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All Journal Journal of English for Academic and Specific Purposes (JEASP) ELT Echo: The Journal of English Language Teaching in Foreign Language Context
Sohibul Hairi
English Literature Department Universitas Islam Negeri Maulana Malik Ibrahim Malang
Humanities Languange, Linguistic, Communication & Media

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CONDUCTING ENGLISH LEARNING ACTIVITIES BY IMPLEMENTING TELEGRAM GROUP CLASS DURING COVID-19 PANDEMIC Dian Arsitades Wiranegara; Sohibul Hairi
Journal of English for Academic and Specific Purposes Vol 3, No 2 (2020)
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.18860/jeasp.v3i2.11122

Abstract

The use of telegram can be used to hold a meeting just like the regular class conducted. Teacher can still observe all members of the group—students—belong to the class once both parties start to chat or to keep online within the chat in telegram group. Therefore, every meeting within the group, teacher can share his or her teaching material into the group and discuss it along with the students. This also means that the use of social media group such as: whatsapp or telegram group can help learners to experience a different way of conducting teaching and learning process. However, the process may take a while compared to the face-to-face weekly regular class. This distance class, of course, can be a new experience by both teacher and students as it needs further investigation about how this can be conducted accordingly. Nonetheless, during these four meetings conducted individually at home, both teacher and students are still able to catch up all the material given within the social media group. As a result, in order to achieve the effective learning process of English language class during the Covid-19 pandemic, the distance class should not burden the students as long as the learning process can be conducted efficiently. Hence, by using telegram group, teacher and students can keep in touch or communicate intensively in discussing the teaching material. At the end of teaching and learning process, students can later be given a chance to improve their learning strategy to become a long life learner despite any condition experienced by them
THE PORTRAIT OF CHARACTER BUILDING IN ‘TWILIGHT’ FILM SCRIPT THROUGH ETHICAL VALUES Sohibul Hairi
Journal of English for Academic and Specific Purposes Vol 2, No 1 (2019)
Publisher : Universitas Islam Negeri Maulana Malik Ibrahim Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (617.083 KB) | DOI: 10.18860/jeasp.v2i1.7262

Abstract

Literature is a social phenomenon that is associated with writers, readers, and related aspects of human life that is expressed in a literary work. In this view, when someone attempts to analyze drama script to comprehend more about the drama, to conduct a discourse analysis on drama plays a significant role in the success of the analysis. Script or screenplay is one of literary work. There is 18 character education in Indonesia according to Panduan Pendidikan Karakter, Kemendikas 2010. They are: Religious, Honest, Disciplined, Hard Working, Creative, Independent, Democratic, Curious, Nationalistic, Patriotic, Sportive and respectful, Inclusive and Communicative, Peace-loving, Studios, Caring and Compassion, Empathetic, Responsible.  This study is aimed at two primary purposes: (1) to investigate the moral values in ‘Twilight’ film script, (2) to investigate the moral values to build someone's character. This study was carried out the script of Twilight film written by Melissa Rosenberg. To achieve two objectives, the data were analyzed by collecting and reviewing the document. After moral values have been collected, they are analyzed and categorized the moral values that could be implemented to build a student's character. The result of the research is that there are some moral values in Twilight film script that could be implemented to build student's character, they are (1) Honest, (2) Independent, (3) Curios, (4) Patriotic, (5) inclusive and Communicative, (6) peace-loving, (7) Empathetic and (8) Responsible. Those eight characters are a good character that could be implemented to build the students' character. Suggestion proposed based on the result analysis toward moral value in Twilight film script should be used as one of the references. In education, especially for teachers, it is imperative to build the students character
CHATGPT IN HIGHER EDUCATION: A REVOLUTION IN WRITING OR A RISK TO ORIGINALITY? Sohibul Hairi; Arisandi Setiawan; Anandha Dewi P
ELT Echo : The Journal of English Language Teaching in Foreign Language Context Vol. 10 No. 1 (2025): JUNE 2025
Publisher : IAIN Syekh Nurjati Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24235/eltecho.v10i1.19826

Abstract

The integration of artificial intelligence (AI), particularly ChatGPT, into higher education has sparked critical discussions about its role in supporting students’ academic writing, especially in enhancing logical reasoning—a fundamental component of scholarly discourse. This study aims to investigate the effectiveness of ChatGPT in fostering students’ ability to construct coherent and well-reasoned arguments in academic contexts. Using a mixed-methods approach, the research involved 25 undergraduate students from an English Education Program with prior experience using AI writing tools. Data were collected through surveys, semi-structured interviews, and comparative analysis of student writing with and without ChatGPT assistance. Quantitative analysis revealed a high adoption rate of ChatGPT for tasks such as argument structuring, idea generation, and proofreading. Qualitative findings highlighted that student perceived significant improvements in clarity, coherence, and logical flow when using AI tools. Thematic analysis identified key benefits, including real-time feedback, diversified perspectives, and enhanced writing fluency. However, students also expressed concerns about over-reliance, superficial reasoning, and diminished originality. Comparative analysis showed that AI-assisted essays demonstrated greater structural coherence but required manual refinement for complex reasoning. While ChatGPT provided consistent and immediate feedback, human instructors were valued for their depth, contextual insight, and critical engagement. Limitations included the AI’s lack of deep comprehension, occasional inaccuracies, and generic responses, especially regarding nuanced topics. Students adopted strategies such as cross-checking AI outputs, integrating peer reviews, and limiting AI use to early writing stages to maintain academic integrity. In conclusion, while ChatGPT serves as a valuable supplementary tool for enhancing logical reasoning in academic writing, its effectiveness depends on critical engagement and balanced integration with traditional pedagogical approaches. The findings underscore the need for informed policies and ethical frameworks to guide responsible AI use in higher education.
Co-Authors Anandha Dewi P Arisandi Setiawan Dian Arsitades Wiranegara