Article Per Year (5 Year)
p-Index From 2021 - 2026
0.562
P-Index
This Author published in this journals
All Journal FOSTER: Journal of English Language Teaching Frasa: English Education and Literature Journal
Juita Triana
Universitas Muhammadiyah Purworejo
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences

Published : 3 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 3 Documents
Search

 1 
STUDENTS’ PERCEPTIONS OF WAYGROUND AI IN GAME-BASED LEARNING FOR ENHANCING ENGLISH VOCABULARY AT MAN PURWOREJO Lyra Sandra Mulia; Juita Triana; Zulia Chasanah
FRASA: ENGLISH EDUCATION AND LITERATURE JOURNAL Vol. 7 No. 2 (2026): Vol7 No.2 September 2026
Publisher : Universitas Duta Bangsa Surakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47701/frasa.v7i2.6060

Abstract

The game-based learning tools have been widely used in educational settings. Limited research has examined students’ perceptions of AI-powered game-based learning platforms. This study aimed to investigate students’ perceptions of the use of Wayground AI in game-based learning for enhancing English vocabulary at MAN Purworejo, an Islamic senior high school in Indonesia. A descriptive quantitative survey design was employed involving 25 students selected through purposive sampling, after which data were collected using a 20-item questionnaire based on the Technology Acceptance Model (TAM), covering perceived ease of use, perceived usefulness, attitude toward use, behavioral intention, and learning engagement. The data were analyzed using descriptive statistics, particularly mean scores. The findings revealed generally neutral-to-positive perceptions toward the use of Wayground AI. Among the five constructs, only attitude toward use showed a positive perception (M = 3.51), indicating that students generally enjoyed learning with the platform. Meanwhile, perceived ease of use (M = 3.39), perceived usefulness (M = 3.18), behavioral intention (M = 2.90), and learning engagement (M = 3.29) remained within the neutral category. Item-level analysis showed relatively higher ratings for enjoyment and interest in learning activities, whereas vocabulary retention and intentions for regular future use received lower scores. These findings suggest that Wayground AI can contribute to positive learning experiences and classroom participation. However, its perceived effectiveness for long-term vocabulary retention and sustained independent use remains limited. The study highlights the importance of integrating AI-supported game-based learning with consistent instructional support and follow-up activities to maximize its educational potential.
Discourse-Level Writing Competence in EFL: Unity and Coherence in Recount Texts Helisa Fadilah; Titi Rokhayati; Juita Triana
FOSTER: Journal of English Language Teaching Vol. 7 No. 3 (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.v7i3.442

Abstract

Writing proficiency remains a major challenge for English as a Foreign Language (EFL) learners, particularly in managing macro-level organizational aspects such as unity and coherence. Although previous studies have generally treated these constructs as complementary components of writing quality, limited research has examined them as distinct yet interconnected competencies. This study aims to investigate how Grade X vocational students at SMK TKM Teknik Purworejo realize unity and coherence in recount writing and to identify their proficiency profiles. This study employed a descriptive qualitative design involving 34 student recount texts analyzed using a validated analytical checklist focusing on thematic consistency, logical sequencing, tense consistency, and cohesive device use. The findings reveal an imbalance between unity and coherence. Most students were able to maintain thematic focus and sustain a central idea throughout their texts. However, many experienced difficulties in constructing coherent discourse, particularly in connecting ideas logically, maintaining smooth progression, and using cohesive devices effectively. Common problems included overreliance on simple temporal conjunctions, limited lexical cohesion, and fragmented narrative flow. The findings suggest that coherence requires more complex linguistic and cognitive skills than unity. This study contributes to EFL writing research by providing insight into discourse-level writing competence in a vocational context and highlighting the importance of teaching coherence explicitly in writing instruction.
Technology Acceptance of ChatGPT Voice Mode in English Speaking Practice: Evidence from International Students in Indonesia Mufid Lahiria Permata Hati; Juita Triana; Zulia Chasanah
FOSTER: Journal of English Language Teaching Vol. 7 No. 3 (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.v7i3.452

Abstract

Non-native English-speaking students in international academic environments often face difficulties in developing speaking skills due to limited opportunities for practice, low confidence, and communication anxiety. Although artificial intelligence (AI)-based tools have been increasingly used to support language learning, limited research has examined international students’ perceptions of ChatGPT voice mode in non-English-speaking educational contexts through the Technology Acceptance Model (TAM). This study explores students’ perceptions of ChatGPT voice mode for English speaking practice, focusing on perceived usefulness, perceived ease of use, behavioral intention, and challenges encountered during its use. A quantitative survey was conducted with ten non-native English-speaking undergraduate students in Indonesia using a 20-item Likert-scale questionnaire, and the data were analyzed descriptively. The results indicate that students generally perceive the feature positively in terms of usefulness and ease of use (M = 3.0–3.4) and demonstrate a willingness to continue using it (M = 3.4). Reported challenges are relatively limited (M = 2.1–2.8), mainly related to speech recognition, accent differences, and limitations in replicating human interaction. Overall, ChatGPT voice mode functions as a supportive tool for independent speaking practice. The findings contribute to research on AI-assisted language learning and provide practical insights for integrating AI-supported speaking tools into language learning environments.
Co-Authors Helisa Fadilah Lyra Sandra Mulia Mufid Lahiria Permata Hati Titi Rokhayati Zulia Chasanah Zulia Chasanah