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All Journal AL KAUNIYAH English Review: Journal of English Education Vision: Journal for Language and Foreign Language Learning ENGLISH FRANCA : Academic Journal of English Language and Education BELAJEA: Jurnal Pendidikan Islam Tadbir : Jurnal Studi Manajemen Pendidikan English Community Journal JCES (Journal of Character Education Society) JET (Journal of English Teaching) Adi Buana English Language and Literature International Conference (ELLiC) Proceedings JURNAL PENDIDIKAN TAMBUSAI PARAMUROBI Cakrawala : Jurnal Kajian Manajemen Pendidikan Islam dan Studi Sosial Paedagogia: Jurnal Pendidikan Journal of English Education and Teaching (JEET) ENGLISH FRANCA : Academic Journal of English Language and Education JOLLT Journal of Languages and Language Teaching Hamalatul Qur'an : Jurnal Ilmu Ilmu Al-Qur'an Jurnal Inovasi Pengabdian Masyarakat Pendidikan Jurnal Pendidikan Islam IDARAH : Jurnal Pendidikan dan Kependidikan Kartika: Jurnal Studi Keislaman Cendikia Pendidikan SIBERNETIK: Jurnal Pendidikan dan Pembelajaran International Conference on Islamic Economic International Journal of Education Research and Development Global Educational Research Review LINGUISTS : JOURNAL OF LINGUISTICS AND LANGUAGE TEACHING
Eka Apriani, Eka
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Religion Arts Humanities Biochemistry, Genetics & Molecular Biology Economics, Econometrics & Finance Education Languange, Linguistic, Communication & Media Materials Science & Nanotechnology Mathematics Social Sciences Other

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Portraying EFL Students Individual Different in Learning English Sugianto, Sugianto; Defitranita, Defitranita; Apriani, Eka; Syafryadin, Syafryadin
International Journal of Education Research and Development Vol. 1 No. 1 (2021): March
Publisher : Yayasan Corolla Education Centre

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52760/ijerd.v1i1.1

Abstract

The objectives of this research are to find out the low and high achiever students’ individual differences in learning English . in this study, the researcher used qualitative methods study.The population and the subject of this research were consisted of three low achiever student and three high achiever student at TBI which are the total number six students. In this study, the researcher took purposive sampling and the instrument used is interview. The individual differences consisted of age, sex, aptitude, motivation, learning styles, learning strategies, personality. The data showed that the low achiever student motivation is to obtain sarjana degree, use more cognitive strategies, preffer to study with friend, choose the extrovert way in learning, use to fight with the inhibition, and having the anxiety in learning English. while the high achiever wanted to be the native like, using less cognitive strategies, preffer to study alone, use the introvert way in acquiring language, and let the inhibition win. There some similarities between both student such as they couldnt comprehend the material in relatively shortime, they plan monitor and evaluate their English, like to watch english stuff and listen to song to improved their English, they both prefer learning with the phsycally activities involved, like solving problem while learning English,  their confidence built by their experienced in learning English and the last their prefer the democratic classs than the traditional one because the same reason.
The Learning Strategies in English Subject of Islamic Study Program at IAIN CURUP Meilinda, Sri; Noviyenty, Leffy; Apriani, Eka
International Journal of Education Research and Development Vol. 1 No. 1 (2021): March
Publisher : Yayasan Corolla Education Centre

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.52760/ijerd.v1i1.3

Abstract

The research objective was to find out the PAI students‟ strategies in learning English. The design of the research was presented in quantitative descriptive. The subject of this research was 2nd semester of PAI department students. To know what strategies used, the researcher used Stern theory about Language learning strategies which are divided into five categories namely management and planning, cognitive, communication, interpretational and affective. In collecting the data, the researcher used close-ended questionnaire. The result show that PAI students who got A score used 4 strategies in learning English they are management and planning strategies, cognitive strategies communicative strategies and affective strategies. But affective strategy is more dominant 83.7% as a strategy in learning English. PAI students who got B scores used 3 strategies in learning English they are management and planning strategies, cognitive strategies and affective strategies. Management and planning strategy is more dominant 74.4% as a strategy in learning English. PAI student who got C score 3 strategies in learning English they are cognitive strategies communicative strategies and affective strategies. But cognitive is more dominant 76% as a strategy in learning English. PAI student who got E score used 2 strategies in learning English they are interpretational strategies and affective strategies. But affective strategy is more dominant 90% as a strategy in learning English. Although, the strategies used by student who got A score and E score are alike, however students who got E score do not attend the class, the UTS and UAS properly.
Transforming Online Learning Management: Generative Models on ChatGPT to Enhance Online Student Engagement Scale (OLE) Al Yakin, Ahmad; Muthmainnah, Muthmainnah; Apriani, Eka; Obaid, Ahmed J.; Elngar, Ahmed A.
Idarah (Jurnal Pendidikan dan Kependidikan) Vol. 7 No. 2 (2023): Idarah: Jurnal Pendidikan dan Kependidikan
Publisher : Institut Agama Islam Negeri Lhokseumawe

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.47766/idarah.v7i2.1514

Abstract

Artificial Intelligence (AI) technology in education is rising, with ChatGPT, an advanced AI chatbot developed by OpenAI, gaining popularity. This study focuses on exploring the potential of ChatGPT in enhancing academic learning in sociology and politics. Using a quantitative research approach, the study examines student engagement with ChatGPT in an educational setting. The research was conducted with 23 fourth-semester undergraduate students in early 2023. The findings indicate that ChatGPT generates enthusiasm and high levels of student engagement, facilitating activities such as idea exchange, discussions, analysis, and motivation. However, the integration of ChatGPT in education requires well-defined strategies and pedagogical approaches that prioritize critical thinking skills and access to fact-checking resources. The study suggests future research directions to ensure the responsible use of chatbots like ChatGPT in academic environments. Although challenges exist, such as potential bias, the need for human oversight, and risks of misuse, effective management can overcome these obstacles. Leveraging AI in education offers opportunities for students to develop an early understanding of social biases, critical elements, and risks associated with AI implementation. The study concludes with recommendations for addressing these challenges and promoting the ethical use of ChatGPT in education.
Impact of AI-Powered ChatBots on EFL Students' Writing Skills, Self-Efficacy, and Self-Regulation: A Mixed-Methods Study Apriani, Eka; Cardoso, Luis; Obaid, Ahmed J.; Muthmainnah, Muthmainnah; Wijayanti, Erfin; Esmianti, Farida; Supardan, Dadan
Global Educational Research Review Vol. 1 No. 2 (2024)
Publisher : MyResearch ID Publishing

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.71380/GERR-08-2024-8

Abstract

Purpose – The study explores the impact of AI-powered ChatBots on English as a Foreign Language (EFL) students' writing skills, self-efficacy, and self-regulation. Given the rapid integration of digital tools in education, particularly in language learning, the research aims to fill a gap in understanding how ChatBot technology can enhance writing abilities, address psychosocial factors, and support self-regulated learning among EFL students. Design/Methods/Approach – A sequential explanatory mixed-methods approach was employed, involving 40 EFL students from IAIN Curup. Participants were divided into a control group (traditional writing instruction) and an experimental group (ChatBot-assisted instruction). Quantitative data on writing proficiency, self-efficacy, and self-regulation were collected through pre- and post-tests, followed by qualitative insights gathered through semi-structured interviews with the experimental group. Statistical analysis, including paired t-tests and ANCOVA, was used to assess differences between groups. Findings – The results revealed that students using ChatBots showed significant improvements in writing proficiency (post-test scores increased from 55.84 to 88.92), self-efficacy (from 20.46 to 30.38), and self-regulation (from 14.51 to 19.65). Interviews highlighted increased confidence, motivation, and engagement among students, though concerns about over-reliance on ChatBots and the risk of plagiarism were noted. Originality/Value – This research offers new insights into the use of AI-powered ChatBots in enhancing EFL students' writing skills, self-efficacy, and self-regulation. It addresses gaps in the literature by focusing on the psychosocial factors influencing writing performance and the potential benefits and drawbacks of AI integration in education. Practical Implications – The findings suggest that educators can use ChatBots to improve writing instruction, fostering autonomy and providing immediate feedback. However, strategies must be developed to avoid over-reliance on AI tools, ensuring students maintain creativity and critical thinking. Keywords AI-powered ChatBots, EFL writing, self-efficacy, self-regulation, language learning. Paper type Research paper
Facilitating Students’ Multimodal Competence Development in Technology-Supported Speaking Class Through Multiliteracies Pedagogy Hidayah, Jumatul; Prihantoro, Prihantoro; Apriani, Eka; Polisda, Yen; Arnanda, Farenz Sukma; Oktavia, Nazlah
Journal of English Education and Teaching Vol. 9 No. 1 (2025): Journal of English Education and Teaching
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jeet.9.1.172-189

Abstract

This study aimed to investigate the implementation of multiliteracies pedagogy in a technology-supported speaking class to enhance students' multimodal competence. Based on the fact that the State Islamic Institute Curup's (IAIN Curup) English Language Education Department's multimodal literacy skills are being hampered by the traditional literacy paradigm, this case study were held by involving 20 fifth-semester undergraduate students. Data were collected through classroom observations, semi-structured interviews, online questionnaires, and variety of student assignments, such as digital posters and videos. The data were analyzed qualitatively using Creswell's Data Analysis Procedures, involving iterative coding to identify themes and patterns.  The results showed that students' ability to produce and evaluate multimodal texts was enhanced by the multiliteracies pedagogy. According to the data collection and rubric created to evaluate their tasks, students showed improved abilities to integrate linguistic and non-linguistic elements, which contributed to their total multimodal literacy. The students perceived the teaching program positively, highlighting its engaging, motivating, and innovative aspects. They acknowledged the acquisition of valuable digital skills alongside enhanced English proficiency. The integration of technology was deemed crucial, aligning with the needs of the Industrial Revolution 4.0, and it significantly supported students' learning processes. The study concluded that multiliteracies pedagogy, when combined with technology, effectively fostered multimodal competence and prepared students for academic, personal, and professional success. These findings underscore the importance of incorporating multiliteracies approaches   in   English language teaching to address the evolving literacy landscape of the 21st century.
Enhancing Pedagogical Competence of Pre-Service Islamic Education Teachers through Peer Assessment and Constructive Feedback Amrullah, Amrullah; Apriani, Eka; Idris, Muhammad
Jurnal Pendidikan Islam Vol. 14 No. 1 (2025)
Publisher : Faculty of Tarbiyah and Education, Universitas Islam Negeri (UIN) Sunan Kalijaga Yogyakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14421/jpi.2025.141.191-208

Abstract

Purpose – This study aims to analyze the influence of peer assessment and constructive feedback on the pedagogical skills of Islamic Education pre-service teachers in the microteaching course. Design/methods/approach – This research employed a quantitative design with a correlational explanatory approach. The study population consisted of two classes of sixth-semester students from the Islamic Education Study Program at the State Institute for Islamic Studies (IAIN) Curup, all of whom were enrolled in the microteaching course. The data were analyzed using multiple linear regression to assess both the simultaneous and partial effects of the two independent variables on the dependent variable. Findings – The F-test showed a value of 24.173 with a significance of 0.000 (p < 0.05), indicating that peer assessment and constructive feedback together significantly affect students' pedagogical skills. The t-test results revealed that peer assessment (t = 3.052, p = 0.004) and constructive feedback (t = 3.762, p = 0.000) each have a significant individual impact (p < 0.05), confirming their respective contributions to improving pedagogical skills. Research implications – Pedagogical skills are essential for prospective teachers, especially in improving their understanding and teaching skills. Although microteaching offers practical teaching experience, students still face challenges in areas such as lesson planning, classroom management, teaching strategies, and assessment. To address these issues, peer assessment and constructive feedback offer promising strategies to enhance pedagogical development.
Attitudes, Perceptions of Ability, Barriers, and Expectations of Lecturers in the Use of ICT in Online English Learning Apriani, Eka; Arsyad , Safnil; Syafryadin, Syafryadin; Baihaqi, Yasmika; Wijayanti, Erfin; Esmianti, Farida; Supardan, Dadan
Journal of English Education and Teaching Vol. 9 No. 3 (2025): Journal of English Education and Teaching
Publisher : UNIB Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33369/jeet.9.3.388-417

Abstract

This study aims to analyze the attitudes, perceptions of abilities, barriers, and expectations of IAIN Indonesia lecturers in the use of ICT in online English learning. The research method uses "explanatory sequential". The research sample was selected randomly and purposively. Questionnaires and interviews are used to collect the data. The quantitative data were analyzed by the SPSS program, while the interview findings were analyzed qualitatively. 80% of lecturers had positive views toward ICT use during class planning, according to the results (M = 4.2, SD = 0.7). They were thought to have a modest level of ICT proficiency, especially when it came to implementing lessons (M = 3.92, SD = 0.86). According to reports, there were few obstacles, mostly because of inadequate training and a lack of teaching facilities (M = 2.3, SD = 1.1). Expectations were high, particularly with regard to ongoing training and access to ICT infrastructure (M = 4.45, SD = 0.8). The results of this study in general, provide an overview of the attitudes and abilities that must be possessed by lecturers to minimize challenges in the hope of realizing the optimal use of ICT in online English learning.
THE IMPACTS OF EXPLICIT AND IMPLICIT INSTRUCTIONS OF ENGLISH CONNECTORS ON EFL STUDENTS’ READING COMPREHENSION PANGESTU, ADJIE PUTRA; HIDAYAH, JUMATUL; APRIANI, EKA
Linguists : Journal of Linguistics and Language Teaching Vol 7, No 1 (2021): July
Publisher : Universitas Islam Negeri (UIN) Fatmawati Sukarno Bengkulu

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29300/ling.v7i1.4148

Abstract

There have been many studies on English grammar, but a dearth of studies has been conducted in the cross-sectional fields such as seeking how the field of grammar makes contributions to reading comprehension. Accordingly, the current study sought to find out the impacts of explicit and implicit instructions of English connectors on EFL students’ reading comprehension. 50 third semester students from an English department at a university in Bengkulu were incorporated as the samples. Adopting a quasi-experimental method, those 50 students were split into two classes, the so-called experimental and control classes. Students in the experimental class were taught English connectors explicitly, and those of the control class were taught English connectors implicitly. Before eight times of treatments in the form of the two ways of instructions, students of the two group were given a valid and reliable reading comprehension pre-test, and a similar construct of post-test was given after the eighth treatments ended. The data of the current study were analyzed by deploying paired sample t-test and independent sample t-test. The present study revealed that explicit and implicit instructions of English connectors had positive impacts on EFL students’ reading comprehension. However, the explicit instruction of English connectors enhanced EFL students’ reading comprehension more significantly and more effectively. The foregoing was demonstrated by the explicit instruction’s post-test score of 78.5 with SD of 19.787 which was higher than the implicit instruction’s post-test score of 66.75 with SD of 25.05. It is recommended that further studies be conducted to replicate the present study in different contexts for the sake of providing rich data to confirm the current study’s results.
Penerapan Model Pembelajaran Inquiri Terhadap Kemamapuan Berfikir Kritis dan Kreatif Siswa dalam Pembelajaran Pendidikan Agama Islam di SMAN 01 Rejang Lebong saharani, Ainun; Fakhruddin, Fakhruddin; Apriani, Eka
SIBERNETIK: Jurnal Pendidikan dan Pembelajaran Vol. 2 No. 1 (2024): SIBERNETIK: Jurnal Pendidikan dan Pembelajaran
Publisher : UPT Publikasi dan Penerbitan Universita San Pedro

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59632/sjpp.v2i1.293

Abstract

Penelitian ini bertujuan untuk mengembangkan kemampuan berpikir kritis siswa dan kratif siswa dalam pembelajaran pendidikan Islam di SMAN 01 Rejang Lebong penerapan model pembelajaran inkuiri. Metode penelitian yang digunakan adalah metode penelitian kepustakaan dengan pendekatan kualitatif. Data dan informasi dikumpulkan melalui bahan pustaka seperti buku, artikel, jurnal, dan hasil penelitian sebelumnya yang relevan dengan masalah yang diteliti. Pengumpulan data dilakukan dengan teknik studi dokumen atau studi dokumentasi. Analisis data menggunakan model Miles dan Huberman yang terdiri dari pengumpulan data, reduksi data, penyajian data, dan kesimpulan. Data primer diperoleh dari informasi yang terkait langsung dengan topik penelitian, sedangkan data sekunder berasal dari studi jurnal yang sejalan dengan topik penelitian. Hasil dan pembahasan penelitian ini meliputi dua aspek utama. Pertama, konsep pembelajaran inkuiri sebagai kerangka pengembangan kemampuan berpikir kritis siswa. Pembelajaran inkuiri memungkinkan siswa untuk aktif mencari, menemukan, dan membangun pengetahuan melalui proses bertanya, menyelidiki, dan merumuskan penjelasan berdasarkan bukti-bukti yang ada. berpikir kreatif kepada seluruh rangkaian kegiatan kognitif yang digunakan oleh individu di dalam suatu kondisi untuk bereaksi terhadap objek masalah berdasarkan kemampuannya. Keterampilan berpikir kreatif yaitu fluency (kelancaran), flexibility (keluesan), originality (keaslian), dan elaboration (terperinci). Melalui penerapan model pembelajaran inkuiri, siswa diajak untuk berpikir kritis, mengajukan pertanyaan, mengumpulkan data, menganalisis, mengevaluasi, dan menyimpulkan.
Hubungan Motivasi dan Dukungan Keluarga dengan Kepatuhan Pasien CKD Menjalani Hemodialisa di RSUD Kota Tanjungpinang Apriani, Eka; Noer, Rachmawaty M.; Wulandari, Yulianti
Jurnal Pendidikan Tambusai Vol. 8 No. 2 (2024)
Publisher : LPPM Universitas Pahlawan Tuanku Tambusai, Riau, Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

Penelitian ini bertujuan untuk mengkaji bagaimana motivasi dan dukungan keluarga terkait kepatuhan pasien CKD menjalani hemodialis di RSUD Kota Tanjungpinang. Rancangan penelitian ini korelatif kuantitatif dengan cross sectional. Sampel penelitian ini pasien yang menjalani Hemodialisa di RSUD Kota Tanjungpinang berjumlah 60 orang dengan menggunakan tehnik total sampling. Analisa data penelitian ini menggunakan tehnik chi-square. Hasil diketahui ada hubungan motivasi dan dukungan keluarga dengan kepatuhan pasien CKD menjalani Hemodialisa di RSUD Kota Tanjungpinang. Didapatkan frekuensi pasien CKD berdasarkan umur didapatkan hasil umur >51 tahun paling banyak mengalami CKD yaitu berjumlah 36 pasien (60%), frekuensi pasien CKD berdasarkan jenis kelamin didapatkan hasil jenis kelamin perempuan paling banyak mengalami CKD yaitu berjumlah 32 pasien (53,3%). Frekuensi pasien CKD berdasarkan Pendidikan didapatkan hasil Pendidikan tingkat SMA paling banyak mengalami CKD yaitu berjumlah 29 pasien (48,3%) dan frekuensi pasien CKD berdasarkan Pekerjaan didapatkan hasil lain-lain ( ibu rumah tangga dan tidak bekerja) paling banyak mengalami CKD yaitu berjumlah 30 pasien (53,3%) dengan nilai motivasi p value 0,00, nilai dukungan p value 0,007 dan nilai kepatuhan pasien yang menjalani hemodialisa sebanyak 40 responden (66,7%).
Co-Authors Abdul Gafur Marzuki Abdul Rahman Adisty, Elfara Adriansah, Adriansah al yakin, ahmad Amrullah Amrullah Apriyansyah, Apriansyah Arlita, Monica Arnanda, Farenz Sukma Arsyad , Safnil Asri Karolina Azwar, Beni Budiman, Wisnu Budiman, Wisnu Budiyanto, Darmawan Cardoso, Luis Cikdin Dadan Supardan Defitranita, Defitranita DEWI SARTIKA Durgayan, Alesa Elizah, Tenti Elngar, Ahmed A. Enes, Utami Okta Ria Fahma Wijayanti Fakhruddin Fakhruddin Farida Esmianti Feronica, Rani Ayu Gaya Tridinanti, Gaya Gunawan, Putra Gusmuliana, Paidi Hamdani, Jefrian Hartini Ifnaldi, Ifnaldi Jumatul Hidayah, Jumatul Kurnia Saputri, Kurnia Labiran, Roni Marlina, Ica Meilinda, Sri Muhammad Idris Muhammad Iqbal Ramdhani Muslimaini, Ainul Muthmainnah Muthmainnah Narti Fitriana, Narti Naseldi, Syarmila ningsih, dwi ria Noviyenty, Leffy NUR AENI Obaid, Ahmed J. Oktavia, Nazlah Pangestu, Adjie Putra Patil, Atul Bansilal Permanasari, Revi Prihantoro Prihantoro Rachmawaty M. Noer saharani, Ainun Sani, Julidar sarwo edy Strid, John Evar Sugianto Sugianto Suhermanto, Hadi Supardan, Dadan Supardan, Dadan Syafryadin, Syafryadin Sya’ban, Muhammad Fauzan Nur Ulfah Fajarini Wijayanti, Erfin Wiwik Handayani Yasmika Baihaqi, Yasmika Yen Polisda, Yen Yulianti Wulandari Zulihi, Zulihi