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All Journal LITE: Jurnal Bahasa, Sastra, dan Budaya SOSIOHUMANIORA: Jurnal Ilmiah Ilmu Sosial dan Humaniora LLT Journal: A Journal on Language and Language Teaching TLEMC (Teaching and Learning English in Multicultural Contexts) Jurnal Komunikasi Pendidikan Jurnal Wahana Pendidikan Prominent : Journal of English Studies Jurnal Abadimas Gorontalo Journal of English Language and Education Tamansiswa International Journal in Education and Science (TIJES) Journal of English Language Teaching, Linguistics and Literature (JETLEE) Journal of Education, Language Innovation, and Applied Linguistics Research and Innovation in Applied Linguistics Profesi Pendidikan Dasar
Rozanah Katrina Herda, Rozanah Katrina
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Journal : TLEMC (Teaching and Learning English in Multicultural Contexts)

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Integrating AI-based paraphrasing into academic writing pedagogy: A reflective study on Quillbot in practice Herda, Rozanah Katrina; Margana, Margana; Sain, Zohaib Hassan; Savitskaya, Elina S.; Santiana, Santiana; Principe, Regine Aguilar
TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 9, No 1 (2025): TLEMC (Teaching and Learning English in Multicultural Contexts)
Publisher : Siliwangi University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/tlemc.v9i1.15127

Abstract

Integrating artificial intelligence (AI) into education has transformed traditional approaches to teaching and learning, particularly in academic writing instruction. This study investigates the pedagogical impact of using QuillBot, an AI-based paraphrasing tool, on students' academic writing performance and their perceptions of its use. Motivated by the increasing complexity of academic writing and the need for instructional innovation, this mixed-methods research examines learning outcomes and student experiences. Forty-fourth-semester students, consisting of 13 male and 27 female students, enrolled in an Academic Writing course, participated in the study. An explanatory sequential design was employed, starting with pre- and post-tests measuring writing performance, followed by semi-structured interviews to explore students' reflections. The results revealed a significant improvement in students' writing scores, with the mean increasing from 49.25 (pre-test) to 74.00 (post-test), indicating enhanced ability in paraphrasing and producing coherent academic texts. Students also reported that QuillBot helped them internalize academic language structures, improved their awareness of sentence patterns, and supported autonomous learning by providing immediate, accessible feedback. Moreover, they acknowledged the importance of ethical usage and viewed the tool as a guide rather than a shortcut. These insights highlight the dual role of AI tools as both linguistic support systems and pedagogical aids when thoughtfully integrated into instruction. Future research should consider broader and more diverse populations to deepen understanding of how AI-assisted writing tools shape student learning across different educational contexts.Keywords: Academic writing, Paraphrasing, Artificial intelligence, Quillbot
Psycholinguistics Angle of Interaction Model Using Classical Music in ESL Reading Herda, Rozanah Katrina; Kozuka, Yoshitaka
TLEMC (Teaching and Learning English in Multicultural Contexts) Vol 8, No 1 (2024): TLEMC (Teaching and Learning English in Multicultural Contexts)
Publisher : Siliwangi University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37058/tlemc.v8i1.10542

Abstract

When introduced into English as a Second Language (ESL) reading classrooms, it has the potential to assist students in becoming more immersed in the language. The complex melodies and emotionally charged compositions characteristic of classical music have the potential to produce an atmosphere better suited to the comprehension of language in ESL reading classrooms. This mixed-method study that involved 33 students from one university in Indonesia was aimed to (1) investigate the significant difference between the mean scores of the pretest and the posttest in ESL reading using classical music and (2) describe the students' reflections on using classical music in the reading classroom. This study used pretest-posttest and students' reflection sheets as data collection instruments. The pretest and posttest results indicated that classical music significantly improved students' reading skills in ESL classrooms. The written reflections showed students were highly motivated to join the reading activity, as classical music was beneficial for enhancing students' mood and concentration, affecting their comprehension, vocabulary collection, and cognitive skills.Keywords: learning experiences, classical music, ESL reading, psycholinguistics
Co-Authors Abao, Jackielyn U. Andika, Jeffri Dian Andreevna, Karelina Natalya Anggoro, Kiki Juli Avi Meilawati Del Mundo, Rose Ann Eiden, Kheisen Eni Juniastuti Fitri Rahmawati Hakiki, Farrij Imam Hamidi, Mohammad Arif Harahap, Muhammad Fadhly Pratama Hardiyanti, Rani Linggar Purga Hasti Robiasih, Hasti Ima Widyastuti, Ima Imam Ghozali Islami, Maida Cinta Ivashova, Elizaveta Kafabih, Abdullah Koeswoyo, Alfatih Widiyadi Kozuka, Yoshitaka Leong Jin Jee Majid, Sheikha Margana Margana MONTEZA, Ana Mae M Monteza, Ana Mae M. Nagal, Cyril John Natalia, Bonifasia Ekta Fima Nunik Sugesti Nur Hidayanto Pancoro Setyo Putro Pratama Harahap, Muhammad Fadhly Principe, Regine Aguilar Puno, Sheen Marie S. Rahmasari, Alissa Reswari, Cinthia Sain, Shahzadi Hina Sain, Zohaib Hassan Santiana Santiana Saputro, Eko Prasetyo Nugroho Sari, Risma Novita Savitskaya, Elina S Savitskaya, Elina S. Sharizan, Sharizan Sri Harti Widyastuti Sulistyowati, Nina Teguh Setiawan Titania, Fani Nabila Travero, Arnel Travero, Arnel S. Tyas Gita Atibrata Viantika, Salma Wahidah, Nikmatul Wardoyo, Eko Widi, Hari Yuyun Yulia