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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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A Comparative Study on the Reception of AI-Generated and Human-Written Flash Fiction by the Students of the English Literature Study Program Dewi, Maya Kurnia; Nurjanah, Ratih Laily; Saptanto, Deswandito Dwi; Fahrezi, Adam Zidan; Margaretha, Irene Sharon
E-Structural (English Studies on Translation, Culture, Literature, and Linguistics) Vol. 8 No. 02 (2025): December 2025
Publisher : Universitas Dian Nuswantoro

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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.
Students’ Metacognitive Strategies in Writing Argumentative Essay Nurjanah, Ratih Laily; Waluyo, Sri
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.
Co-Authors Adeoye, Moses Adeleke Ahmad Fauzi Anggi Ariesta Kusuma Deswandito Saptanto Entika Fani Prastikawati Fahrezi, Adam Zidan I Wayan Widiana Irsya Syafinah Janou Willems Lisa Virdinarti Putra Margaretha, Irene Sharon 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