Garuda - Garba Rujukan Digital

The Effectiveness of Blooket Media Toward Student’s Vocabulary Mastery Sulistyanto, Irwan; Asyhar, Wildan Isna
English Education : English Journal for Teaching and Learning Vol 12, No 2 (2024): Volume 12 No.02 December 2024
Publisher : UIN Syekh Ali Hasan Ahmad Addary Padangsidimpuan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24952/ee.v12i2.13944

The purpose of this study is to determine whether Blooket media is effective in teaching vocabulary and to discover about students' perceptions of the usage of Blooket media in teaching vocabulary. This research approach is quantitative with quasi-experimental as the design. Students are divided into two groups with 20 students in each group. In both pre- and post-test, data was collected using 20 multiple-choice questions. To know the student’s perception about the use of Blooket, 11 items of questionnaires was utilized. The research results showed that Blooket media is effective for increasing the students’ vocabulary mastery. Furthermore, students at experimental group were positively respond to the use of Blooket media.

TEACHERS’ PERCEPTIONS OF GRAMMARLY FOR WRITING ASSESSMENT: QUANTITATIVE STUDY Damashola, Alfina; Sulistyanto, Irwan; Prasongko, Angga
Academic Journal PERSPECTIVE: Education, Language, and Literature Vol 13 No 1 (2025)
Publisher : Lembaga Penelitian (The Institute of Research) Universitas Swadaya Gunung Jati

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33603/perspective.v13i1.10206

In the era of globalization, proficiency in English writing has become a crucial skill for academic and professional success. Digital tools such as Grammarly have emerged as valuable aids in enhancing teachers’ writing assessment accuracy and quality. This study explores English teachers’ perceptions of Grammarly as a writing assessment tool at a Public High School. Employing a quantitative descriptive research design, data were collected from English teachers through a structured questionnaire using a Likert scale. The study examines four key indicators: effectiveness, usability, limitations, and challenges. The findings reveal that teachers generally perceive Grammarly as an effective and user-friendly tool for writing assessments. However, they also recognize its limitations and challenges, particularly in areas such as contextual accuracy and teacher dependency on automated corrections. The results provide significant insights into the role of AI-based writing tools in educational settings and offer recommendations for their optimal integration into writing instruction and assessment.

Fostering EFL Students’ Academic Literacy: Students' Perception Using Elicit AI Sulistyanto, Irwan; Prasongko, Angga; Tannaka, Zidan Maghfiro
Edulitics (Education, Literature, and Linguistics) Journal Vol 10 No 2 (2025): Juni - December 2025
Publisher : Prodi Pendidikan Bahasa Inggris, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Islam Darul Ulum Lamongan*

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52166/edulitics.v10i2.11361

Elicit AI is an artificial intelligence–powered research assistant designed to help users locate, evaluate, and synthesize scholarly sources efficiently. As the use of AI tools in higher education continues to expand, there remains limited empirical research on how such tools are perceived and utilized by English as a Foreign Language (EFL) students, particularly in supporting academic literacy skills such as sourcing and managing references for thesis writing. Addressing this gap, the present study examines English Education students’ perceptions of Elicit AI as a tool for enhancing academic literacy. Using a mixed-method design, data were collected from 21 sixth-semester students through questionnaires and interviews. Results show that 75% of students perceive Elicit AI as useful, 82% find its feedback effective, and 67% report an increase in motivation and engagement. While descriptive data suggest gender neutrality, One-Way ANOVA reveals a significant difference between male and female students. These findings highlight Elicit AI’s potential to foster academic literacy and engagement in EFL contexts. Limitations include the small sample size and reliance on self-reported data. Future research should investigate broader demographics and curriculum-level strategies for the equitable and ethical integration of AI in language education. Overall, Elicit AI demonstrates strong potential as a supplementary tool for fostering academic literacy and supporting students’ engagement in higher education

Fostering EFL Students’ Academic Literacy: Students' Perception Using Elicit AI Sulistyanto, Irwan; Prasongko, Angga; Tannaka, Zidan Maghfiro
Edulitics (Education, Literature, and Linguistics) Journal Vol 10 No 2 (2025): Juni - December 2025
Publisher : Prodi Pendidikan Bahasa Inggris, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Islam Darul Ulum Lamongan*

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52166/edulitics.v10i2.11361

Elicit AI is an artificial intelligence–powered research assistant designed to help users locate, evaluate, and synthesize scholarly sources efficiently. As the use of AI tools in higher education continues to expand, there remains limited empirical research on how such tools are perceived and utilized by English as a Foreign Language (EFL) students, particularly in supporting academic literacy skills such as sourcing and managing references for thesis writing. Addressing this gap, the present study examines English Education students’ perceptions of Elicit AI as a tool for enhancing academic literacy. Using a mixed-method design, data were collected from 21 sixth-semester students through questionnaires and interviews. Results show that 75% of students perceive Elicit AI as useful, 82% find its feedback effective, and 67% report an increase in motivation and engagement. While descriptive data suggest gender neutrality, One-Way ANOVA reveals a significant difference between male and female students. These findings highlight Elicit AI’s potential to foster academic literacy and engagement in EFL contexts. Limitations include the small sample size and reliance on self-reported data. Future research should investigate broader demographics and curriculum-level strategies for the equitable and ethical integration of AI in language education. Overall, Elicit AI demonstrates strong potential as a supplementary tool for fostering academic literacy and supporting students’ engagement in higher education

Title

Found 24 Documents
Search

Abstract

Abstract

Abstract

Abstract

Title Search

Found 24 Documents Search

Abstract

Abstract

Abstract

Abstract

Title

Found 24 Documents
Search