Article Per Year (5 Year)
p-Index From 2021 - 2026
1.554
P-Index
This Author published in this journals
All Journal IJEE (Indonesian Journal of English Education) Journal of English and Education Ngayah: Majalah Aplikasi IPTEKS Script Journal: Journal of Linguistic and English Teaching Academy of Education Journal Jurnal Aplikasi dan Inovasi Iptek (JASINTEK) Journal of Educational Method and Technology (JEMTEC) The Art of Teaching English as a Foreign Language (TATEFL) JoTELL: Journal of Teaching English, Linguistics, and Literature Abdimas : Jurnal Pengabdian Kepada Masyarakat
Jeane Tuilan
Universitas Negeri Manado
Agriculture, Biological Sciences & Forestry Computer Science & IT Economics, Econometrics & Finance Education Engineering Environmental Science Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Social Sciences Other

Published : 12 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 12 Documents
Search

 1   2 
Integrating AI in academic writing: Lecturers and students' experiences related to benefits and challenges Andriyanti, Erna; Murtafi’ah, Banatul; Zudianto, Hardian; Rochma, Anis Firdatul; Tuilan, Jeane; Akhyari, Muhammad Wafa
Journal of English and Education (JEE) Vol. 11 No. 2 (2025): Vol 11 No. 2 (2025): VOLUME 11 NO 2 NOVEMBER 2025
Publisher : English Education Department, Universitas Islam Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20885/jee.v11i2.44036

Abstract

The rapid development of Generative Artificial Intelligence (Gen AI) has influenced how English as a Foreign Language (EFL) learners and educators engage in academic writing. This study aims to explore how lecturers and students in Indonesian higher education integrate AI tools into their academic writing practices, perceive benefits and challenges of using AI, and concern with ethical considerations. Using a qualitative approach combining interviews and photovoice, the study involved thirteen participants from western, central, and eastern Indonesia. The findings show that AI tools are used not only for linguistic assistance but also for idea generation, prompt refinement, and collaborative meaning-making, reflecting an interactive relationship between users and technology. Participants reported that AI improves efficiency, creativity, and clarity in writing, while concerns were raised regarding hallucinated references, inconsistency, and overreliance that may reduce critical thinking and authenticity. The study also finds that AI should be used ethically as a complementary partner that supports, rather than replaces, human intellect in academic writing. The main ethical considerations include maintaining authorship, content verification, and proper referencing. The findings imply the need for pedagogical frameworks and institutional policies that promote ethical, reflective, and responsible AI use in higher education.  
Digital Storytelling on Critical Reading Skills and Students’ Responses in Vocational School Setting Ni Wayan Surya Mahayanti; Ni Luh Putu Era Adnyayanti; Gede Aritona; Jeane Tuilan; Sun Qi
The Art of Teaching English as a Foreign Language (TATEFL) Vol. 7 No. 1 (2026): May
Publisher : STKIP AGAMA HINDU SINGARAJA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36663/tatefl.v7i1.1143

Abstract

Critical reading remains a persistent challenge in English language learning, particularly in vocational school contexts where instruction often prioritizes functional language use over higher-order thinking. Although Digital Storytelling (DST) has gained attention as an innovative pedagogical approach, limited empirical evidence exists regarding its effectiveness in promoting students’ critical reading abilities. Using an explanatory sequential mixed-method design, this study examines the effect of DST on critical reading skills of vocational school students. Cluster random sampling was used to select two classes, an experimental class tutored using DST-based instruction and a control class taught using conventional method. The statistical outcomes indicated that the difference between the groups was significant. The DST group outperformed the control group (M = 91.00 vs. 80.90; t (70.652) = 15.838, p < .001). Thus, the DST group proved effective in improving interpretive and evaluative reading. In addition, qualitative results show that DST promoted student engagement, deeper meaning-making and critical reflection.  In student reports, multimodal elements helped with a greater understanding of the text and helped to connect real life. According to the results of this research, DST is an instructional tool that does not only captivate attention, but it is also a pedagogically meaningful way to teach reading critically especially in a vocational education context.
Co-Authors Akhyari, Muhammad Wafa Antoimette L. G. Katuuk Brain Fransisco Supit Derek, Serlina Anastacia Dials, Jeanette Doaly, Christa Putri Erna Andriyanti Gede Aritona Hendry J. D. Tamboto Ignatius Javier C. Tuerah Jeane Mantiri Jenie Posumah Jovita Wotulo Liando, Nitha V.F Margareth Riisyie Inof Rantung Misgter Gidion Maru Murtafi'ah, Banatul Ni Komang Arie Suwastini Ni Luh Putu Era Adnyayanti Ni Wayan Surya Mahayanti Nihta Vera Frelly Liando Prycilia Pingkan Mamuaja Recky H.E. Sendouw Revolson Mege Rochma, Anis Firdatul Sandra Rakian Sisca B. Kairupan Sun Qi Wensi Ronald Lesli Paat Zudianto, Hardian