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All Journal Journal on Education Edulangue PROJECT (Professional Journal of English Education) Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Innovative: Journal Of Social Science Research Journal of Authentic Research Blaze: Jurnal Bahasa dan Sastra dalam Pendidikan Linguistik dan Pengembangan Journal of English Language Teaching and Literature (JELITA) INTERACTION: Jurnal Pendidikan Bahasa Journal of English Language Proficiency
M. Junaidi Marzuki
Universitas Hamzanwadi
Agriculture, Biological Sciences & Forestry Arts Humanities Chemistry Computer Science & IT Earth & Planetary Sciences Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Physics Public Health Social Sciences Other

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Investigating Students' Perceptions Of The Utilization Of Chatgpt In Improving Writing Skills: Challenges And Strategies Amanah, Wini; Marzuki, M. Junaidi; Suherman, Andri; Maysuroh, Siti
Journal of Authentic Research Vol. 4 No. 2 (2025): December
Publisher : LITPAM

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/43zkb518

Abstract

This study discusses the challenges and strategies involved in using ChatGPT as an academic writing tool. The purpose of this study is to identify user perceptions, obstacles encountered, and strategies applied in effectively utilizing ChatGPT in the context of academic writing. This study uses a qualitative approach with data collection methods through closed questionnaires, open questionnaires, and semi-structured interviews, involving 25 participants for questionnaire completion and 3 participants for interviews. Data from closed questionnaires were analyzed using percentage calculations in Microsoft Excel, while data from open questionnaires and semi-structured interviews were analyzed using Miles and Huberman's interactive analysis model, which includes data reduction, data presentation, and conclusion drawing stages. The results showed that most respondents had a positive view of ChatGPT as an academic writing tool (S4 = 1.56; S10 = 1.64), although their proficiency level was still in the moderate category (S1 = 1.28). The main challenges identified include over-reliance on ChatGPT, which has led to a decline in independent writing skills (S5 = 1.92), the provision of irrelevant answers (S6 = 2.48), and a decline in creativity (S9 = 2.16). In addition, respondents also highlighted the inaccuracy of references and overly general answers as additional obstacles. In terms of strategy, users attempted to verify information sources, use ChatGPT only in the early stages of writing, and maintain the originality of their writing. Overall, the results of this study show that ChatGPT can be an effective tool in supporting the academic writing process when used wisely, critically, and responsibly.
Students’ Difficulties in Stressing Four-Syllable Words: An Exploratory Study at the English Department, Hamzanwadi University Rohmi, Ni’matur; Marzuki, M. Junaidi; Agustina, Yulia; Husnu, Muhammad
PROJECT (Professional Journal of English Education) Vol. 9 No. 2 (2026): VOLUME 9 NUMBER 2, MARCH 2026
Publisher : IKIP Siliwangi

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Abstract

This study aims to explore the ability and awareness of students regarding word stress, specifically on four-syllable words. The subjects of this research were eight fourth-semester students from the English Language Education study program who had completed the morphology course. The participants were randomly selected from various classes. This study employed a qualitative approach using semi-structured tests and interviews as data collection methods, conducted in person. The findings indicate that most participants have limited ability in correctly placing word stress on four-syllable words. Common errors occurred due to a lack of understanding of morphological rules, especially those related to prefixes and suffixes that influence stress placement. The participants' awareness of the importance of word stress in communication also varied; some were aware of its function, while others considered it insignificant. The study concludes that despite having received morphology instruction, students still face challenges in applying the concept of word stress practically. The implications of these findings highlight the need for a deeper focus on word stress exercises, particularly in the context of phonology and morphology, to enhance students' skills and awareness in English pronunciation.
Exploring Similarities Between AI-Generated Writing and Students’ Writing in Producing Descriptive Text at Hamzanwadi University Reswita, Firna; Nazri, M. Adib; Marzuki, M. Junaidi; Prasetyaningrum, Ari
PROJECT (Professional Journal of English Education) Vol. 9 No. 2 (2026): VOLUME 9 NUMBER 2, MARCH 2026
Publisher : IKIP Siliwangi

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This study explores the similarities between descriptive texts written by second-semester English education students at Hamzanwadi University and a text generated by ChatGPT in response to the same writing prompt. Using a qualitative descriptive method, seven student texts selected from fifteen submissions and one AI-generated text were analyzed with the IELTS Writing Band Descriptors, focusing on Task Response, Coherence and Cohesion, Lexical Resource, and Grammatical Range and Accuracy. The findings indicate that both texts shared similarities in addressing the task, maintaining coherence, using descriptive vocabulary, and applying varied sentence structures, although the AI-generated text demonstrated greater lexical variety and fewer grammatical errors. These results suggest that AI-generated writing can serve as a supplementary model for students in developing descriptive writing skills, while teacher guidance remains crucial to ensure critical and effective use of AI tools.
Self-Talk Strategy: A Qualitative Investigation in Building English Speaking Skill Usuluddin; Dwimaulani, Astrid; Mawarni, Iga Anggi; Marzuki, M. Junaidi
PROJECT (Professional Journal of English Education) Vol. 9 No. 2 (2026): VOLUME 9 NUMBER 2, MARCH 2026
Publisher : IKIP Siliwangi

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Abstract

This study investigates the types of self-talk and students' perceptions of the impact of using self-talk in building their English-speaking skills. By using a qualitative descriptive approach, data were collected through questionnaires, semi-structured interviews, and observations with six second-semester students of the English language education program at Universitas Hamzanwadi. The findings reveal that students used two types of self-talk strategies to build their English-speaking skills, which are instructional self-talk and motivational self-talk. Students viewed self-talk as an effective strategy to support technical preparation for speaking, reduce anxiety, and increase self-confidence. The benefits of using self-talk include reduced anxiety and nervousness, increased confidence, motivation, fluency, and skills, as well as creating space for self-practice. Thus, it can be concluded that self-talk is proven to be a solution for regulating affective and cognitive aspects in order to build English speaking skills.
Teaching English reading using local wisdom-based media and material at MTs Mu’allimat NWDI Pancor Risviana; Siti Maysurah; M. Junaidi Marzuki
Journal of English Language Proficiency Vol. 3 No. 1 (2026): Journal of English Language Proficiency (JELAP)
Publisher : Mell Baou Publisher

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36312/jelap.v3i1.5653

Abstract

This study aims to explore the impact of using local wisdom-based media and materials in English reading instruction at MTs Mu’allimat NWDI Pancor. Employing a mixed-methods approach with a sequential explanatory design, this research allows the researcher not only to measure the effect of local wisdom-based materials on students’ reading skills but also to explore their responses and motivation throughout the learning process. In the quantitative phase, a pre-experimental design with a one-group pretest-posttest model was used to assess the improvement in students’ reading comprehension before and after the intervention. Meanwhile, in the qualitative phase, semi-structured interviews were conducted to investigate students’ perceptions and motivation regarding the use of local wisdom-based materials. The interview data were analyzed using thematic analysis based on Miles and Huberman’s (1994) framework. The participants of this study consisted of 30 eighth-grade students selected through purposive sampling.The findings indicated a significant improvement in students’ reading comprehension after the implementation of local wisdom-based materials, as shown by the increased post-test scores. Furthermore, the qualitative data revealed that students felt more motivated and engaged when learning through texts that reflected their own culture and personal experiences. The integration of local wisdom was proven to enhance cognitive understanding and foster emotional connection, thereby supporting the development of reading skills. These findings suggest that culturally relevant materials can serve as an effective pedagogical strategy to improve both reading comprehension and learning motivation among junior high school students.
Enhancing Students' Vocabulary Mastery through Kahoot-Based Formative Assessment Zahratul Fikni; Baiq Almalia Lestari; M. Junaidi Marzuki; Laila Wati
Jurnal Pendidikan, Sains, Geologi, dan Geofisika (GeoScienceEd Journal) Vol. 7 No. 3 (2026): August
Publisher : Mataram University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29303/goescienceed.v7i3.2634

Abstract

This study aimed to determine the effect of Kahoot-based formative assessment on students' vocabulary mastery and to describe the relationship between students' Kahoot scores and their post-test results. This study examined the effect of Kahoot-based formative assessment on tenth-grade students' vocabulary mastery at MA NW Kotaraja in the academic year 2025/2026. This studies examine whether the use of Kahoot-based formative assessment significantly improved students' vocabulary mastery, and how students' Kahoot scores related to their post-test results. This study used a pre-experimental design with a one-group pre-test post-test approach. The sample consisted of 22 students selected through purposive sampling from a total population of 92 tenth-grade students. Data were collected through a pre-test, five Kahoot-based formative assessment sessions covering 50 daily activities vocabulary items, a post-test, and brief interviews with six selected students. The pre-test and post-test each consisted of 50 multiple-choice items with a maximum score of 100. Data were analyzed using the Shapiro-Wilk normality test, the Wilcoxon Signed-Rank Test, effect size calculation, and descriptive comparison. Results showed statistically significant improvement in vocabulary mastery with p = 0.028 and effect size r = 0.47, indicating a medium effect. The mean score increased from 60.45 to 77.64. Descriptively, 81.8% of students with high Kahoot scores achieved good or very good post-test results. These findings confirm that Kahoot-based formative assessment effectively enhances EFL students' vocabulary mastery.
Co-Authors Adib Nazri Amanah, Wini Andri Suherman Andri Suherman Baiq Almalia Lestari Budi Setiawan Dwimaulani, Astrid Elin Maulida Apriani Emiliana, Emiliana Ghina Athiyyaturrahmah Jupilatun Jupilatun Laila Wati M. Adib Nazri Mawarni, Iga Anggi Muhammad Husnu Prasetyaningrum, Ari Reswita, Firna Risviana Rohmi, Ni’matur Siti Maysurah Siti Maysuroh Siti Maysuroh Surayya, St. Ayu Umarul Dirgan Ramadhan Usuluddin Usuluddin Usuluddin Yulia Agustina Zahratul Fikni