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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 Language Literacy: Journal of Linguistics, Literature, and Language Teaching Journal of English Language and Education Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan 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

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DIGITAL PORTFOLIOS IN VOCATIONAL SPEAKING CLASSES: TEACHER’S PERCEPTIONS AND LESSON PLAN ANALYSIS Zainiza, Mailiza; Trisanti, Novia
Language Literacy: Journal of Linguistics, Literature, and Language Teaching Vol 9, No 2: December 2025
Publisher : Universitas Islam Sumatera Utara (UISU)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30743/ll.v9i2.12584

Abstract

Digital portfolios have become increasingly relevant in language education as tools for documenting learning processes, enabling multimodal task performance, and supporting formative assessment. However, limited research has examined how they are embedded in instructional planning or how teachers perceive their assessment role, especially in vocational English classrooms. This qualitative case study investigates (1) how digital portfolios are integrated into a speaking lesson plan, and (2) how a vocational English teacher perceives their use as an assessment tool. Data were collected through document analysis and an open-ended teacher questionnaire completed by an English teacher in an Indonesian vocational high school. The data were analyzed using thematic analysis. The findings show that digital portfolios were positioned as central to the design of speaking tasks, functioning as a structured mechanism for organizing workflow, documenting progress, and compiling multimodal evidence of learning. The teacher perceived the portfolio as a valuable tool for monitoring engagement, identifying learners who need support, and enhancing transparency in the learning process. However, constraints related to the absence of explicit assessment rubrics, increased workload, and varying student digital literacy limited the portfolio’s potential for systematic assessment of speaking skills. The study concludes that digital portfolios have strong potential as process-based assessment tools in vocational English instruction; however, their effectiveness depends on the availability of clear assessment criteria, technological readiness, and sustained institutional support.
Pedagogical Insight of University Students into ChatGPT Use in Academic Writing Untari, Maulidya; Trisanti, Novia
Journal of English Language and Education Vol 11, No 1 (2026)
Publisher : Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jele.v11i1.2017

Abstract

Artificial intelligence tools such as ChatGPT are increasingly integrated into EFL academic writing; however, empirical evidence regarding students’ perceptions, challenges, and ethical considerations remains limited. This study examines EFL university students’ perceptions of using ChatGPT in academic writing, focusing on perceived usefulness, challenges, and ethical awareness. Employing a case study design, data were collected through close-ended and open-ended questionnaires administered to EFL students. The findings indicate that students perceive ChatGPT as supportive for idea generation, grammatical accuracy, text organization, and time efficiency. Nevertheless, challenges related to the accuracy and reliability of AI-generated information were identified, highlighting the need for critical evaluation. In addition, students reported agreement with ethical considerations, particularly regarding plagiarism awareness and the view that ChatGPT should function as a supplementary tool rather than a primary source. Overall, the findings suggest that ChatGPT can support EFL academic writing when used critically and ethically.
Multimodal Extensive Reading: Students’ Affective Attitudes towards Reading Comprehension Mega Mulianing Maharani; Sri Wuli Fitriati; Novia Trisanti; Mega Mulianing Maharani; Sri Wuli Fitriati; Novia Trisanti
Jurnal Pembelajaran, Bimbingan, dan Pengelolaan Pendidikan Vol. 6 No. 4 (2026)
Publisher : Universitas Negeri Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.17977/um065.v6.i4.2026.8

Abstract

Knowing the importance of technology integration brings a new solution for extensive reading class. A multimodal extensive reading was implemented in order to monitor the students’ mental condition towards reading comprehension. Considering multiple analysis on multimodal approach implementations in second language classroom, this current study connects it in extensive reading in order to investigate how students’ affective attitudes towards reading comprehension are shown among students participating in a multimodal extensive reading. The study was designed as quantitative research. The participants were 15 undergraduate students who enrolled in an extensive reading in a private university in Semarang. A closed-ended questionnaire was used to collect the data. Then it was analyzed statistically through SPSS to get the result. The result of the study has revealed that the students showed their affective attitudes positively towards reading comprehension in a multimodal extensive reading. It was proved from the statistical analysis results that 2 statements received 80% strongly agree responses; 2 statements were 73.3% responded as strongly agreed; 2 statements were 66.7% responded as strongly agreed; and 4 statements were 60% responded as strongly agreed. The students show positive attitudes towards reading comprehension as the feeling on multimodal extensive reading implementation.
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 Mega Mulianing Maharani Mega Mulianing Maharani Novia Trisanti Putri, Vivien Pandu Wicara Sri Wahyuni Sri Wuli Fitriati Suherdi, Didi Sutarno Sutarno Tumini Tumini, Tumini Untari, Maulidya Widhiyanto Widyawati, Eka Yunita Widyawati, Eka Yunita Zainiza, Mailiza zulfa Sakhiyya