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All Journal Journal of English Language Studies Eralingua : Jurnal Pendidikan Bahasa Asing dan Sastra Journal of English Education Studies
Ledy Nur Lely
Universitas Sultan Ageng Tirtayasa
Arts Humanities Education Languange, Linguistic, Communication & Media

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The Role of SPADA as Instructional Media and Technologies to Utilize Learners’ Self-Regulated Learning Welliam Hamer; Ledy Nur Lely
Journal of English Education Studies Vol 3 No 1 (2020)
Publisher : Universitas Mathla'ul Anwar Banten

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (668.86 KB) | DOI: 10.30653/005.202031.53

Abstract

The aim to be reached in writing this article is to inform the readers on how SPADA as one of instructional media based technologies today is effective to increase the quality of the learners in their self-regulated learning. In recent years, technology has increasingly developed with its widespread use in the economy, tourism and even education in the world. The existance of technology-based media in teaching and learning activities is needed to accompany the increasingly modern era of globalization. One of the technology-based media used in education is e-learning media. E-learning is a type of teaching and learning that allows the delivery of teaching materials to learners using the internet, intranet or other computer network media (Hartley, 2001). With this technology-based media, teaching and learning activities that previously only took place on campus or school, can be conducted anywhere and anytime, not limited by space and time. One of the e-learning media on campus is SPADA (Online Learning System). This system is developed to answer some of the challenges of higher education and organize learning without limits. The use of the SPADA website as a utilization of learners' self integration means how the use of SPADA can facilitate learners to practice their self-regulated learning. It means that by using SPADA, the learners are expected to increase their learning activities autonomously. By doing so, the lecturers/teachers only need to give their learners the lesson materials and perhaps some assignments then the rest of learning process will be left entirely to the learners, giving them freedom to pick their own learning pace. In this case, SPADA as one of instructional media based technologies is effective to improve the quality of the learners’ self-regulated learning.
Utilizing Group Investigation Techniques to Enhance Students’ Reading Comprehension Skills on Recount Text Ledy Nur Lely; Welliam Hamer; Fathimah Zahroh
Journal of English Education Studies Vol 3 No 2 (2020): Volume 3 Number 2
Publisher : Universitas Mathla'ul Anwar Banten

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30653/005.202032.60

Abstract

Recount text is one of the texts in writing which must be taught and stated in Junior High School curriculum. Some students felt that reading text is boring because the students tend to be very lazy to read the text, so that they are not interested in English lessons. The researchers used group investigation technique as one of alternatives in teaching and learning to develop the material and make students more active and interested in class. The objective of this research is to find out whether teaching using group investigation technique is able to develop the students’ reading in recount text at the eighth grade students of SMP Negeri 17 Kota Serang. The methodology of this research was a quantitative research method by using true experimental design. The study was carried out into two classes, Class VIII E as experimental class, and Class VIII C as control class. The results of the study showed that group investigation was able to develop students’ reading comprehension in recount text. Mean of posttest score of the experimental class (67.31) was higher than the control class (64.18). Based on the statistical analysis using t-test analysis, it showed the value of tcount ≥ ttable = 49.12 ≥ 1.99. It means that (Ha) was accepted and the (H0) was rejected. It can be concluded that group investigation is able to develop students’ reading comprehension in recount text at eighth grade students of SMP Negeri 17 Kota Serang.
Politeness, Power, and Minority Leadership: A Pragmatic Analysis of Ji-Yoon Kim in The Chair Reza Anggriyashati Adara; Tiara Haya’anisa Putri Firdaus; Welliam Hamer; Ledy Nur Lely; Nur Azmi Rohimajaya
Eralingua: Jurnal Pendidikan Bahasa Asing dan Sastra VOL 10, NO 1 (2026): ERALINGUA
Publisher : Makassar State University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eralingua.v10i1.81638

Abstract

This study analyzes the politeness strategies employed by the main character, Ji-Yoon Kim, in the Netflix series The Chair using Brown and Levinson’s (1987) politeness theory. A qualitative descriptive approach was employed, combining systematic frequency counting with contextual qualitative interpretation to examine how the character constructs social and professional relationships through language. Data were drawn from dialogue transcriptions across six episodes and analyzed through a structured content analysis procedure involving the identification, classification, and interpretation of politeness strategies. The findings reveal 78 instances of politeness strategies: 23 bald-on-record (29.49%), 30 positive politeness (38.46%), 21 negative politeness (26.92%), and 4 off-record (5.13%). Positive politeness emerges as the most dominant strategy, indicating Kim’s orientation toward solidarity-building and relational maintenance within academic and interpersonal contexts. The findings suggest that politeness functions not merely as etiquette but as a strategic communicative resource for negotiating leadership, authority, and identity in institutional settings. By examining politeness in a contemporary media narrative, this study contributes to pragmatic research on leadership discourse and identity performance in professional communication.
AI-Supported Outcome-Based Learning: Integrating ChatGPT Interaction to Enhance Students’ Critical Thinking in Educational Research Nur Azmi Rohimajaya; Ledy Nur Lely; Welliam Hamer
Journal of English Language Studies Vol 11, No 1 (2026): Available Online in March 2026
Publisher : English Department - University of Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62870/jels.v11i1.36570

Abstract

This study explores how Outcome-Based Education (OBE) is integrated with Artificial Intelligence (AI) tools, particularly ChatGPT, and focuses on students’ perceptions of its influence on critical thinking in an Educational Research course. Despite the widespread global adoption of the OBE framework, empirical research remains limited regarding how ChatGPT is systematically integrated into OBE through constructive alignment and how such integration is implemented in classroom practice, particularly in Indonesian higher education. This study used a qualitative case study design. Sixteen seventh-semester students from the English Education Department at Universitas Mathla’ul Anwar Banten, Indonesia, participated in the study. Data were collected from three sources: classroom observations, open-ended questionnaires, and semi-structured interviews. Six participants were purposively selected for the interviews. The findings suggest that integrating ChatGPT into the OBE framework was perceived as supporting students’ analytical thinking, self-reflection, and problem-solving. Students reported valuing the immediate feedback provided by ChatGPT, which encouraged deeper inquiry aligned with the intended OBE learning outcomes. The study also identified several challenges, including ethical concerns, the risk of overreliance on AI, and differences in digital literacy. Overall, the findings indicate that an AI-assisted OBE approach may support structured and reflective learning in higher education when accompanied by clear ethical and pedagogical guidelines for responsible AI use. In practice, lecturers should align the use of ChatGPT with clearly defined learning outcomes and ethical guidelines.
Promoting Learner Autonomy through University E-Learning Platforms in an English for Specific Purposes (ESP) Course Ledy Nur Lely; Welliam Hamer
Journal of English Education Studies Vol 8 No 2 (2025)
Publisher : Universitas Mathla'ul Anwar Banten

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30653/005.202582.165

Abstract

This study evaluates how a university online learning platform supports learner autonomy among first-year English Department students at Sultan Ageng Tirtayasa University taking an English for Specific Purposes course. Using a mixed-method design, the study combines pre-test and post-test data with students’ reflections and questionnaire results. A total of 75 students (40 from Class C and 35 from Class D) participated in a 16-week online program that focused on vocabulary, reading comprehension, and scientific writing. The results show clear improvement in students’ English abilities, supported by higher post-test scores. Qualitative data also show that students became more independent, especially in planning, goal setting, and managing their study time. Overall, the results suggest that a well-designed online platform can effectively support both language learning and learner autonomy for English majors in specific fields.
Co-Authors Adara, Reza Anggriyashati Fathimah Zahroh Nur Azmi Rohimajaya Nur Azmi Rohimajaya Tiara Haya’anisa Putri Firdaus Welliam Hamer