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All Journal Wiralodra English Journal (WEJ) Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa dan Seni Program Studi Pendidikan Bahasa Inggris IKIP Interling : International Journal of English Language Teaching, Literature and Linguistics
Yohanes Gatot Sutapa Yuliana
Tanjungpura University
Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Developing Tiktok Learning Videos as Instructional Media to Engage Students’ Speaking Skills Sri Ajeng Jatry Ningsih; Yohanes Gatot Sutapa Yuliana; Ikhsanudin Ikhsanudin
Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol 10, No 1 (2023)
Publisher : Universitas Pendidikan Mandalika

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jo-elt.v10i1.7277

Abstract

Currently, social media usage and education are tightly connected. However, teachers and students are still exposed to new obstacles as the situation changes. In the preliminary study, the researcher discovered that one of the issues was the lack of student engagement while using technology in learning speaking through online learning. Thus, the aim of this study is to develop a TikTok as instructional videos for SMPN 3 Singkawang in order to engage their speaking skills. The design of this study is a research and development design that applies ADDIE work procedures (Analysis, Design, Development or Production, Implementation or delivery, and Evaluation). The participants of the research were an English teacher and 30 junior high school students in SMPN 3 Singkawang. Qualitative data were collected from pre-observation during online classes, semi-structured interviews, and observation. On the other hand, quantitative data were collected from questionnaires as needed analysis, expert judgment, and observation sheets in the implementation phase that used the Likert scale percentage.  The material expert got 55 points from 60/93.75%, categorized as very good, the Media expert got 75 from 80/91.66%, categorized as Very good. The score from the observation sheet results in the implementation stage is 89,58% which indicated that the media is in a very good category to use as a learning tool to engage speaking skills. Thus, Tiktok instructional videos have proven that it could engage students’ speaking skills.
Developing Tiktok Learning Videos as Instructional Media to Engage Students’ Speaking Skills Sri Ajeng Jatry Ningsih; Yohanes Gatot Sutapa Yuliana; Ikhsanudin Ikhsanudin
Jo-ELT (Journal of English Language Teaching) Fakultas Pendidikan Bahasa & Seni Prodi Pendidikan Bahasa Inggris IKIP Vol. 10 No. 1 (2023): June
Publisher : Faculty of Culture, Management, and Business Universitas Pendidikan Mandalika (UNDIKMA)

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33394/jo-elt.v10i1.7277

Abstract

Currently, social media usage and education are tightly connected. However, teachers and students are still exposed to new obstacles as the situation changes. In the preliminary study, the researcher discovered that one of the issues was the lack of student engagement while using technology in learning speaking through online learning. Thus, the aim of this study is to develop a TikTok as instructional videos for SMPN 3 Singkawang in order to engage their speaking skills. The design of this study is a research and development design that applies ADDIE work procedures (Analysis, Design, Development or Production, Implementation or delivery, and Evaluation). The participants of the research were an English teacher and 30 junior high school students in SMPN 3 Singkawang. Qualitative data were collected from pre-observation during online classes, semi-structured interviews, and observation. On the other hand, quantitative data were collected from questionnaires as needed analysis, expert judgment, and observation sheets in the implementation phase that used the Likert scale percentage.  The material expert got 55 points from 60/93.75%, categorized as very good, the Media expert got 75 from 80/91.66%, categorized as Very good. The score from the observation sheet results in the implementation stage is 89,58% which indicated that the media is in a very good category to use as a learning tool to engage speaking skills. Thus, Tiktok instructional videos have proven that it could engage students’ speaking skills.
The Lived Experiences of Nursing Students in Using ChatGPT to Learn English for Specific Purposes: A Phenomenological Study Amanda Nurul Hidayah; Ikhsanudin Ikhsanudin; Endang Susilawati; Urai Salam; Yohanes Gatot Sutapa Yuliana
Interling : International Journal of English Language Teaching, Literature and Linguistics Vol. 4 No. 1 (2026): July 2026
Publisher : LP3M Universitas Islam Zainul Hasan Genggong

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55210/interling.v4i1.2624

Abstract

Although ChatGPT has been widely utilized to aid English language learning, previous studies have focused mostly on learning outcomes rather than students’ lived experiences in ESP contexts. Thus, this study examines nursing students’ experiences in using ChatGPT to learn English for Specific Purposes (ESP). The study used a qualitative phenomenological design to investigate how students perceive and interpret ChatGPT in academic and professional settings. Purposive sampling was used to choose five nursing students because phenomenological research places more emphasis on gathering detailed, rich narratives of participants’ lived experiences than on getting a large sample size. Data were gathered via semi-structured interviews and documentation, which included prompts and screenshots of participants’ activities with ChatGPT. The data were analyzed according to Moustakas’S phenomenological methods. The results show that ChatGPT is an effective tool for learning English, accessing nursing-related literature, generating ideas, and assisting with academic works. It boosts students’ confidence and motivation, while decreasing anxiety. Students participate critically and reflectively by questioning ChatGPT’s interpretations, analyzing evidence, exploring alternate hypotheses, and comparing knowledge with classmates and lecturers. Nursing students’ use of ChatGPT is influenced by their disciplinary background, making it more purposeful and applicable to their professional demands. However, the findings also reveal limitations, including inconsistent and overly general responses. The findings emphasize the necessity of teaching students how to use ChatGPT critically and ethically in ESP learning.
AI-POWERED FEEDBACK SYSTEM FOR WRITING: A REVIEW OF AUTOMATED WRITING EVALUATION (AWE) TOOLS Etna Gres; Dwi Riyanti; Yohanes Gatot Sutapa Yuliana
Wiralodra English Journal Vol. 10 No. 2 (2026): Wiralodra English Journal
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/wej.v10i2.572

Abstract

This systematic literature review aims to explore how AI-powered feedback tools contribute in learners’ writing. The researcher analyzed the results from 50 empirical studies that published from 2019 to 2024. The studies were selected via database searches, defined inclusion criteria and thematic analysis. The findings indicate that Automated Writing Evaluation (AWE) tools such as Grammarly, Quillbot and DeepL Write significantly improve the writing precision, fluency and grammatical proficiency through immediate and customized feedback. Additionally, the review examines that AWE tools can enhance the organization of writing, overall writing quality, while also encouraging self-directed learning. However, the review pointed out that learners relying too much on AWE and the fact that it could lower their critical thinking and creativity. More challenges like sometimes AWE might provide limited feedback depth and concerns about accuracy in evaluating complex writing aspects remain significant. This article highlights the pedagogical implications of Integrating AI-powered feedback and suggests directions for future research, particularly in balancing human and automated feedback to optimize writing skill.
Co-Authors Amanda Nurul Hidayah Dwi Riyanti Endang Susilawati Etna Gres Ikhsanudin Ikhsanudin Sri Ajeng Jatry Ningsih urai salam