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All Journal Eralingua : Jurnal Pendidikan Bahasa Asing dan Sastra JEES: Journal of English Educational Study IMPROVEMENT: Jurnal Ilmiah untuk peningkatan mutu manajemen pendidikan FOSTER: Journal of English Language Teaching
Karisma Kurniawati
Universitas Sunan Gresik
Arts Humanities Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media

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THE STUDENTS’ PERCEPTION TOWARDS PEER FEEDBACK AS SOCIAL-AFFECTIVE STRATEGY IN WRITING RECOUNT TEXT SKILL Karisma Kurniawati
Journal of English Educational Study (JEES) Vol 5, No 1 (2022): May Edition
Publisher : STKIP Persada Khatulistiwa Sintang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31932/jees.v5i1.1609

Abstract

Writing becomes a tricky skill to learn by the students since it has complex processes. As a result, many students have difficulties and problems while writing. To overcome the problems in writing due to its complexities, the students need to use learning strategies. One of the learning strategies in writing is peer feedback as a social-affective strategy. Therefore, this study aims to describe how the students’ perception of peer feedback as a social-affective strategy in writing a recount text. This study used descriptive qualitative research as the research design. The researcher used an open-ended questionnaire and semi-structured interviews as the instruments to collect the data. Furthermore, this study involved 21 students at one of the senior high schools in Gresik selected by using purposive sampling. The results of this study showed that based on the students’ perception, peer feedback as the social-affective strategy was effective, important, and brought many benefits for the students in increasing their ability to write recount text. However, there were also some disadvantages of peer feedback along with the students-provided solutions. Thus, the educators and teachers were recommended to consider and apply peer feedback as a social-affective strategy in the writing class since it is very useful and affects the students' writing abilities.
The Effect of Indonesian EFL Senior High School Students’ Anxiety on Their Writing Achievement in Explanation Text Kurniawati, Karisma; Anam, Syafi'ul
Eralingua: Jurnal Pendidikan Bahasa Asing dan Sastra Vol 7, No 2 (2023): ERALINGUA
Publisher : Makassar State University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eralingua.v7i2.47997

Abstract

Abstract. Writing is considered to be one of the most challenging skills to learn. Accordingly, some issues appeared and may be faced by the students while writing. One of the writing issues that can be a serious problem is writing anxiety. Hence, in this study, the researcher tried to find out the eleven graders students' writing anxiety levels and investigate the significant difference of writing anxiety on students' writing achievement in an explanation text writing. This study used quantitative approach with ex-post facto research design. The researcher conducted this study at one of the public senior high schools in Gresik. There were 30 eleven graders taken as subjects from one class. Then, to gather the data, two instruments were used. First were the Second Language Writing Anxiety Inventory (SLWAI) close-ended questionnaires. Second was students' writing scores in an explanation text writing. To analyze the data, the researcher used both descriptive statistics and inferential statistics (ANOVA). The results found that the eleven grades’ students had a moderate level of writing anxiety. And the somatic anxiety was dominant had by them. Another result revealed that there is no significant difference in each type of writing anxiety on the students' writing achievement in explanation text. And only cognitive anxiety had a moderate size effect on the student's scores. So, based on this study, the writing anxiety did not influence whether the students succeed in their explanation text writing. Keywords: Writing Anxiety, Writing Achievement, Explanation Text
Pemanfaatan ChatGPT Advanced Voice Mode untuk Meningkatkan Keterampilan Berbicara-Mendengarkan dalam Pembelajaran Bahasa di Pendidikan Tinggi: Sebuah Studi Metode Campuran Kusumo Hadi Santoso; M. Saunan Al Faruq; Karisma Kurniawati; Sabar; Salila Prasidya Hidayati; Yoon Mee Mee Aung
Improvement: Jurnal Ilmiah untuk Peningkatan Mutu Manajemen Pendidikan Vol. 12 No. 2 (2025): Improvement: Jurnal Ilmiah Untuk Peningkatan Mutu Manajemen Pendidikan
Publisher : Program Studi Manajemen Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/improvement.v12i2.62614

Abstract

The growth of sophisticated conversational artificial intelligence (AI) technology has had a large impact on higher education, but there is limited empirical research into its effectiveness for developing oral-aural skills. Although AI for language learning has previously focused on text-based skills, the development of powerful voice interaction technology opens up new opportunities for pedagogy. This paper fills this gap by examining the effect of ChatGPT’s Advanced Voice Mode on the oral proficiency development of EFL learners at a university level. Following a mixed methods explanatory sequential model design, this study quantitatively determined the improvements in learners' oral proficiency over an intervention period of 8 weeks. The next phase was qualitative, where we elicited learners' perspectives and experiences though semi-structured interviews. Quantitative findings indicate that fluency and lexical resource significantly improved, but pronunciation was found not to improve significantly. This discrepancy was promoted through qualitative data, focusing on three main themes: the AI's potential for low-anxiety rehearsal spaces, learners' annoyance with the tool's lack of nuanced feedback about accent phenomena and the difficulty associated with its real-time corrective function. The experimental results indicate that ChatGPT’s voice mode is a powerful tool to help develop learners’ confidence and fluency in conversation, but is best used as an adjunctive instrument with other means of pedagogical support. It cannot take the place of the subtle, phonetic and pragmatic model that teacher- led instruction provides. These results inform a proposed underpinning "Blended Dialogic Model" to incorporate conversational AI in language curriculum, focusing on technology-mediated practice and expert human tutorial working synergistically.
Exploring Indonesian Undergraduate EFL Students’ Experiences of Online and Offline Peer Feedback in Argumentative Writing Karisma Kurniawati
FOSTER: Journal of English Language Teaching Vol. 7 No. 2 (2026): FOSTER JELT
Publisher : Faculty of Education and Teacher Training of UIN Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/foster-jelt.v7i2.311

Abstract

Writing is considered one of the most challenging skills to learn for English Foreign Learners (EFL). As a result, several students often face some problems and difficulties in writing. To solve their difficulties, the teacher and students need to apply a writing strategy that supports and helps the students in writing, such as peer feedback. This study aimed to explore the undergraduate students’ performance and quality of providing and receiving peer feedback. Then, it described their perceptions towards the offline and online peer feedback used while writing argumentative essays. This study used a qualitative interpretive study as the research design. To obtain the data, document analysis, and semi-structured interview were done by using students’ argumentative essay drafts, and interview question guidelines as the instruments. The participants of this study were 32 undergraduate students from two classes at one of the state universities in Surabaya. The results of this study showed that many changes in students' final argumentative essay drafts who used online peer feedback. Furthermore, based on the undergraduate students’ perception, peer feedback was beneficial, important, and effective to be used in writing argumentative essays. However, there were also some challenges faced by the students during the process. Luckily, they have their solutions to deal with those problems. In short, it can be concluded that peer feedback can be a good strategy that helps the students in writing.
Co-Authors Anam, Syafi'ul Kusumo Hadi Santoso M. Saunan Al Faruq Prasidya Hidayati, Salila Sabar Yoon Mee Mee Aung