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All Journal Language Circle : Journal of Language and Literature Journal of Foreign Language Teaching and Learning Metathesis: Journal of English Language, Literature, and Teaching E-Structural English Language and Literature International Conference (ELLiC) Proceedings Mimbar Ilmu ELT-Lectura JOURNAL OF APPLIED LINGUISTICS AND LITERATURE Journal of English Language Teaching and Linguistics PHILOSOPHICA Jurnal Bahasa, Sastra, dan Budaya Community Development Journal: Jurnal Pengabdian Masyarakat SALEE: Study of Applied Linguistics and English Education JOLLT Journal of Languages and Language Teaching CLLiENT (CULTURE, LITERATURE, LINGUISTICS, ENGLISH TEACHING) Jurnal Abdi Masyarakat Indonesia International Journal of Research in Education (IJRE) Jurnal Ilmu Sosial dan Humaniora Jurnal Ilmiah Pengabdian dan Inovasi Metathesis: Journal of English Language, Literature, and Teaching Jurnal Bakti Humaniora Educalingua Journal Language Circle : Journal of Language and Literature
Ratih Laily Nurjanah
Universitas Ngudi Waluyo
Agriculture, Biological Sciences & Forestry Arts Humanities Chemistry Computer Science & IT Economics, Econometrics & Finance Education Engineering Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Physics Public Health Social Sciences Other

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Perspektif Siswa Sekolah Menengah Atas terhadap Pelatihan Storytelling Berbasis Teks Sastra dalam Pembelajaran Bahasa Inggris Ratih Laily Nurjanah; Sri Waluyo
Jurnal Ilmiah Pengabdian dan Inovasi Vol. 4 No. 4 (2026): Jurnal Ilmiah Pengabdian dan Inovasi (Juni)
Publisher : Insan Kreasi Media

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.57248/jilpi.v4i4.811

Abstract

Speaking skills in high school English learning are often treated as measurable competencies rather than meaningful communicative experiences, leading to low student confidence, anxiety, and disengagement. This community service activity addressed the gap in existing research by exploring high school students' perspectives on literature-based storytelling training considered as a dimension frequently overlooked in prior studies that predominantly focused on linguistic outcomes. Using Participatory Action Research (PAR), this program engaged 32 Grade XI students from a public high school in Semarang as active participants throughout the planning, implementation, and reflection stages. Data were collected through open reflective questionnaires, focus group discussions, and voluntary student journals, then analyzed using inductive thematic analysis. Four key themes emerged from the findings: (1) storytelling as a psychologically safe space for self-expression, (2) literary texts as a bridge to cultural reflection, (3) a motivational shift from obligation to genuine enjoyment of English, and (4) a growing aesthetic awareness of the art of storytelling. These findings affirm that literature-based storytelling holds significant transformative potential beyond linguistic skill development, fostering students' identities as language users. Integrating storytelling as a regular component of English-speaking instruction, alongside culturally relevant text selection and qualitative evaluation, is strongly recommended for sustainable and student-centered language learning.
Students’ Metacognitive Strategies in Writing Argumentative Essay Ratih Laily Nurjanah; Sri Waluyo
Metathesis: Journal of English Language, Literature, and Teaching Vol. 9 No. 2 (2025): Metathesis: Journal of English Language, Literature, and Teaching
Publisher : Universitas Tidar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31002/metathesis.v9i2.3151

Abstract

Metacognitive strategies have demonstrated positive correlations with writing performance in educational contexts, particularly through planning, monitoring, and evaluating processes. However, existing research predominantly examines final writing products rather than students' actual strategy implementation patterns and perceptions during argumentative essay composition. This study investigated which metacognitive strategy aspects students most frequently employed and how they perceived these strategies in completing writing projects. Employing descriptive qualitative methodology, data were collected through questionnaires from 20 university students enrolled in a genre-based writing course, supplemented by interviews exploring their perceptions analyzed with thematic analysis. Findings revealed self-evaluation as the most consistently implemented aspect (95% for linguistic checking), while self-monitoring demonstrated the lowest and most variable utilization (45% for structural attention). Planning received moderate engagement, with reading before writing practiced by 85% of students, but visual planning by only 25%. Perceptual analysis uncovered a paradox: students recognized consultation and revision as essential yet perceived planning as temporally inefficient. This study concludes that metacognitive awareness does not automatically translate to strategic implementation, revealing a critical gap between declarative knowledge and procedural execution. These findings necessitate pedagogical shifts toward explicit self-monitoring training and demonstrate that metacognitive competence constitutes a fragmented, context-dependent construct requiring integrated instructional approaches beyond isolated strategy awareness.
A Comparative Study on the Reception of AI-Generated and Human-Written Flash Fiction by the Students of the English Literature Study Program Maya Kurnia Dewi; Ratih Laily Nurjanah; Deswandito Dwi Saptanto; Adam Zidan Fahrezi; Irene Sharon Margaretha
E-Structural (English Studies on Translation, Culture, Literature, and Linguistics) Vol. 8 No. 02 (2025): December 2025
Publisher : Universitas Dian Nuswantoro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33633/es.v8i02.15136

Abstract

The emergence of generative artificial intelligence (AI) fundamentally challenges traditional literary paradigms that burden the modern reader with authenticating the text's source. This study empirically investigates the reception of AI-generated flash fiction (Text A) and human-written flash fiction (Text B) by 16 4th Semester English Literature students at Universitas Ngudi Waluyo. The research utilizes a mixed-methods approach grounded in Hans Robert Jauss’s reception theory, particularly the concept of the horizon of expectations. The core research methodology employs a "mirrored prompt" approach to ensure high internal validity, giving the human and AI authors the same core narrative and emotional task. The questionnaire analyzed the students' literary experience, Technological Horizons, and Interpretative Horizons. The results show a consistent and significant preference for Text B (Human-written) across all measured dimensions of the Interpretative Horizon, particularly in terms of emotion and stylistics, compared to Text A. Eleven out of 16 students (68.75%) accurately identified Text A as AI-generated and Text B as human-written. Qualitative data reveal that students critique text A for its lack of affective resonance, while text B has a "natural and flowing style”. This finding empirically validates that the reader’s interpretative horizon, particularly the expectation for deep emotion and unique style, is the primary factor in determining the perceived authenticity of a text, thus updating Jauss's theory to include the challenge of algorithmic works. The accuracy rate (68.75%) is significantly higher than previously reported research, suggesting that academic literary competence may increase the ability to discern AI-generated fiction.
Co-Authors Adam Zidan Fahrezi Adeoye, Moses Adeleke Ahmad Fauzi Anggi Ariesta Kusuma Deswandito Saptanto Entika Fani Prastikawati I Wayan Widiana Irene Sharon Margaretha Irsya Syafinah Janou Willems Lisa Virdinarti Putra Maya Kurnia Dewi Maya Kurnia Dewi Maya Kurnia Dewi, Maya Kurnia Mochamad Rizqi Adhi Pratama Moses Adeleke Adeoye Muhamad Yani, Muhamad Muhammad Zaki Pahrul Hadi Pratama Irwin Talenta Pratama, Mochamad Rizqi Adhi Priatmojo, Arif Suryo Putri, Salma Rafita Safinah, Irsya Salma Rafita Putri Salsa Billa Fauzia Tamami Saptanto, Dewandito Dwi Sri Waluyo Sri Waluyo Tri Arie Bowo Willems, Janou Wulandari, Armeita Rahma Zulmi Roestika Rini