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All Journal MEDIA LITBANG SULTENG Indonesian Journal of Applied Linguistics (IJAL) Lingua Scientia Jurnal Akuntansi dan Pajak Edulitics (Education, Literature, and Linguistics) Journal Parafrase: Jurnal Kajian Kebahasaan dan Kesastraan Jurnal Bahasa Lingua Scientia JEES: Journal of English Educational Study AlphabetAlphabet: A Biannual Academic Journal on Language, Literary, and Cultural Studies International Journal of Economics, Business and Accounting Research (IJEBAR) Abdimas Galuh: Jurnal Pengabdian Kepada Masyarakat Sintuwu Maroso Journal of English Teaching Anaphora: Journal of Language. Literary and Cultural Studies Jurnal Ilmiah Spectral Jurnal Anugerah: Jurnal Pengabdian Kepada Masyarakat Bidang Keguruan dan Ilmu Pendidikan International Journal of Multidisciplinary: Applied Business and Education Research Media Didaktika Eastasouth Journal of Effective Community Services Eastasouth Journal of Impactive Community Services Sanskara Pendidikan dan Pengajaran Proceeding of Undergraduate Conference on Literature, Linguistic, and Cultural Studies Mosintuwu Jurnal Pengabdian Kepada Masyarakat
Novalita Fransisca Tungka
English Education Department, Faculty Of Teacher Education, Sintuwu Maroso University
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Students’ Perception on the Use of Code-Switching Instructional Activities Yaya, Nurdiana; Tungka, Novalita Fransisca; Macora, Yuliana Dg
Sintuwu Maroso Journal of English Teaching Vol 10, No 2 (2025): Sintuwu Maroso Journal of English Teaching
Publisher : Universitas Sintuwu Maroso

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Abstract

Abstract : This study investigates the perceptions of English Language Education Study Program students at Universitas Sintuwu Maroso Poso toward the use of code-switching in English learning. A survey was conducted using a questionnaire distributed via Google Forms to 33 students from the 2023–2024 cohorts. Data were analyzed using the Chi-Square test. The mean analysis revealed an overall score of 75.6% on a 1– 4 scale, indicating that students generally hold positive views of code-switching in English learning. The findings conclude that the students expressed a positive view of code-switching in English language learning, perceiving it as a practical strategy that supports comprehension. Accordingly, lecturersare encouraged to incorporate code-switching strategically in their instructional practices.
Integration of Gender, Disability, and Social Inclusion Principles in Merdeka Curriculum English Textbooks Tungka, Novalita Fransisca; Macora, Yuliana Dg
Sintuwu Maroso Journal of English Teaching Vol 11, No 1 (2025): Sintuwu Maroso Journal of English Teaching
Publisher : Universitas Sintuwu Maroso

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71127/2829-9426.784

Abstract

This study aims to explain how the interaction between images and texts constructs meanings related to gender equality, disability, and social inclusion (GEDSI) in English textbooks for Senior High School/Islamic Senior High school (SMA/MA) of the Merdeka Curriculum, for instance Life Today and Train of Thoughts. A mixed-methods explanatory sequential design was applied by combining quantitative and qualitative data. The data of GEDSI-oriented are analyzed by using Visual Grammar theory of Kress and van Leeuwen (2020). The findings reveal that the English textbooks partially reflect GEDSI principles. While the visual representations demonstrate some awareness of gender and disability inclusion. They predominantly reproduce traditional gender roles, such as female character are still more strongly associated with domestic and caregiving roles, while male characters are positioned lie outside the home, and present disability as marginal rather than integral to the narratives. As a result, although the textbooks include certain inclusive elements, their multimodal design provides only limited opportunities for senior high school students to develop a critical understanding of GEDSI-related issues.
Development and Validation of Digital Literacy Scale for Prospective EFL Teachers Natalia Christiani; Novalita Fransisca Tungka; Romauli Nainggolan
Edulitics (Education, Literature, and Linguistics) Journal Vol. 9 No. 2 (2024): December, 2024
Publisher : Prodi Pendidikan Bahasa Inggris, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Islam Darul Ulum Lamongan*

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52166/edulitics.v9i2.8211

Abstract

Teacher’s digital literacy competence is crucially important in education nowadays, and a number of scholars have measured the quality of teacher’s digital literacy skills. The available instruments have been developed to assess digital literacy skills of adolescents and graduate school students, while digital literacy skills of prospective teachers have received little attention. This study aimed at developing and validating an instrument to measure digital literacy skills particular to prospective Indonesian EFL teachers. To this end, this study piloted a theoretical model based on a review of the related literature, interviews with Indonesian EFL learners majoring in English Language Education Department and EFL lecturers in East Java, North Sumatera, Central Sulawesi, West Kalimantan, West Papua, East Nusa Tenggara, and Bali. Later, the results were used to verify and develop the digital literacy scale. After developing the scale and administering it to 336 Indonesian EFL learners from seven cities in Indonesia, the researchers validated the scale through both exploratory and confirmatory factor analyses. This study exposes a comprehensive picture of prospective teachers’ digital literacy skills in EFL contexts in terms of eight factors: creative skill, technological skill, personal security skill, internet safety skill, problem-solving skill, informational skill, and communication or netiquette skill. This scale is a valid and reliable tool, and will be useful as an instrument on EFL teachers’ digital literacy skills. The final form of this scale can inform policy development, curriculum design, and training initiatives for prospective EFL teachers targeting digital literacy competence.
ChatGPT As a Formative Feedback Tool: Improving Narrative Essay Writing Among EFL Students Pariyanto Pariyanto; Novalita Fransisca Tungka
Edulitics (Education, Literature, and Linguistics) Journal Vol. 10 No. 1 (2025): January - June 2025
Publisher : Prodi Pendidikan Bahasa Inggris, Fakultas Keguruan dan Ilmu Pendidikan, Universitas Islam Darul Ulum Lamongan*

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52166/edulitics.v10i1.8657

Abstract

As Artificial Intelligence (AI) tools become increasingly accessible in educational contexts, their potential to support second language writing instruction warrants closer examination. This study investigates the effectiveness of formative feedback provided by ChatGPT, an AI-based language model, in enhancing the narrative writing skills of English as a Foreign Language (EFL) learners. Sixteen undergraduate students from an Indonesian university participated in the study. Each student composed a narrative essay based on a personal experience and received individualized feedback from ChatGPT using a standardized prompt. They subsequently revised their work based on this feedback. Pre- and post-revision essays were evaluated by two trained human raters using a standardized narrative writing rubric. Inter-rater reliability was confirmed with a high Cronbach’s alpha score of .91. Statistical analysis using paired-sample t-tests revealed significant improvements in overall writing quality, with the greatest gains observed in style, voice, and coherence. Qualitative data from student reflections further indicated positive perceptions of ChatGPT’s feedback, citing its clarity, detail, and ease of use. While some students noted the tool's limitations in addressing cultural or contextual nuances, overall results suggest that AI-generated feedback can serve as an effective supplement to traditional instruction. The study highlights ChatGPT's potential to enhance writing development and learner autonomy, particularly in resource-constrained EFL classrooms.
Co-Authors Aisyah, Sitti Nur Chlara Vindi Tungka Christiani, Natalia Daniel Ginting Delfitha Lia Dg. Macora, Yuliana Dian Eka Handayani Eliaumra Eliaumra Erwin Taroreh Ketrin Ratimba Macora, Yuliana Dg Mapeda, Marghareta Alexandra Mega Risna Damayanti Peoni Natalia Christina Nurmila Nurmila Olviani Cipta Ningsi Tarinje Olviani Cipta Ningsi Tarinje Pariyanto Pariyanto, Pariyanto Rabiatul Adawia Anwar Romauli Nainggolan Sari, Elsa Solihin Solihin Sri Yuliana Sriwati, Ni Kadek Tanari, Yulinda Tarinje, Olviani Cipta Ningsi Tegel, Steven Richardo Toheni, Ichalin Yaya, Nurdiana