Article Per Year (5 Year)
p-Index From 2021 - 2026
2.811
P-Index
This Author published in this journals
All Journal Jurnal Pendidikan Bahasa Inggris Jurnal Didascein Bahasa English Community Journal IRJE (Indonesian Research Journal in Education) Journal of English Education and Teaching (JEET) Language and Education Journal JOLLT Journal of Languages and Language Teaching Didascein (Journal of English Education) Global Expert: Jurnal Bahasa dan Sastra Journal of English Education International Journal of Education Research and Development Jurnal Pendidikan Progresif Jurnal Pengabdian Kepada Masyarakat (Abdimas) Universitas Baturaja
Gaya Tridinanti, Gaya
Universitas Tridinanti Palembang
Humanities Computer Science & IT Control & Systems Engineering Decision Sciences, Operations Research & Management Earth & Planetary Sciences Economics, Econometrics & Finance Education Energy Engineering Environmental Science Health Professions Immunology & microbiology Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Medicine & Pharmacology Neuroscience Public Health Social Sciences Transportation Other

Published : 24 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 24 Documents
Search

 1   2   3 
Artificial Intelligence in ELT: Advancing Adaptive and Personalized Language Learning Budiyanto, Darmawan; Tridinanti, Gaya; Saputri, Kurnia; Apriani, Eka; Sartika, Dewi
Journal of Languages and Language Teaching Vol. 13 No. 4 (2025): October
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jollt.v13i4.16713

Abstract

This study investigates the pedagogical benefits and challenges of integrating Artificial Intelligence (AI) technologies in English Language Teaching (ELT) classrooms. With the rapid advancement of AI, its application in education, particularly in language learning, has generated increasing scholarly and practical interest. A mixed-methods approach was adopted, combining quantitative data from a survey of 120 English teachers in Palembang with qualitative insights from in-depth interviews with 10 teachers. The survey employed a Likert-scale questionnaire to assess the perceived impact of AI, while thematic analysis was applied to the interview data. The findings indicate that 78% of respondents agreed AI supports personalized learning, 82% believed it enhances student engagement, and 75% reported increased student motivation. Nevertheless, 45% of teachers identified technical barriers such as unreliable internet access, and 52% expressed concerns over insufficient teacher training. Qualitative evidence reinforced these perspectives, with teachers highlighting the irreplaceable role of human interaction and warning against excessive reliance on AI tools. Overall, the study suggests that AI can enrich ELT by providing tailored content and real-time feedback, but its effective integration depends on addressing infrastructural limitations and strengthening teacher preparedness. Teachers also emphasized balancing AI with traditional pedagogies to preserve the essential human dimension of language learning. Beyond the classroom, these findings carry broader implications for policy and practice. They highlight the need for systemic reforms in infrastructure, sustained professional development, and stronger alignment between AI tools and curriculum goals. If strategically implemented, AI has the potential not only to enhance ELT practices but also to advance equitable, future-ready education systems.
Using Peer Editing and Peer Feedback Techniques in Writing to Private University Students Tridinanti, Gaya; Roni, Rusman; Sari, Farnia
Jurnal Pendidikan Progresif Vol 10, No 3 (2020): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

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

Abstract

Using Peer Editing and Peer Feedback Techniques in Writing to Private University Students. Objectives: this reserach is to find out whether there was any significant difference betweeen the students are taught by using Peer Editing and Peer Feedback Technique. Methods: Quasi-Experimental method was used by providing two groups as an experimental group and control group. The total of students from both groups was 100 students. The data were analyzed by paired sample t-test and independent sample t-test. Findings: The result of paired sample ttest innexperimental and control group showed that value of p-value was .000. At the signicance level p > 0.05 for two tailed test. Conclusion: the use of Peer Editing and Peer Feedback technique can improve students’ in writing narrative text. Keywords: peer-editing technique, peer feedback technique, writing skill DOI: http://dx.doi.org/10.23960/jpp.v10.i3.202001
Reading Attitude, Reading Interest, and Reading Achievement among Eleventh-Grade Students Ria Lestari; Tridinanti, Gaya; Manurung, Jenny Elvinna
Language and Education Journal Vol. 11 No. 1 (2026): Language and Education Journal
Publisher : Universitas Islam Ogan Komering Ilir Kayuagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52237/lej.v11i1.453

Abstract

The study aimed to determine whether students’ psychological factors, particularly their attitudes and interests toward reading, were significantly related to their academic performance in reading English texts. This study employed a quantitative correlational design. The population consisted of all eleventh-grade students at SMA Negeri 21 Palembang, with a total of 388 students, and a sample of 105 students was selected through cluster random sampling. Data were collected using two questionnaires and a reading test. The collected data were analyzed using Pearson Product-Moment correlation and multiple regression analysis to determine both partial and simultaneous relationships among the variables. The results showed that there was no significant correlation between reading attitude and reading achievement. Provides a concise summary of purpose, methods, results, and conclusions. The key statistics (r = 0.028, r = 0.377, R² = 0.143) are appropriately included. indicating that students with higher reading interest tended to achieve better reading performance. Furthermore, multiple regression analysis revealed a significant simultaneous relationship between reading attitude and reading interest toward reading achievement (r = 0.378, p = 0.000), with a combined contribution of 14.3%. These findings suggest that reading interest plays a more influential role in supporting students’ reading achievement.
The Effect of Mastery of Writing Theory and Writing Motivation on Writing Practices TRIDINANTI, GAYA; RONI, RUSMAN; SARI, FARNIA; NURULANNINGSIH, NURULANNINGSIH
Indonesian Research Journal in Education |IRJE| Vol. 4, No. 1, June 2020
Publisher : Universitas Jambi, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | Full PDF (384.533 KB) | DOI: 10.22437/irje.v4i1.8041

Abstract

ABSTRACT : The purpose of this study to determine the correlation among writing theory, writing motivation and the writing practice of narrative text. The method used is survey with correlational techniques. The analytical method used is correlational analysis. The population is all students of English Department. The sample is 75 students with total sampling technique. The result shows that (1) there is significant correlation between Writing Theory and Writing Practice, proven by t value = 5.579 and Sig0.000 <0.05;(2) there is significant correlation between Writing Motivation and Writing Practice, proven by t value = 2.167 and Sig. 0.000 <0.05; (3) there is significant contribution of Writing Theory and Writing Motivation toward Writing Practice, proven by Fo = 64.936 and Sig. 0.000 <0.05. It can be concluded that the writing practice of narrative text is correlated by writing theory and writing motivation both partially and simultaneously. Keywords: motivation, narrative text, practice, theory, writing
Co-Authors Budiyanto, Darmawan Darmawan Budiyanto Darmawan Budiyanto Dewi Sartika Edi Suryadi, Edi Eka Apriani, Eka Farnia Sari, Farnia Hendrety, Yuyun Heru Setiawan Jenny Elvinna Manurung, Jenny Elvinna Khomairoh, Sheina Nabila Kurnia Saputri, Kurnia Moh. Rasyid Ridho Muhammad Rasyid Ridho Mukhlas Mukhlas Nita Ria, Nita Nugraha, Dini Nurulanningsih Nurulanningsih, Nurulanningsih Rahma Dianti Rahma Dianti, Rahma Repelita Siregar Ria Lestari Ridho, M.Rasyid Roni, Rusman Rusman Roni Sari, Sinta Nadia Selfina, Sirrila Dewi Septiani, Wiwik Servina Insani Simanjuntak Susanta, Mulyana Syaputra, Tomi Vera Dila Wiwik Septiani