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All Journal ENGLISH FRANCA : Academic Journal of English Language and Education English Community Journal Jurnal Skripta Ekopem: Jurnal Ekonomi Pembangunan ENGLISH FRANCA : Academic Journal of English Language and Education JOLLT Journal of Languages and Language Teaching Jurnal Pendidikan dan Pembelajaran Sekolah Dasar (JPPSD) PKM Linggau: Jurnal Pengabdian dan Pemberdayaan Masyarakat Journal of Maternal and Child Health Science PPSDP International Journal of Education Journal of English Education International Journal of Education Research and Development CEMARA: Jurnal Pengabdian Masyarakat Multidisiplin LINGUISTS : JOURNAL OF LINGUISTICS AND LANGUAGE TEACHING
Kurnia Saputri, Kurnia
Universitas Sriwijaya
Religion Arts Humanities Economics, Econometrics & Finance Education Environmental Science Health Professions Languange, Linguistic, Communication & Media Mathematics Nursing Public Health Social Sciences Other

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Examining the Roles of Cognitive and Metacognitive Activities in Translation Performance: Think Aloud Protocol (TAP) Analysis Saputri, Kurnia; Sari, Farnia; Amaliah, Amaliah
ENGLISH FRANCA : Academic Journal of English Language and Education Vol. 9 No. 1 May (2025)
Publisher : Institut Agama Islam Negeri (IAIN) Curup

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29240/ef.v9i1 May.10961

Abstract

The purpose of this study is to investigate the cognitive and metacognitive strategies implemented by an English teacher at a Senior High School in Jakarta to understand the cognitive and metacognitive processes used in translating English text into Indonesian text, and vice versa, within a time frame of about 25-30 minutes. This qualitative study aims to explore how cognitive and metacognitive activities may impact students' translation process and help them develop sub-competencies by guiding them through the translation process and identifying strategies used to complete the task. The translation tasks involve translating English text into Indonesian text and vice versa. The tasks provide source text (ST) and Google translation (GT) output as references to assist in translating the texts that are put in post-editing. Each ST consists of 10 sentences that are translated using cognitive and metacognitive activities. The analysis used was the Think Aloud Protocol (TAP) based on Waden’s theory (1991). TAP was used to analyses the taxonomy of cognitive and metacognitive strategies. As the results of the study revealed, the frequency of cognitive strategies used in the Source Text (ST) is higher, indicating a higher complexity that requires additional cognitive effort. On the other hand, the use of cognitive activities decreased, affecting cognitive knowledge and reading strategies that influence cognitive activities. Additionally, metacognitive strategies were found to be more frequently associated with translational problems.
THE EXPLORATION OF EFL TEACHING SYLLABUS IN EMANCIPATED CURRICULUM Saputri, Kurnia; Hadiyanto, Hadiyanto; Sulistyo, Urif; Haryanto, Eddy
Linguists : Journal of Linguistics and Language Teaching Vol 11, No 1 (2025): July
Publisher : Universitas Islam Negeri (UIN) Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/ling.v11i1.7046

Abstract

This study investigates the implementation of the Emancipated Curriculum (Kurikulum Merdeka) in English as a Foreign Language (EFL) instruction, focusing on the alignment between teaching syllabi and the curriculum’s pedagogical vision. The objective of this research is to evaluate the design and structure of teaching syllabi prepared by English teachers, particularly in terms of instructional strategies, assessment practices, and learner-centred approaches. Employing a qualitative method with a case study approach, data were gathered through document analysis of syllabi developed by ten English teachers and supported by semi-structured interviews. Thematic analysis and coding were used to interpret the findings. The results reveal several strengths, including the integration of diverse teaching methods and relevant learning resources. However, the study also identifies notable challenges such as limited interactive classroom activities and a lack of differentiation to support diverse learner needs. The conclusion emphasizes that while the emancipated curriculum holds substantial potential for transforming EFL instruction, its effective implementation requires ongoing teacher development, collaborative planning, and contextual adaptation to ensure its long-term success.
Pengaruh Pertumbuhan Ekonomi, Ketimpangan Pendapatan, Investasi Domestik, Pendidikan, Swamedikasi, dan Pengangguran Terbuka terhadap Kedalaman Kemiskinan di Indonesia Saputri, Kurnia; Udjianto, Didit Welly
Ekopem: Jurnal Ekonomi Pembangunan Vol. 5 No. 1 (2023): Ekopem: Jurnal Ekonomi Pembangunan
Publisher : Program Studi Ekonomi Pembangunan Fakultas Ekonomi dan Bisnis Universitas Timor

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32938/jep.v5i1.3948

Abstract

Poverty is a human condition that cannot buy basic needs using their income. This research will discuss the factors that affect the poverty gap, such as economic growth, income inequality, domestic investment, education, self-medication, and the open unemployment, and discuss how the direction of influence on the level of poverty gap. In this study, panel data regression analysis was used, with the object of research being 34 provinces in Indonesia and the research period from 2017 to 2021. The results showed that the best model was Random Effect. Based on the regression results, it was known that economic growth and education had a negative and significant effect on the level of poverty gap. Meanwhile, the open unemployment variable had a positive and significant effect on the poverty gap.
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.
Meningkatkan Kemampuan Menulis Kalimat Melalui Kata Acak Mata Pelajaran Bahasa Indonesia Siswa Kelas V Nurhidayati, Siti; Patta, Rahmawati; Saputri, Kurnia
JPPSD: Jurnal Pendidikan dan Pembelajaran Sekolah Dasar Vol 3, No 4 (2024): April
Publisher : Universtas Negeri Makassar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/jppsd.v3i4.57674

Abstract

Permasalahan dalam penelitian ini adalah kemampuan menulis kalimat sesui kaidah huruf kapital pada mata pelajaran Bahasa Indonesia kelas V SDN 187 Sumber Agung. Metode Penelitian ini merupakan Penelitian Tindakan Kelas (PTK) yang terdiri atas dua siklus. Tujuan penelitian ini yaitu untuk meningkatkan kemampuan siswa menulis kalimat melalui kata acak. Hasil penelitian menunjukkan bahwa pada tahap siklus 1 nilai persentase 37,5%, nilai maksimal 83, dan nilai minimal 23. Pada tahap siklus 2 diperoleh nilai persentase 100 %, nilai maksimal 98, dan nilai minimal 71. Dari hasil tindakan siklus 1 dan siklus II dapat disimpulkan bahwa dengan diterapkan teknik kata acak pada mata pelajaran Bahasa Indonesia siswa kelas V SDN 187 Sumber Agung dapat meningkatkan kemampuan menulis kalimat.
Co-Authors Aisyah Aisyah Amaliah Amaliah Antoni Aryati, Ani Asti Gumartifa Budiyanto, Darmawan DEWI SARTIKA Eddy Haryanto Eka Apriani, Eka Ervina Mukharomah, Ervina Farnia Sari, Farnia Febriyani, Martina Finza Larasati Gaya Tridinanti, Gaya Hadiyanto Hadiyanto Hidajati, Enny Indawan Syahri Marliasari, Sherly Masagus Sulaiman Meilina Estiani, Meilina Mena, Vera Veti Mena, Vera Veti Novitasari, Hesti Primasari Fitria Puji Astuti, Endang Rahmawati Patta, Rahmawati Samsilayurni Saptika Saraswaty, Dwi Rara Siti Nurhidayati Sri Hartati Sri Wardhani Sri Yanti Sri Yuliani Sri Yuliani Sulistyo, Urif Suparno Suparno Tirta Milenia, Voni Udjianto, Didit Welly