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All Journal Syntax Literate: Jurnal Ilmiah Indonesia Kiryoku: Jurnal Studi Kejepangan Jurnal Eduscience (JES) Kompetensi: Jurnal Bahasa Dan Seni SoCul: International Journal of Research in Social Cultural Issues Journal of International Conference Proceedings JELLT (Journal of English Language and Literature Teaching) Society Sinergi : Jurnal Ilmiah Multidisiplin Riset : Jurnal Ilmiah Multidisiplin Ilmu
Justien R R Wuisang
Universitas Negeri Mando
Religion Aerospace Engineering Arts Humanities Biochemistry, Genetics & Molecular Biology Computer Science & IT Decision Sciences, Operations Research & Management Education Electrical & Electronics Engineering Environmental Science Health Professions Immunology & microbiology Industrial & Manufacturing Engineering Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Physics Social Sciences Other

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Implementasi Strategi Quick on the Draw dalam Pembelajaran Memahami Informasi Teks Deskripsi Intama Jemy Polii; Abdul Muqit; Justien R. R. Wuisang; Jerry Rommy Herter Wuisang
Society Vol 9 No 1 (2021): Society
Publisher : Laboratorium Rekayasa Sosial, Jurusan Sosiologi, FISIP Universitas Bangka Belitung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33019/society.v9i1.311

Abstract

This classroom action research aimed to improve the seventh-grade students of SMP Negeri 4 Tondano (Public Middle School) in understanding the information of a descriptive text. This research was conducted in two cycles. The research subjects were 28 students of class VII-A. The results showed that implementing the Quick on the Draw strategy in learning to understand descriptive text information created a learning atmosphere that excites students. It allows all students to play active roles during the learning as the nine steps of Quick on the Draw place students as the subject. Students use their potentials to think independently, solve problems jointly, and obtain additional information not provided by the teachers. The final test results showed that from 28 students, 27 students (96.42%) scored above 75, and 1 student (3.58%) below the standard. The ability of students to understand classical descriptive text information was 83, beyond the Minimum Learning Mastery Standard.
The Use of ChatGPT in Teaching Argumentative Text Writing: A Qualitative Study in an Indonesian Junior High School Lisda Mamondol; Donal M. Ratu; Justien R.R. Wuisang
Riset : Jurnal Ilmiah Multidisiplin Ilmu Volume 1, Nomor 4 Juni 2026
Publisher : PT. AHLAL PUBLISHER NUSANTARA

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Abstract

This study aims to analyze the ability to write argumentative texts through the utilization of Artificial Intelligence (ChatGPT) in Indonesian language learning for ninth-grade students at SMP Advent 2 Manado. The research is based on the need for writing learning innovation in the digital era, particularly in helping students develop ideas, construct logical arguments, and improve written language skills. ChatGPT is used as a learning support medium to provide examples, guidance, and reinforcement in the argumentative text writing process. This study employs a descriptive qualitative approach with ninth-grade students as research subjects, while data were obtained through students' written work, learning observations, and documentation of student interactions with ChatGPT. The results show that the use of ChatGPT in Indonesian language learning helps students understand the structure of argumentative texts, develop ideas, and construct more systematic and coherent arguments. Students appeared more active and assisted in the process of writing argumentative texts, especially in formulating opinions and supporting reasons. Thus, ChatGPT can be utilized as an innovative alternative learning medium to improve students' argumentative text writing abilities, provided it is used in a directed manner with teacher guidance. Keywords: ChatGPT, Artificial Intelligence, argumentative text, writing ability, Indonesian language learning
Integration Of Project-Based Learning (PJBL) Learning Model And Kahoot Media In Learning To Writing Argumentation Texts For Students Of Grade XI SMA Negeri 1 Tompaso Nefie Rinda Lumintang; Sjuul Lendo; Justien RR Wuisang
Sinergi : Jurnal Ilmiah Multidisiplin Vol. 2 No. 4 (2026): Sinergi: Jurnal Ilmiah Multidisiplin
Publisher : PT. AHLAL PUBLISHER NUSANTARA

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Abstract

Abstract This study aims to improve the argumentative writing skills of eleventh-grade students at SMA Negeri 1 Tompaso through the integration of the Project Based Learning (PjBL) model and Kahoot media in learning to write argumentative texts. This research employed Classroom Action Research. The subjects of this study were 36 students of class XI at SMA Negeri 1 Tompaso. The research was conducted in two cycles, with each cycle consisting of four stages: planning, acting, observing, and reflecting. The data collection techniques used in this research included observation, interviews, argumentative writing tests, and documentation. The collected data were analyzed using descriptive qualitative and quantitative analysis techniques. The results of this study indicate that the implementation of the integration of the Project Based Learning (PjBL) model and Kahoot media can improve students' argumentative writing skills in terms of both process and product for the eleventh-grade students of SMA Negeri 1 Tompaso. The improvement in the quality of the learning process can be seen from the increased roles of both teachers and students in the learning activities. This improvement is reflected in the emergence of positive responses, such as cooperation, enthusiasm among students, and a more conducive learning atmosphere. The improvement in the learning process ultimately had a positive impact on the improvement of the learning product. The improvement in the product can be seen from the increase in students' argumentative writing scores from Cycle I to Cycle II. The average score in Cycle I was 63.55%, while in Cycle II it increased to 88.22%. The increase in the average score from Cycle I to Cycle II was 24.67%. improvement, learning, writing, argumentative text, Project Based Learning (PjBL).
The Use of Wayground Platform in Teaching Japanese Vocabulary in Kaiwa Course for Japanese Language Education Study Program Students Justien R.R. Wuisang; Mochamad Arief Komarudin
KIRYOKU Vol 10, No 1 (2026): Kiryoku: Jurnal Studi Kejepangan
Publisher : Applied Foreign Language Study Program, Vocational College, Diponegoro University.

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14710/kiryoku.v10i1.61-70

Abstract

This study aims to analyze the effectiveness of using the Wayground digital quiz platform in teaching Japanese vocabulary in the Kaiwa course for students of the Japanese Language Education Study Program at the Faculty of Language and Arts, Universitas Negeri Manado. This study used a mixed-methods approach. The subjects were 32 second-semester students in the 2024-2025 academic year. Data collection was conducted through interviews, documentation, and objective tests. The results showed that the use of the Wayground digital platform increased learning motivation and material comprehension, with the success rate reaching 81% for the class. Out of 32 students, 7 students achieved a score of 100%, 6 students achieved 96%, 7 students achieved 76%, 5 students achieved 72%, 4 students achieved 68%, 1 student achieved 60%, and the lowest scores of 50% and 38% were achieved by 1 student each. The analysis shows that there is an increase in the accuracy of vocabulary mastery after using Wayground. However, some students require additional support due to limited digital literacy, technical issues, and connectivity constraints. This study highlights the importance of integrating technology with hands-on guidance to improve students' learning motivation and vocabulary acquisition, which in turn will improve their Japanese speaking ability. 
ARTIFICIAL INTELLIGENCE AND LANGUAGE LEARNING: A SYSTEMATIC LITERATURE REVIEW OF CURRENT TRENDS AND FUTURE DIRECTIONS Fince Leny Sambeka; Justien R. R. Wuisang; Jourike Jeane Runtuwarouw; Donal Matheos Ratu; Rinny Suryani Rorimpandey; Tirza Annette Kumayas; Fergina Lengkoan
JURNAL EDUSCIENCE Vol 13, No 5 (2026): Jurnal Eduscience (JES), (Authors from Malaysia and Indonesia)
Publisher : Universitas Labuhanbatu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36987/jes.v13i5.9899

Abstract

Pupose- This study aims to synthesize current empirical evidence on the use of AI in language education by identifying commonly used AI technologies, examining reported learning and teaching benefits, and analyzing persistent challenges and future research directions.Methodology- The study employed a Systematic Literature Review (SLR) with qualitative thematic synthesis of 50 empirical studies published between 2023 and 2024. The studies were identified using AI- and language-learning-related search terms and examined through a structured data extraction process that covered AI tools, educational contexts, language domains, reported benefits, challenges, and theoretical perspectives. The extracted data were coded and analyzed thematically to identify recurring patterns, which were interpreted through the perspectives of Computer-Assisted Language Learning (CALL), Technology Acceptance Model (TAM), and Sociocultural Theory (SCT).Findings-The findings showed that ChatGPT and generative AI systems dominate current AI-assisted language learning research. The most frequently reported benefit was feedback, scaffolding, and personalization (44%), followed by language performance and skill development (42%) and teacher support and pedagogical productivity (36%). However, major challenges included accuracy and reliability issues, such as hallucinations (38%), AI literacy and training needs (28%), and risks of over-reliance and reduced critical thinking (26%). Contribution-This study presents a comprehensive synthesis of recent empirical evidence and proposes a human–AI collaborative learning perspective.
Co-Authors Abdul Muqit Donal Mateos Ratu Fergina Lengkoan Fince Leny Sambeka Helena Pandi Intama Jemy Polii Irene Nirmala Sari Jerry Rommy Herter Wuisang Jhoris Stenly Burakiti Jourike Jeane Runtuwarouw Jourike Runtuwarouw Jusuf Ondang Lisda Mamondol Manawan, Ingga Marselino Laiyan Mochamad Arief Komarudin Nefie Rinda Lumintang Rinny Suryani Rorimpandey Ruty Jacoba Kapoh Sandra Rakian Sari, Irene Nirmala Sherly F Lensun Sirait, Marenita J. Sjuul Juliana Lendo Tirza Annette Kumayas