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All Journal English Review: Journal of English Education Anglo-Saxon : Jurnal Ilmiah Program Studi Pendidikan Bahasa Inggris LEKSIKA Jurnal KATA : Penelitian tentang Ilmu Bahasa dan Sastra Proceedings of ISELT FBS Universitas Negeri Padang JOURNAL OF ENGLISH FOR ACADEMIC BRIGHT Jurnal Pendidikan Bahasa Inggris Proficiency Jurnal Ilmu Sosial dan Humaniora Jurnal Pemberdayaan Sosial dan Teknologi Masyarakat Journal of Language Education ACCELERATION: Multidisciplinary Research Journal Huele: Journal of Applied Linguistics, Literature and Culture
Silvia Utami, Silvia
STBA Persada Bunda Pekanbaru
Arts Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Public Health Social Sciences Other

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Use of Digital Storytelling (DST) in Public Speaking Subject: An Innovation Karnedi, Karnedi; Utami, Silvia
Jurnal Pendidikan Bahasa Inggris Proficiency Vol 6 No 1 (2024): PROFICIENCY
Publisher : Faculty of Teacher Training and Education, English Department, UNISKA, Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32503/proficiency.v6i1.4776

Abstract

The present study aimed to find out and describe the effectiveness of using digital storytelling on students' speaking ability in the public speaking subject. Digital storytelling was proposed by Frazel (2010) with three stages: planning, production, and presentation. In this study, the researchers applied a pretest-posttest control group model of experimental research. The population of this research was the fifth-semester English Literature students of STBA Persada Bunda in the academic year 2022-2023. The data were taken from two Public Speaking classes such as Regular A and Regular B class. Speaking tests were used as the key instruments. Digital storytelling was implemented in Regular A as the experimental class, and the conventional method was implemented in Regular B as the control class. The results of the research revealed that the students got lower scores on the pretest, good scores on the mid-test, and very good scores on the final test. After implementing digital storytelling, there was significant progress in students' speaking skills for the experimental class.
Leveraging AI for Collaborative Writing: A Mixed Method Study on Student Experiences using AI Writing Tools Utami, Silvia; Ariati, Jumerli
BRIGHT : A Journal of English Language Teaching, Linguistics and Literature Vol 8, No 1 (2025)
Publisher : STKIP PGRI Tulungagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29100/bright.v8i1.7356

Abstract

The immense development of AI, particularly for writing tools, has made it unavoidable for students to become familiar with these technologies. The study investigates using AI writing tools, specifically Canva Magic Write, Quillbot, and Grammarly, in collaborative writing tasks. Eight third-semester students from the English Department at the Faculty of Letters, University of Persada Bunda Indonesia, were selected using a purposeful sampling technique since they have used AI writing tools, including Canva Magic Write, Quillbot, and Grammarly, in Advanced English Grammar and Essay Writing class in the academic 2024-2025 previously. The study employed mixed methods with an explanatory sequential mixed method design, which involved a two-phase data collection process beginning with quantitative data (Questionnaire) and followed by qualitative data (semi-structured interview). The results showed that three AI writing tools - Grammarly, Quillbot, and Canva Magic Write - significantly impact students' collaborative writing experiences. Grammarly improved writing quality, Quillbot enhanced confidence, and Canva Magic Write proved beneficial for idea generation. However, students faced challenges such as restricted access to premium features, issues with source accuracy, irrelevant suggestions, and technical difficulties. Despite these challenges, students expressed satisfaction with Grammarly and Quillbot, while Canva Magic Write received less favorable feedback due to slower performance and outdated sources. The study highlights the importance of understanding students' perceptions and attitudes toward using AI tools for collaborative writing.
Enhancing students' writing paragraphs through Canva Magic AI Utami, Silvia; Karnedi, Karnedi
Leksika: Jurnal Bahasa, Sastra dan Pengajarannya Vol 18, No 2 (2024)
Publisher : Universitas Muhammadiyah Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30595/lks.v18i2.23475

Abstract

This research aimed to investigate the influence of Canva Magic AI on improving students' writing quality and to gauge their perceptions of using the tool. The study utilized a quantitative, pre-experimental One-Group Pretest–Posttest Design. Eight English literature students were selected using convenience sampling from an Intermediate English Grammar and Paragraph Writing class at STBA Persada Bunda during the 2023-2024 academic year. Data were collected via a writing test and a questionnaire. The findings revealed a significant improvement in students' writing quality after using Canva Magic AI, with a p-value of 0.012 from the Wilcoxon signed-rank test. Notable enhancements were observed across various writing components, including better organization, with more students receiving "Excellent to Good" ratings and the complete elimination of the "Not College Level Work" category.  Logical development of ideas component showed significant improvement, with more students achieving higher ratings and lower ratings decreasing to zero. Grammar quality also improved markedly, with increases in higher ratings and decreases in lower ones. Progress was observed in punctuation, spelling, mechanics, and the style and quality of expression, with significant boosts in higher ratings and reductions in lower performance levels. Furthermore, students' perceptions of Canva Magic AI were highly positive, with mean ratings consistently above 4.0 on a 5-point scale. They acknowledged the tool's effectiveness in improving their writing skills and content creation, although some reported variability in experiences with errors, indicating a need for further refinement. The research underscores the effectiveness of Canva Magic AI as a supplementary educational tool, demonstrating its potential to enhance writing skills and overall quality. The implications for educational practices suggest integrating AI tools like Canva Magic AI into curricula to support and improve students' writing proficiency,  fostering a more engaging and efficient learning environment.
Idiom-Translating Strategies in "Perahu Kertas” Novel by Dee Lestrari Translated by Tiffany Tsao Utami, Silvia; Karnedi, Karnedi; Vivian, Vivian
JOLADU: Journal of Language Education Vol. 2 No. 1 (2023): JOLADU : Journal Of Language Education, Agustus 2023
Publisher : ASIAN PUBLISHER

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58738/joladu.v2i1.335

Abstract

The rapid development of novel translations causes shifts in the word structure such as idioms where the meaning cannot be translated literally; thus, some strategies are needed in translating these idioms from the source language to the target language. This study aimed at identifying and analyzing the strategies used in idiom translating and the most dominant strategy used in “Perahu Kertas” novel by Dee Lestari to the English translated version translated by Tiffany Tsao. The method used in this research was descriptive qualitative where the collected data later be analyzed according to Baker’s idiom translation. The results showed that 9 translations using similar meaning and form strategy, 8 translations using similar meaning and dissimilar form, 23 translations by paraphrasing, and 8 translations by omission. The paraphrasing was the most used strategy in this translation with a percentage of 48%.
Politeness in Digital Interaction: A Pragmatic Analysis in Genshin Impact Discord Chats Amelia, Virna; Utami, Silvia; Maspufah, Maspufah
Huele: Journal of Applied Linguistics, Literature and Culture Vol 5 No 2 (2025): Huele: Journal of Applied Linguistics, Literature and Culture
Publisher : Program Studi Pendidikan Bahasa Inggris FKIP, Universitas Pattimura Ambon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30598/huele.v5.i2.p58-77

Abstract

Politeness plays a key role in maintaining smooth communication, especially in chat rooms where tone and intent can be easily misunderstood. This research aimed to identify politeness strategies in Genshin Impact players' messages on the Discord server and identify factors influencing their use by adopting (Brown & Levinson, 1987) theory. This research analyzed chat transcripts from various players in the Genshin Impact Discord server by using a descriptive qualitative method. The findings revealed 113 total utterances that occurred in the politeness strategies: 15 of bald on-record, 65 of positive politeness, 21 of negative politeness, and 12 of off-record politeness. Positive politeness strategies were mostly used in the discord to maintain the close relationship between players. Two main factors that influence politeness in Discord were payoffs (priori consideration) and circumstances of sociological variables. These findings highlight the importance of understanding politeness strategies in shaping respectful and effective communication in online gaming communities.
EXPLORING AI AS YOUR ENGLISH LEARNING PARTNER: PELATIHAN PEMANFAATAN APLIKASI KECERDASAN BUATAN UNTUK MENINGKATKAN KETERAMPILAN BERBICARA BAHASA INGGRIS SISWA SMK TELKOM PEKANBARU Utami, Silvia; Ariati, Jumerli
Jurnal Pemberdayaan Sosial dan Teknologi Masyarakat Vol 5, No 2 (2025): Desember 2025
Publisher : Smart Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54314/jpstm.v5i2.5417

Abstract

Abstract: community service activity was conducted based on a request from SMK Telkom Pekanbaru to provide training on utilizing Artificial Intelligence (AI), specifically the ELSA Speak and Gliglish applications. These applications were introduced as a creative solution to enhance students' English language skills, particularly speaking proficiency. The training targeted 42 students from the Office Management, Accounting, and Hospitality majors. ELSA Speak and Gliglish, accessible via smartphone, were used as personalized learning aids to practice speaking skills relevant to the world of work. The main objective was to equip students with the ability to independently use AI tools for English conversation practice, ensuring they are better prepared for professional communication needs after graduation, aligning with the demands of the industry 4.0 era. The training utilized a Participatory Action Research (PAR) approach through an interactive seminar conducted in three sessions, focusing on guided practice and immediate feedback mechanisms provided by AI. The overall evaluation, conducted using a satisfaction questionnaire, showed the activity achieved a "Very Satisfied" criteria with an average score of 4.59. This result confirms the high acceptance and perceived relevance of AI-based language learning among vocational students. Keywords:  ELSA Speak, Gliglish, English Language, Speaking Skill, Artificial Intelligence (AI) Abstrak:Kegiatan pengabdian masyarakat ini dilaksanakan berdasarkan permintaan dari SMK Telkom Pekanbaru untuk memberikan pelatihan tentang pemanfaatan kecerdasan buatan (AI), khususnya aplikasi ELSA Speak dan Gliglish, sebagai solusi kreatif dalam meningkatkan kemampuan berbahasa Inggris siswa, terutama keterampilan berbicara. Pelatihan ini ditujukan kepada 42 siswa dari jurusan Manajemen Perkantoran, Akuntansi, dan Perhotelan. Aplikasi ELSA Speak dan Gliglish diperkenalkan sebagai alat bantu belajar mandiri yang dapat diakses melalui smartphone untuk melatih percakapan Bahasa Inggris yang relevan dengan dunia kerja. Tujuan utama kegiatan ini adalah untuk membekali siswa dengan kemampuan menggunakan aplikasi AI secara mandiri sebagai sarana latihan percakapan Bahasa Inggris, sehingga meningkatkan kesiapan mereka dalam komunikasi profesional setelah lulus, sejalan dengan tuntutan era Industri 4.0. Metode pelatihan yang digunakan adalah Participatory Action Research (PAR) melalui seminar interaktif yang dilakukan dalam tiga kali pertemuan, menekankan praktik terpandu dan mekanisme umpan balik seketika dari AI. Hasil evaluasi secara keseluruhan, yang dikumpulkan melalui kuesioner kepuasan, menunjukkan kegiatan ini memperoleh kriteria "Sangat Puas" dengan skor rata-rata 4.59. Hasil ini mengkonfirmasi tingginya penerimaan dan relevansi alat belajar berbasis AI di kalangan siswa SMK. Kata Kunci : ELSA Speak, Gliglish, Bahasa Inggris, Keterampilan Berbicara, Kecerdasan Buatan (AI)
INITIALISMS IN GEN Z TWITTER (X): A QUALITATIVE ANALYSIS OF MORPHOLOGICAL PATTERNS AND COMMUNICATIVE FUNCTIONS Utami, Silvia; Putri, Tengku Nindy Ananda; Sari, Dita Indah; `Zahabya, Assyifa Queen
Acceleration: Multidisciplinary Research Journal Vol. 3 No. 4 (2025): Acceleration: Multidisciplinary Research Journal
Publisher : PT Akselerasi Karya Mandiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70210/amrj.v3i4.189

Abstract

This study investigates how Generation Z constructs and uses initialisms in Twitter (X), focusing on their morphological patterns and communicative functions. While previous studies have highlighted the social meanings of abbreviations in digital discourse, limited attention has been given to the systematic morphological structures underlying initialism formation and their functional roles within a single platform-specific context. Using a qualitative descriptive design, the data were collected through purposive sampling of publicly accessible Gen Z tweets posted between October and December 2025. Screenshots of posts containing initialisms were documented and analyzed using content analysis. The findings reveal 85 distinct initialisms, classified into Non-Elliptical (68 forms), Elliptical (12 forms), and Non-Alphabetic (6 forms). Non-elliptical forms dominate, reflecting Gen Z’s reliance on fully abbreviated, letter-by-letter constructions that support rapid processing and platform efficiency. Across all categories, initialisms serve key communicative functions, operating as pragmatic tools for stance-taking, emotional signaling, identity construction, boundary marking, and interaction management that strengthen in-group belonging and facilitate high-speed digital interaction. This study contributes to contemporary discussions on digital morphology and Gen Z sociolinguistics by showing how compressed linguistic forms evolve in response to platform constraints and social dynamics. The implications highlight the need to recognize initialisms as a central component of emerging internet-mediated language change.
Co-Authors Amelia, Virna Ariati, Jumerli Karnedi Karnedi Karnedi Karnedi, Karnedi Maspufah, Maspufah Putri, Tengku Nindy Ananda Sari, Dita Indah Vina Fathira Vina Fathira Vina Fathira Vina Fathira, Vina Vivian Vivian `Zahabya, Assyifa Queen