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All Journal Scripta-English Department Journal Jurnal Pendidikan Bahasa Inggris Lingua Cultura Jurnal Penelitian Humaniora DWIJA CENDEKIA: Jurnal Riset Pedagogik IRJE (Indonesian Research Journal in Education) JOLLT Journal of Languages and Language Teaching ALLURE JOURNAL Journal of Community Services on Multidisciplinary Sciences
Tusino Tusino, Tusino
Universitas Muhammadiyah Purwokerto
Arts Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Artificial Intelligence (AI) Chatbot in EFL Writing: Exploring Students’ Perspectives Janah, Rohmatul; Tusino, Tusino; Dewi, Puspa
Scripta : English Department Journal Vol. 12 No. 2 (2025)
Publisher : Department of English Language Education, Universitas Muhammadiyah Purworejo, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37729/scripta.v12i2.6811

Abstract

This study aims to investigate students‘ perceptions of the usefulness of AI Chatbot (ChatGPT) in improving writing skills and identifying perceived weaknesses in writing classes. The study employed a qualitative case study method at Muhammadiyah University of Purworejo, using questionnaires and interviews with fourth-semester English education students in the 2024/2025 academic year. The results revealed that students generally had positive perceptions of AI Chatbots in enhancing their writing skills, especially in idea generation, structure organization, and confidence building. Questionnaire data showed high agreement percentages and mean scores, particularly on statements about the value of AI in expressing ideas and improving writing skills. However, interviews uncovered challenges such as generic and shallow responses, inaccurate or fabricated references, over-reliance that reduces critical thinking, informal language styles, and misinterpretation of prompts. These findings highlight both the benefits and limitations of AI Chatbots in academic writing and underline the need for critical AI literacy and human guidance in educational contexts.
EFL Students’ Pronunciation in Indonesia and Thailand: Exploring Differences and Errors Tusino, Tusino
Allure Journal Vol 6, No 1 (2026): January 2026
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/allure.v6i1.25395

Abstract

Studies comparing language proficiency and pronunciation errors are under-researched in EFL environments. The present study aims to explain the differences and pronunciation errors found among students from Indonesia and Thailand. This quantitative study employed a comparative design. The participants were sixty-two public secondary schools in Indonesia and Thailand. The research instruments used were pronunciation tests and closed-ended questionnaires. Data were analyzed using descriptive and inferential methods.  The results showed a significant difference in English pronunciation between the two groups of students: Indonesian and Thai. The Indonesian students made errors in the pronunciation of specific vowels and consonants. In contrast, the Thai learners could not correctly pronounce specific vowels and consonants. Language exposure, the learners’ native language, language anxiety, and phonological knowledge were identified as major factors influencing pronunciation errors. The findings indicate that Indonesian and Thai students exhibit different patterns of English pronunciation errors, influenced by linguistic and non-linguistic factors.
EFL Students’ Pronunciation in Indonesia and Thailand: Exploring Differences and Errors Tusino, Tusino
Allure Journal Vol 6, No 1 (2026): January 2026
Publisher : Universitas PGRI Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26877/allure.v6i1.25395

Abstract

Studies comparing language proficiency and pronunciation errors are under-researched in EFL environments. The present study aims to explain the differences and pronunciation errors found among students from Indonesia and Thailand. This quantitative study employed a comparative design. The participants were sixty-two public secondary schools in Indonesia and Thailand. The research instruments used were pronunciation tests and closed-ended questionnaires. Data were analyzed using descriptive and inferential methods. The results showed a significant difference in English pronunciation between the two groups of students: Indonesian and Thai. The Indonesian students made errors in the pronunciation of specific vowels and consonants. In contrast, the Thai learners could not correctly pronounce specific vowels and consonants. Language exposure, the learners’ native language, language anxiety, and phonological knowledge were identified as major factors influencing pronunciation errors. The findings indicate that Indonesian and Thai students exhibit different patterns of English pronunciation errors, influenced by linguistic and non-linguistic factors.
Mobile learning approach in teaching elementary school English literation: What are their voices? Dewi, Puspa; Tusino, Tusino; Rokhayati, Titi; Luckita, Ivan Ananta; Lisitsa, Inna V
DWIJA CENDEKIA: Jurnal Riset Pedagogik Vol 9, No 2 (2025): September 2025
Publisher : Universitas Sebelas Maret

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.20961/jdc.v9i2.107171

Abstract

This study examines the impact of a mobile learning application on the reading and writing skills of fifth-grade students in Purworejo Regency, Central Java.  Eighty students were divided into an experimental group using the LearnEnglish Kids: Playtime app and a control group using traditional methods. The data were collected through writing tests and questionnaires and anallyzed using Guttman scale Results showed significant improvement in the experimental group, with mean scores rising from 61.07 to 88.08 and 85% of students achieving an “Excellent” rating. The control group showed only modest gains, with mean scores increasing from 57.15 to 63.63. Tests for normality, homogeneity, and an independent sample t-test confirmed a statistically significant difference between the two groups (Sig. 0.000). Additionally, a questionnaire revealed that 71% of students agreed the app helped improve their language skills, and 96% felt it met their learning needs. These findings suggest that integrating mobile learning tools like LearnEnglish Kids: Playtime into the curriculum can significantly boost student performance and motivation. Future research should investigate the long-term effects of mobile learning on language skills and explore its applicability across different educational settings.
Co-Authors Chen, Yinghuei Edi Sunjayanto Masykuri, Edi Sunjayanto Endah Lestari Hati, Mufid Lahiria Permata Hatmanto, Endro Dwi Hijril Ismail, Hijril Iglesia, Maria Joy C. Janah, Rohmatul Junaedi Setiyono Kasdianti, Evi Lisitsa, Inna V Luckita, Ivan Ananta Mezentsev, Ivan Onate, Rafael V. Paramarti, Prajna Fawwaza Alya Puspa Dewi Ramdhani, M. Maarif RR. Ella Evrita Hestiandari Setyawati, Vita Rahayu Solihah, Yuni Awalaturrohmah Sri Widodo Sri Wuli Fitriati Titi Rokhayati