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All Journal ABDIMAS SILIWANGI PROJECT (Professional Journal of English Education) International Journal of English Linguistics, Literature, and Education (IJELLE) The Journal of English Language Teaching, Literature, and Applied Linguistics (JELA)
Setya Resmini
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Arts Humanities Education Languange, Linguistic, Communication & Media Library & Information Science Social Sciences Other

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STUDENTS RESPONSE TOWARD THE USE OF SCANNING TECHNIQUE IN READING RECOUNT TEXT Yudi Lesmana; Setya Resmini
PROJECT (Professional Journal of English Education) Vol 3, No 5 (2020): VOLUME 3 NUMBER 5, SEPTEMBER 2020
Publisher : IKIP Siliwangi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/project.v3i5.p577-581

Abstract

The intention of this research is to know the students’ responses toward the use of a scanning technique in reading recount text. Scanning technique is either of alternative ways to reading especially in reading recount text because it could help students to easy to find the answer of the test with used multiple-choice form, students will respond to the question quickly. This research used descriptive qualitative method and the participant of this research was in the eighth grade of a Junior High School in Bandung. This research has been implemented by giving questionnaires consisted of positive and negative statements. The results show that almost all of the students (71.80%) agree that the use of scanning techniques in reading on recount text becomes easy and they can understand the text well and fast and answer in a simple way.
Students’ Response on Developing Writing Descriptive Text Material Using Genre Based Approach Mu'man Mu'man; Setya Resmini
International Journal of English Linguistics, Literature, and Education (IJELLE) Vol. 5 No. 1 (2023)
Publisher : Universitas Veteran Bangun Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32585/ijelle.v5i1.3726

Abstract

The ability of writing narrative text is one of the skills that have to be mastered by students because writing is one of four basic skills in English. This research aims to identify students’ response on developing writing narrative text material using genre-based approach. The method of this research used research and development with the instruments – questionnaire and interview. Then the subject of the research is seventh grade students in one of junior high school in Cimahi. The result of this research is students’ responses towards the material during a field test were categorized as very good with some notes to point out: the product assists students to learn to write descriptive text; the design and graphics of the product are visually appealing; and the product has met the students' own criteria for a good material. On the other hand, based on their own experience of using the product, they had obstacles in understanding the material. Thus, it was considered in revising the product to simplify the language and task instruction.
Penerapan deep learning dan teknologi kecerdasan buatan dalam kegiatan pengabdian untuk peningkatan kompetensi komunikasi siswa dalam Bahasa Inggris Suryani, Lilis; Syahrizal, Trisnendri; Setya Resmini
Abdimas Siliwangi Vol. 8 No. 3 (2025): Oktober 2025
Publisher : IKIP SILIWANGI

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22460/as.v8i3.28712

Abstract

Kemampuan komunikasi dalam Bahasa Inggris merupakan keterampilan penting yang harus dimiliki oleh siswa di era global dan digital. Namun, masih banyak sekolah menengah yang mengalami kendala dalam menyediakan media ajar yang inovatif dan berbasis teknologi. Kegiatan pengabdian ini bertujuan untuk meningkatkan keterampilan komunikasi siswa melalui integrasi teknologi kecerdasan buatan (AI) dan pendekatan deep learning dalam pembelajaran Bahasa Inggris. Kegiatan dilaksanakan di SMAN 1 Ngamprah dengan melibatkan siswa dan guru sebagai subjek utama. Metode pelaksanaan meliputi identifikasi kebutuhan, perencanaan materi, pelatihan penggunaan aplikasi AI (Google Translate, ChatGPT, Grammarly, dan QuillBot), serta evaluasi kegiatan. Hasil menunjukkan bahwa sebagian besar siswa mengalami peningkatan rasa percaya diri dan kemampuan menulis setelah menggunakan aplikasi tersebut. Guru juga menyambut baik model pembelajaran ini dan mulai mengadopsinya dalam proses pengajaran. Kegiatan ini membuktikan bahwa teknologi AI yang didukung dengan pendekatan pedagogis yang tepat dapat menciptakan pengalaman belajar yang lebih interaktif, kontekstual, dan bermakna bagi siswa.
Pembelajaran Discovey dan Powtoon dalam Menulis Teks Recount: Respon dan Tantangan Siswa Setya Resmini; Siska Rizkiani; Angga Maulana
JELA (Journal of English Language Teaching, Literature and Applied Linguistics) Vol. 5 No. 2 (2023): The Journal of English Language Teaching, Literature, and Applied Linguistics (
Publisher : English Education Department of STKIP Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37742/jela.v5i2.113

Abstract

This study investigates students' responses to utilizing discovery learning using PowToon for writing recount texts. The students' responses include four variables from Muhlisin (2018): attention, relevance, confidence, and satisfaction. Moreover, the challenges encountered by students are also examined. This research utilizes a descriptive qualitative approach. This research focuses on tenth-grade students from a vocational high school in Cimahi. Data is gathered through questionnaires, tests, and interviews. The findings indicated that the research was well-received by the students. The methodology and instructional materials facilitated the student's comprehension of the course, leading to increased motivation in producing a well-written recount text. The integration of PowToon in teaching recount text had a favorable response from the students. They continued to have difficulties in grammar and vocabulary, as indicated by the low scores on the test results. The assessment labels most students' writing exam results as good or high percentages. The study determined that students comprehend the topic effectively using the discovery learning approach and PowToon. Keywords: challenge; discovery learning; recount text, response; writing
EXAMINING THE USE OF AI TOOLS IN ACADEMIC WRITING: EFFECTS ON THE CRITICAL THINKING SKILLS OF EFL LEARNERS Siska Rizkiani; Angga Maulana; Setya Resmini; Satriani, Intan
JELA (Journal of English Language Teaching, Literature and Applied Linguistics) Vol. 6 No. 2 (2024): The Journal of English Language Teaching, Literature, and Applied Linguistics (
Publisher : English Education Department of STKIP Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37742/jela.v6i2.155

Abstract

This study investigated the integration of AI tools in an EFL writing classroom and their influence on developing students' critical thinking abilities. Using a qualitative case study methodology, the study lasted six weeks and included 25 university-level EFL students. Classroom observations, semi-structured interviews, and writing task analyses were used to gain insight into how AI technologies help students with idea creation, argument formulation, writing refinement, and highlighting potential obstacles. The study found that AI technologies dramatically improved students' abilities to create cohesive arguments, fix language, and incorporate evidence into their writing. Classroom observations revealed improved involvement and cooperation as students discussed suggestions for efficiently using AI technologies. However, overreliance on AI-generated ideas was observed, particularly among less confident authors. Semi-structured interviews found that, while students liked the tools for lowering anxiety and boosting brainstorming, they understood the importance of balancing AI use with autonomous critical thinking. Writing task studies revealed significant gains in logical thinking and coherence across drafts. This study concerns the potential of AI technologies to improve critical thinking in EFL writing while emphasizing the significance of targeted educational interventions. Future studies should examine long-term effects and different settings to improve AI-supported learning environments.
Co-Authors Angga Maulana Intan Satriani Lilis Suryani Mu'man Mu'man Siska Rizkiani Syahrizal, Trisnendri Yudi Lesmana