Article Per Year (5 Year)
p-Index From 2020 - 2025
1.628
P-Index
This Author published in this journals
All Journal Jurnal Penelitian Pendidikan Language Circle : Journal of Language and Literature Lembaran Ilmu Kependidikan International Journal of Education Jurnal Ilmiah Bahasa dan Sastra English Review: Journal of English Education JURNAL PROFESI KEGURUAN ELT Forum: Journal of English Language Teaching Journal of English Language and Education UNNES International Conference on ELTLT Language Circle : Journal of Language and Literature ELT Forum: Journal of English Language Teaching
Novia Trisanti
Universitas Negeri Semarang
Arts Humanities Education Languange, Linguistic, Communication & Media Mathematics Physics Social Sciences Other

Published : 30 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search
Journal : UNNES International Conference on ELTLT

 1 
The Students’ Perceptions of Artificial Intelligence (AI) in Higher Education: A Systematic Literature Review Fujiono, Fujiono; Sakhiyya, Zulfa; Trisanti, Novia
The Proceedings of English Language Teaching, Literature, and Translation (ELTLT) Vol. 14 (2025)
Publisher : The Proceedings of English Language Teaching, Literature, and Translation (ELTLT)

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The fast development of Artificial Intelligence (AI) has a strong impact on the situation in higher education, especially on the way in which students learn, communicate, and interact with educational materials. The present study is a systematic literature review that examines 24 peer-reviewed articles published in 2020-2025 which concern on university students’ perceptions of AI technologies such as ChatGPT and generative AI tools. This research based on PRISMA methodology and the data acquired with the help of Publish or Perish application from the Scopus database, this study discusses the issues of acceptance and satisfaction, perceived benefits, ethical matters, and challenges regarding AI integration in higher education. The results show that most students perceive AI as a valuable tool that enhances efficiency, motivation, and learning autonomy. But there are still worries about overreliance, ethical use, academic integrity, and the potential erosion of critical thinking. The students’ perceptions and usage patterns are affected by contextual factors such as the field of study, gender, cultural background, and prior digital literacy influence. The review highlights the necessity of the participatory governance, systematized pedagogy, moral principles and collaborative policy making to make AI integration responsible and fair in higher education. After all, AI should be positioned not merely as a technical aid but as a transformative component of a humanistic and reflective learning environment.
From Monocentric to Pluricentric Approach in Speaking Class: Exploring Accent Acceptance among Indonesian Pre-service English Teachers Sutarno, Sutarno; Fitriati, Sri Wuli; Trisanti, Novia
The Proceedings of English Language Teaching, Literature, and Translation (ELTLT) Vol. 14 (2025)
Publisher : The Proceedings of English Language Teaching, Literature, and Translation (ELTLT)

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Previous research has examined EFL learners' perceptions of diverse accents. However, research focusing on the perspectives of Indonesian English teacher candidates is still rare, particularly in the context of speaking classrooms, where identities associated with accents are most prominent.This qualitative case study investigates the impact of a pluricentric teaching approach on the attitudes and speaking confidence of Indonesian pre-service English teachers. Within Indonesia's vast ELT context, where monocentric, native-speaker ideologies often prevail, pre-service teachers frequently experience significant anxiety and linguistic insecurity regarding their own accents and comprehension of diverse English varieties. This study explores how implementing a pluricentric framework which validates diverse English accents and prioritizes intelligibility over native-like pronunciation in an academic speaking course influences these perceptions. Data was collected through semi-structured interviews with five purposively selected pre-service teachers. Thematic analysis revealed three pivotal findings. First, the pluricentric method catalyzed a profound shift in attitudes, moving participants from frustration and anxiety towards an appreciation and normalization of accent diversity. Second, a strong, symbiotic relationship was identified between increased accent acceptance and growth in speaking confidence, facilitated by the mitigation of "accent anxiety" and the reframing of communication as a collaborative effort. Third, participants' experiences fundamentally reshaped their perception of "accuracy," redefining it from phonological perfection to mutual intelligibility, which solidified their identity as legitimate global English users. The study concludes that pluricentric pedagogy is crucial for preparing Indonesian English teachers for the realities of global communication. It recommends the integration of World Englishes and ELF principles into teacher education curricula, a reform of assessment practices to prioritize intelligibility, and the fostering of critical self-reflection among pre-service teachers to break the cycle of native-speaker ideology and build sustainable, authentic confidence.
Co-Authors Aenurrifah, Ahmad Aunilah Ainul Hufron, Ainul Alamanda Mutia Safitri Budi Hermawan Dian Pratiwi Didi Sukyadi Fujiono, Fujiono Gabby Allen Vica Isfara Galuh Kirana Dwi Areni Galuh Kirana Dwi Areni Galuh Kirana Dwi Areni Gultom, Valerina Emma Hasian Intan Permata Hapsari Isfara, Gabby Allen Vica Isnaini, Linda Isti Nurhayati Putri, Vivien Pandu Wicara Sri Wahyuni Sri Wuli Fitriati Suherdi, Didi Sutarno Sutarno Tumini Tumini, Tumini Widhiyanto Widyawati, Eka Yunita Widyawati, Eka Yunita zulfa Sakhiyya