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All Journal Jurnal Celtic Tell : Teaching of English Language and Literature Journal Journal of Community Service and Empowerment JOLLT Journal of Languages and Language Teaching
Roro Millatu Al-Ghaniy
Universitas Islam Indonesia, Yogyakarta
Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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English for tour guide program to improve English Skills of tour guides in Trenggalek’s Tourist Villages Dwi Wahyuningtyas; Ria Arista Asih; Dessy Maeyangsari; A. R. Alyaa' Chiquita Fairuzara; Fredik Yunior Heuvelman; Roro Millatu Al-Ghaniy
Journal of Community Service and Empowerment Vol. 3 No. 3 (2022): December
Publisher : Universitas Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/jcse.v3i3.22542

Abstract

Trenggalek is one of the potential regencies in East Java, with many beautiful tourist destinations. Realizing this fact, the government of Trenggalek has set a target to develop 100 tourist villages in Trenggalek by 2024. Tourist villages are now becoming one of the main attractions in Trenggalek. To make the villages more known and visited by tourists, some support is needed, one of which is the involvement of tour guides skilled in using English. Therefore, the community service team from UPN "Veteran" Jawa Timur under the scheme PIKAT (Pemanfaatan Ipteks Bagi Masyarakat = Utilization of Science and Technology for Society) held an English for Tour Guide program in Pandean Village, Dongko Sub-district, Trenggalek. Supported by the Department of Tourism and Culture of Trenggalek. This program has been held since July and is still running.  The service program consists of three main activities, namely: (1) preparation, debriefing, and pre-departure; (2) implementation; and (3) evaluation. The tour guides joined and attended the program enthusiastically. They were actively involved in the discussions, sharing sessions, and role-plays. It is expected that this program can be impactful for tour guides in tourist villages in Trenggalek and can be extended in a broader scope in the future. In addition, more tourists are interested in visiting Trenggalek, from East Java and around Indonesia.
FLSP STUDENTS’ ANXIETY AND THEIR LEARNING STRATEGIES IN SPEAKING CLASS Roro Millatu Al Ghaniy
Celtic : A Journal of Culture, English Language Teaching, Literature and Linguistics Vol. 10 No. 1 (2023): June 2023
Publisher : University of Muhammadiyah Malang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.22219/celtic.v10i1.25739

Abstract

This study investigated the Foreign Language for Specific Purposes (FLSP) students' anxiety and learning strategies in speaking instruction. To gain insight into FLSP students' speaking anxiety and learning strategies, this study applied a descriptive qualitative research design. A Foreign Language Classroom Anxiety Scale (FLCAS) questionnaire and a semi-structured interview were used to collect data from 26 FLSP students for the study. The results were described in percentages and elaborated in the description. The results regarding the students' anxiety revealed that 7 out of 26 students (27%) experienced low anxiety, 17 out of 26 students (65%) encountered moderate anxiety, and 2 (8%) students experienced high anxiety. Furthermore, the results regarding the students' learning strategies showed that strategies such as preparation, practicing before speaking, and positive thinking helped students reduce anxiety in FLSP speaking performance. Implementing the appropriate strategies in FLSP speaking is significant as learning FLSP is more complex than general or academic English as it involves numerous foreign terms.
Technology-Assisted Collaborative Writing: EFL Students’ Perceptions and Preferred AI Features for Literature Reviews Dwiansari Ramadhani; Roro Millatu Al Ghaniy; Ning Difani Wulan
JOLLT Journal of Languages and Language Teaching Vol. 14 No. 3 (2026): July
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v14i3.18974

Abstract

Despite technology-assisted and AI-based tools have been commonly used in supporting academic writing in English as a Foreign Language (EFL) context, particularly in collaborative learning environments, research on how EFL students perceive the use of integrated AI and collaborative platforms specifically in research-based writing, as well as which features they find most beneficial remain limited. This study fills in the gap by exploring EFL students’ perceptions of technology-assisted tools in collaborative literature review writing and to identify the AI-supported features they perceive as most helpful. Employing a descriptive qualitative design, data were collected through open-ended questionnaires administered to 33 students and follow-up semi-structured interviews with six selected participants. The findings revealed that students perceived technology-assisted tools positively as they enhanced efficiency, productivity, accessibility, collaboration, and their overall perspective on academic writing. Preferred AI features included information retrieval and research support, idea generation and content development, language improvement, and collaboration support. Despite these positive perceptions, students also expressed concerns regarding ethical issues, authorship, and over-reliance on AI. The findings suggest that technology-assisted collaborative tools help students improve their research writing by supporting the writing process, developing critical thinking skills, and teaching responsible technology use. To ensure the effective and ethical use of these tools, educational policies should include clear guidelines.
Exploring ESP Students’ Preferences for Oral Corrective Feedback Roro Millatu Al Ghaniy
Tell : Teaching of English Language and Literature Journal Vol 13 No 2 (2025): September
Publisher : English Department FKIP Universitas Muhammadiyah Surabaya Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30651/tell.v13i2.25650

Abstract

Although some researchers show negative views toward oral corrective feedback, many believe that oral corrective feedback is beneficial for correcting the students’ errors and improving their speaking skills. This survey study aims at investigating ESP students’ oral corrective feedback preferences in speaking class. One hundred and sixty-five students from different study programs participated in the study. Moreover, a closed-ended questionnaire was employed to collect the data. The results revealed that the students strongly wanted their lecturers to fix their spoken errors. The students also showed their favorable attitude toward overall error corrections given by the lecturers instead of peers. Concerning the types of errors, a huge number of the students either agree or disagree toward oral correction on grammatical errors, pronunciation errors, and inappropriate vocabulary usage and expressions. Additionally, explicit correction was the most favorable feedback among the students followed by elicitation and metalinguistic feedback. Exploring students’ preferences of oral corrective feedback assists lecturers to find the most effective way of delivering feedback that suits the students’ needs. By implementing the effective feedback, not only students’ errors can be corrected but their speaking skills can be improved. Keywords: oral corrective feedback preferences; ESP-speaking course
Co-Authors A. R. Alyaa' Chiquita Fairuzara Dessy Maeyangsari Dwi Wahyuningtyas Dwiansari Ramadhani Fredik Yunior Heuvelman Mirjam Anugerahwati Ning Difani Wulan Ria Arista Asih