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All Journal English Education Journal Musamus Journal of Language and Literature IALLTEACH (Issues In Applied Linguistics & Language Teaching) Journal Of English Literature, Linguistic, and Education (JELLE) JEPAL (Journal of English Pedagogy and Applied Linguistics) JELL (Journal of English Language Learning Jurnal Pengabdian Masyarakat Bhinneka Applied Research in English Education Prawara Jurnal Pengabdian Masyarakat
Silvia Nanda Putri Erito
Universitas Bina Sarana Informatika
Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Public Health Social Sciences Other

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Penyediaan Pojok Baca untuk Meningkatkan Minat Baca Siswa: Implementasi Program Kampus Mengajar Angkatan 6 di SMP Plus Al Mugni, Ciamis Afiifah, Khoirunnisa; Halim, Nurhasanah; Erito, Silvia Nanda Putri
Jurnal Pengabdian Masyarakat Bhinneka Vol. 4 No. 2 (2025): Bulan November
Publisher : Bhinneka Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58266/jpmb.v4i2.735

Abstract

Minat baca siswa di SMP Plus Al Mugni, Ciamis, relatif masih rendah, terutama karena fasilitas yang terbatas dan tidak adanya program literasi yang terstruktur. Dengan desain Penelitian Partisipatif Berbasis Masyarakat, pengabdian ini bertujuan untuk meningkatkan minat baca siswa melalui program Pojok Baca, yang dirancang dan disediakan selama program Kampus Mengajar Angkatan 6. Metode yang digunakan adalah kualitatif-deskriptif, dengan teknik wawancara dan diskusi kelompok terfokus, observasi, dan dokumentasi, untuk mengeksplorasi lingkungan literasi sekolah, keterlibatan siswa, dan efektivitas strategi yang diterapkan. Temuan menunjukkan bahwa, sebelum program, sekolah budaya membaca belum terbentuk dan minim fasilitas untuk mendukung kegiatan literasi. Melalui penyediaan Pojok Baca dan rutinitas membaca 15 menit setiap hari sebelum kelas, siswa mulai menunjukkan perubahan perilaku, seperti membaca secara sukarela, menunjukkan minat pada buku, dan secara aktif menjaga ruang baca. Keberhasilan program ini ditandai dengan terciptanya ruang baca yang sebelumnya tidak tersedia dan peningkatan partisipasi siswa dalam kegiatan literasi. Pengabdian ini menyimpulkan bahwa strategi yang sederhana dan kontekstual dapat menumbuhkan budaya literasi yang berkelanjutan di sekolah-sekolah dengan sumber daya terbatas.
An An Analysis of American Slang in "Dope" Movie Wahab, Syamsul Aryana; Halim, Nurhasanah; Erito, Silvia Nanda Putri
JEPAL (Journal of English Pedagogy and Applied Linguistics) Vol. 6 No. 2 (2026): January 2026
Publisher : Ma'soem University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32627/jepal.v6i2.1687

Abstract

Slang has been extensively examined as a sociolinguistic phenomenon and as a feature of informal communication. However, research focusing on how American slang is employed by a main character in contemporary films to construct identity and communicative meaning remains limited. This study analyzes the types and communicative functions of American slang used by the main character, Malcolm, in the film Dope (2015). Qualitative descriptive method was applied in this study. The framework used was Allan and Burridge’s (2006). It identified and classified 157 slangs. The findings reveal that the use of slangs is distributed across five primary types: Fresh and Creative, Flippant, Imitative, Clipping, and Acronym, respectively. The slangs serve several key communicative functions, including building solidarity, expressing emotions (such as anger and frustration), insulting, initiating casual conversation, creating intimacy, and conveying vivid impressions. The analysis demonstrates that Malcolm's predominant use of Fresh and Creative and Flippant slang reflects his identity as an urban teenager navigating complex social environments, while also enhancing the film's narrative authenticity and socio-cultural realism. This study concludes that slang is not merely a linguistic feature but a crucial pragmatic tool for character development and socio-cultural representation in cinematic discourse.
Exploring ESP Students’ Perception toward the Potential of Artificial Intelligence to Promote Students’ Self-Efficacy in English Writing Skill Silvia Nanda Putri Erito
Journal of English Language Learning Vol. 7 No. 2 (2023)
Publisher : English Language Education Department, Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jell.v7i2.7598

Abstract

This study aimed to explain ESP (English for Specific Purposes) students’ perception toward the potential of AI to promote their self-efficacy in their English writing skill by examining its impact on students’ learning experiences and perceptions. The present investigation employed a qualitative case study. The data collected by open-ended questionnaire in online form distributed to forty students in accounting major. The findings showed that the students positively perceived toward the potential of AI to promote students’ self-efficacy in their English writing skill, they believed that AI play important role and impact their self-efficacy, enhance their motivation, reduce their anxiety, give easy access to the students to get feedback quickly with better recommendation of writing and provide interactive learning in achieving consistency in student’ English writing skill.
The Analysis of Students’ Perception of Virtual English Learning: A case Study of MyBest LMS Implementation Mike Amelia; Silvia Nanda Putri Erito; Surtika Ayumida
Journal of English Language Learning Vol. 8 No. 2 (2024)
Publisher : English Language Education Department, Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jell.v8i2.11658

Abstract

This study aims to analyze students' perceptions of the implementation of MyBest LMS in virtual English learning. The analysis uses Technology Acceptance Model (TAM). In the context of English learning in the Information Systems study program at Bina Sarana Informatika University, E-Learning has become an increasingly important tool to facilitate the lecture process. Through the LMS platform commonly referred to as MyBest, students can access learning materials, assignments, discussions, and evaluations online, without being limited by time and space. However, success in its implementation is not only determined by the sophistication of the technology used, but also by the user's perception of the platform. In this context, students' perception towards E-Learning has an important role in determining the effectiveness and acceptance of the technology in the learning process, especially in English learning which is one of the courses conducted virtually at UBSI. This research uses descriptive method by using observation, questionnaire and interview collected from 40 Information System students of Bina Sarana Informatika University who were selected from cluster random sampling technique.
Learner Perceptions in Using Social Media in Learning Writing Testiana Deni Wijayatiningsih; Silvia Nanda Putri Erito
Journal of English Language Learning Vol. 9 No. 1 (2025)
Publisher : English Language Education Department, Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jell.v9i1.13860

Abstract

This research examines how English as a foreign language (EFL) students see social media for learning English, focusing on writing, intrinsic motivation, and self-directed study. Sixty students participated in the quantitative study by filling out a Likert-scale questionnaire. According to the results, most students think social media may help them learn a new language. Perceived benefits include enhanced writing abilities, increased drive, and the encouragement of independent study. Many who took the survey even saw social media as a possible substitute for more conventional forms of education. When it came to motivation and autonomous learning, there was the most significant degree of agreement. Some still think social media material is not rigorous enough for academic writing classes. A few pupils also brought up problems with digital literacy and a lack of contact with native speakers. Despite the promising future of social media in English as a foreign language (EFL) education, the study stresses the need for careful integration to supplement more traditional forms of instruction.
Exploring the Impact of Generative AI Tools on English Writing Skills among English Education Exploring the Impact of Generative AI Tools on English Writing Skills among English Education Students : A Case Study of Students at Universitas Muhammadiyah Semarang (UNIMUS) Silvia Nanda Putri Erito; Testiana Deni Wijayatiningsih
Journal of English Language Learning Vol. 9 No. 2 (2025)
Publisher : English Language Education Department, Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31949/jell.v9i2.16302

Abstract

The integration of generative artificial intelligence (AI) tools, such as ChatGPT, Grammarly, and QuillBot, has transformed the way students develop and refine their writing skills in higher education. This study aims to explore how English Education students at the University of Muhammadiyah Semarang (UNIMUS) perceive and utilize these tools to enhance their English writing competence. Using a qualitative research design, data were collected through an open-ended questionnaire distributed to 23 students who had experience using AI-based writing assistants. The responses were analyzed thematically following Braun and Clarke’s (2021) framework to identify patterns in students’ perceptions, experiences, and challenges. The findings indicate that while students view AI tools as helpful companions for improving grammar, vocabulary, and text organization, they also acknowledge risks such as overreliance and reduced creativity. These insights emphasize the importance of promoting AI literacy and responsible tool usage among future English teachers. Overall, the study contributes to the ongoing discussion on digital transformation in English language education and offers practical implications for integrating AI-assisted writing tools in higher education settings. Keywords: generative AI, English writing skills, English Education students, ChatGPT, qualitative research
AI-integrated project-based learning for speaking skill development in ESP communication classes among information system students Silvia Nanda Putri Erito; Nurhasanah Halim
Journal of English Language Learning Vol. 10 No. 1 (2026)
Publisher : English Language Education Department, Universitas Majalengka

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

The integration of artificial intelligence (AI) in language learning has recently gained increasing attention, particularly in English for Specific Purposes (ESP) classrooms. This study explored students’ perceptions and experiences toward AI-assisted project-based learning for speaking skills among Information System students. The research aimed to investigate how AI tools supported students’ speaking development, presentation preparation, confidence, and learning experiences during project-based ESP activities. This study employed a qualitative descriptive design using open-ended questionnaires distributed to 45 Information System students. The collected data were analyzed using thematic analysis adapted from Braun and Clarke (2006) to identify recurring themes and patterns related to students’ experiences, speaking development, and AI integration in project-based learning activities. The findings revealed that students generally had positive perceptions toward the integration of AI tools in ESP speaking activities. AI tools such as ChatGPT, Google Gemini, ELSA Speak were perceived as supportive learning assistants that helped students improve pronunciation, grammar, vocabulary, idea organization, and presentation preparation. In addition, project-based learning activities increased students’ confidence, reduced speaking anxiety, and provided meaningful opportunities for collaborative and independent speaking practice. The study also found that several students demonstrated critical awareness regarding responsible AI usage and the importance of independent thinking during the learning process. Overall, AI-assisted project-based learning can support both students’ readiness , students’ confidence, students’ need in idea development and creates a more interactive, supportive, and student-centered learning environment in ESP class for speaking activities that can positively contribute to ESP speaking development in higher education contexts
Co-Authors Afiifah, Khoirunnisa Dede Nurahman Dede Nurrahman Didih Aditiyawarman4 Dwi Anggani Linggar Bharati Maolana Nopiansah Mike Amelia Nurhasanah Halim Puji Astuti Surtika Ayumida Testiana Deni Wijayatiningsih Tri Haryati Wahab, Syamsul Aryana