—students' reluctance to experiment with new approaches—represents a novel contribution to understanding reading strategy development in academic contexts. These findings suggest that practical approaches to developing academic reading skills must simultaneously address multiple dimensions, including linguistic features, cognitive processes, strategic approaches, and affective factors.
Fostering Multimodal Literacy through Creative English Songwriting Activities Patty, Jusak; Lekatompessy, Felicia Miranda; Lekatompessy, Jeny
Journal of Community Service and Society Empowerment Том 4 № 01 (2026): Journal of Community Service and Society Empowerment
Publisher : PT. Riset Press International

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59653/jcsse.v4i01.2266

Abstract

Many EFL students spend years studying English without ever feeling confident enough to actually use it. This community service program at SMP Negeri 49 Maluku Tengah sought to address that gap by introducing creative English songwriting to build multimodal literacy among 40 eighth-grade students. The program ran across four stages: listening to and discussing selected English songs, writing original lyrics collaboratively in small groups, transforming those lyrics into complete musical compositions using Suno AI, and presenting the finished work to peers. Data were gathered through direct observation and reflective documentation throughout each session. Findings showed that students engaged with English more actively and more personally than conventional classroom tasks typically allow. The listening stage drew sustained attention from students who normally disengage during text-heavy instruction. The songwriting stage generated genuine collaboration and purposeful language use. The AI audio stage produced curiosity and investment that carried through to the final presentation. Students did not just practice English; they used it to make something. These findings suggest that multimodal songwriting activities can offer EFL learners a qualitatively different relationship with the language, one grounded in creative expression rather than academic compliance.
Beyond the Chatbot: Conceptualizing Prompt Literacy as a Core Dimension of AI Literacy in EFL Writing Pedagogy Patty, Jusak
Journal of Education Method and Learning Strategy Том 4 № 01 (2026): Journal of Education Method and Learning Strategy
Publisher : PT. Riset Press International

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59653/jemls.v4i01.2125

Abstract

Generative AI tools have introduced literacy demands in English as a Foreign Language (EFL) writing instruction that existing frameworks do not fully address. This narrative review synthesizes empirical and theoretical studies published between 2020 and 2025 to examine prompt literacy as a core dimension of AI literacy in EFL writing pedagogy. Drawing primarily on research from Asian EFL contexts, the review pursues three objectives: conceptualizing prompt literacy, examining the linguistic and cognitive challenges EFL learners encounter when formulating prompts, and identifying pedagogical approaches to integrate prompt literacy into writing instruction. Analysis across the reviewed literature indicates that effective prompting requires linguistic precision, rhetorical awareness, and metacognitive monitoring rather than technical procedures alone. Current AI literacy frameworks offer limited guidance on text-based interaction with generative systems. Language proficiency shapes prompting practices: lower-proficiency learners rely on generic requests, while higher-proficiency learners engage in strategic refinement. Cognitive load from simultaneous language formulation and AI interaction may constrain performance, though metacognitive support mitigates these effects. Four pedagogical dimensions emerge: systematic instructional frameworks, iterative interaction patterns, teacher professional development requirements, and assessment approaches addressing both processes and products. The review argues that prompt literacy functions as a foundational competency for effective AI-mediated composition in EFL contexts.
Co-Authors Aldo Hattu Anaktototy, Karolis Annery Fienta Asmi Jamil Ayu Aprilya Sari Abdullah Binnendyk, Sophia Cindy Itamar Latuihamallo Faneshya Mariana Bilung Faresi, Gilang Muhammad Fajri Felicia Miranda Lekatompessy Felicia Miranda Lekatompessy Ferdinandus, Marcy Saartje Hanafi Bilmona Henry Latuheru Hiariej, Chrissanty Hukom, Salmon James Inggrit O. Tanasale Jeny Lekatompessy Jeny Lekatompessy Jeny Lekatompessy Karolis Anaktototy Kelirey , Abu Kasim Laratmase, Antonia Junianty Lekatompessy, Felicia Lekatompessy, Felicia Miranda Lekatompessy, Jeny Libreck F. A. Noija Liya, Ade Loppies, Hellien Jequelin Malessy, Gidalthy Marles Yohannis Matatula Marles Yohannis Matatula Matatula, Marles Yohannis Meyer, Herman Monica Monica, Monica Namkatu, Vilia Marhamah Ngadjen, Syahdania Aini Nuril Huda Nussy, Wenssy Steva Rachmi Retno Nursanti Rijoly, Helena Magdalena Rosina F. J. Lekawael Samuel Kubela Sarif, Annisa Fatiha Sjeddie Watung Sophia Binnendyk Stella Rose Que Stella Rose Que Stella Rose Que Tupalessy, Pricilia Ulorlo, Yulia Josina YUDHA, MUHAMMAD