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All Journal Ta´dib Conciencia IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Indonesian Journal of Educational Research (IJER) IRJE (Indonesian Research Journal in Education) Wiralodra English Journal (WEJ) ACITYA Journal of Teaching & Education PROJECT (Professional Journal of English Education) Language and Education Journal ENGLISH FRANCA : Academic Journal of English Language and Education Jadila: Journal of Development and Innovation in Language and Literature Education Jurnal Pengabdian kepada Masyarakat Bina Darma JELT (Jambi-English Language Teaching) International Journal of Innovation and Education Research
Deta Desvitasari
Universitas Islam Negeri Raden Fatah Palembang
Religion Humanities Civil Engineering, Building, Construction & Architecture Computer Science & IT Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Social Sciences Other

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The Correlation among Reading Motivation, Reading Anxiety, and Reading Comprehension of Tenth-Grade Students in Palembang Sabrina, Alra; Astrid, Annisa; Desvitasari, Deta
Acitya: Journal of Teaching and Education Vol. 7 No. 2 (2025): ACITYA Journal of Teaching and Education
Publisher : Universitas Muhammadiyah Kalimantan Timur

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30650/ajte.v7i2.4419

Abstract

This study examined the correlation among reading motivation, reading anxiety, and reading comprehension of tenth-grade students in Palembang. A quantitative correlational research design was employed, involving 509 students from SMA Bina Warga 1 Palembang and SMA Negeri 15 Palembang. Using cluster random sampling, 107 students were selected as the sample. Data were collected through a reading comprehension test and two questionnaires measuring reading motivation and reading anxiety. The findings indicated no significant correlation between reading motivation and reading comprehension (r = 0.087, p = 0.375), indicating that motivation to read did not influence students’ understanding of texts. Likewise, no notable correlation was identified between reading anxiety and reading comprehension (r = -0.022, p = 0.824), suggesting that anxiety was not a determining factor. These results revealed that reading motivation and reading anxiety did not have a substantial effect on reading comprehension. This suggests that psychological factors such as motivation and anxiety alone may not serve a decisive role in shaping reading comprehension. Instead, other factors such as teaching methods, students’ backgrounds, individual skills, and the learning environment may contribute to reading comprehension outcomes. The study offers insights for English teachers in designing reading instruction that considers multiple influencing factors. It may also guide future researchers in exploring additional variables affecting reading comprehension.
LECTURERS’ PERCEPTIONS OF ETHICAL ISSUES RELATED TO THE INTEGRATION OF AI TOOLS INTO WRITING ACTIVITIES: A MULTIPLE CASE STUDY Astrid, Annisa; Desvitasari, Deta; Chairuman, Muhamad Chalik; Dirgantara, M. Raditya Ramadhani; Azzahra, Fatimah
Language and Education Journal Vol. 10 No. 2 (2025): Language and Education Journal
Publisher : Universitas Islam Ogan Komering Ilir Kayuagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52237/lej.v10i2.353

Abstract

This study explores English writing lecturers' perspectives on ethical concerns related to the incorporation of Artificial Intelligence (AI) tools in writing activities for English Department students. A qualitative multiple-case study approach was utilized. The instrument used was semi-structured interviews. The subjects of the study were 12 academics from four colleges with differing accreditation levels who were drawn using purposive sampling. Thematic analysis identified six principal ethical concerns: (1) The imperative to have an ethical attitude; 2) The concerns about privacy and data security threats; 3) The emergence of potential gaps among students; 4) The degradation of academic integrity; 5) The obligation of academic responsibility; and 6) The need for regulations and guidelines for AI use. Lecturers typically endorse AI integration to facilitate idea development and pre-writing tasks; however, they emphasize the necessity of restricting its use to maintain originality, critical thinking, and student accountability. The results underscore the pressing necessity for explicit institutional policies, ethical AI literacy, equitable access, and strategies that reconcile technology advantages with the development of autonomous writing skills. This research provides insights for the development of AI-enhanced writing education that conforms to ethical, pedagogical, and institutional concerns.  
Co-Authors Aghor Aqdam AISYAH SHAHAB ALMIRAH MEIDA RISFINA Amalia Hasanah Amalia Hasanah Amrina, Rizqy Dwi ANISSA ASTRID Annisa Astrid Arrofiq, Ahmad Latif Chairuman, Muhamad Chalik Dessi Angreini Dian Erlina Dirgantara, M. Raditya Ramadhani Eko Saputra Fatimah Azzahra Ferginan, Yerico Hariana Amalia, Hariana Hasanah, Amalia Heru Saputra husnaini, husnaini Kasinyo Harto Meshy Berliana Fathonah Meyshen Meyriza Meyshen Meyriza Ridha Ilma Ridha Ilma, Ridha Riska Amanda Rizkie Mauly Audina Rizqy Dwi Amrina Sabrina, Alra Shalehuddin Al Ayubi Shynta Amalia Siska, Ayu Solihin, Aminus UCI FITRIANI Yuliana Yuliana