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All Journal Journal of English Language Studies Gudang Jurnal Multidisiplin Ilmu Journal of Linguistics, Literacy, and Pedagogy
Dina Rachmawati
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Student’s reflective thinking (An analysis of student’s reflective journal in English paragraph writing) Dina Rachmawati; Audrey Akbaria Adinda Putri; Murti Ayu Wijayanti
Journal of Linguistics, Literacy, and Pedagogy Vol 2, No 1: Mei 2023
Publisher : English Department - Universitas Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30870/jllp.v2i1.20462

Abstract

This study outlines a content analysis that focused on students' level of reflective thinking, how much it contributed to the level of their writing and how they felt about using reflective journals. 15 students from the 2019/2020 Paragraph-based Writing course participated in this study, which was performed at the English Education Department of a state University located in Banten province. Students' writing samples and reflective journals were gathered through documentation, and responses to a questionnaire were gathered from them. The theme analysis technique, Oshima and Hogue's (2006) theory of paragraph writing, and Hatton and Smith's (1995) theory of reflective thinking level were all applied in this study. Three conclusions came from the data analysis. First, most of the students' reflective thinking skills fell under Descriptive Writing and First, the proportion of students' reflective thinking was identified between the levels of descriptive writing and descriptive reflection. Second, the analysis demonstrated that a rise in the number of cases at the Descriptive Reflection level was consistent with an improvement in the quality of students' writing. Meanwhile, the rise in the number of descriptive writing level incidents coincided with a decline in the level of students' writing. Third, despite being viewed as demanding and stressful, the usage of reflective journal in the class was viewed favorably because it helped students remember lessons and recognize their errors, which helped them to produce well-organized paragraphs. The results suggested that reflective journaling helped students to enhance their writing skills and may be used as a substitute for developing other language skills.
Penerapan Pembelajaran Berdiferensiasi Dalam Pelaksanaan Program Sekolah Penggerak di SMPN 11 Kota Serang Nur Eva Lestari; Galuh Ramadhan; Salwa Lutfiyah; Fauziah Ulfi; Fabhia Sakhda Tamtia; Aura Wardhani; Dina Rachmawati
Gudang Jurnal Multidisiplin Ilmu Vol. 2 No. 12 (2024): GJMI - DESEMBER
Publisher : PT. Gudang Pustaka Cendekia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59435/gjmi.v2i12.640

Abstract

Penelitian ini bertujuan untuk mengetahui dan menjabarkan bagaimana pelaksanaan dari penerapan pembelajaran berdiferensiasi pada program sekolah penggerak di SMPN 11 Kota Serang mulai dari proses, kurikulum yang digunakan, strategi, penyesuaian materi, produk, faktor pendukung dan penghambat serta evaluasinya. Jenis penelitian ini adalah  kualitatif dengan pendekatan deskriptif kualitatif. Jumlah informan dalam penelitian ini adalah sebanyak 13 (tiga belas) orang terdiri dari tiga guru penggerak di SMPN 11 Kota Serang (yakni Kepala Sekolah, Wakasek Kurikulum yang juga merupakan guru mapel dan guru mapel), empat guru mapel dan enam orang peserta didik. Jenis data dalam penelitian ini adalah data primer dan data sekunder. Penelitian ini menggunakan tiga teknik pengumpulan data yaitu wawancara, observasi dan dokumentasi dan empat teknik analisis data yaitu reduksi data, pengumpulan data, dokumentasi dan penyajian data. Terdapat tiga triangulasi data yang digunakan dalam penelitian ini yaitu triangulasi teknik, triangulasi sumber dan triangulasi waktu. Hasil dari penelitian ini adalah berdasarkan hasil wawancara dengan informan SMP Negeri 11 Kota Serang mengungkapkan bahwa sekolah sudah menerapkan pendekatan pembelajaran yang di harapkan dalam kurikulum merdeka dengan melakukan pembelajaran berdiferensiasi. Ini menjadi langkah yang baik dalam mewujudkan tujuan dari kurikulum merdeka, yaitu memfasilitasi kebutuhan belajar yang berbeda-beda, dan pembelajaran yang berpusat membuat peserta didik lebih aktif dibanding pendidik dalam proses pembelajarannya, salah satunya dengan di adakannya Profil pelajar Pancasila.
Program Martikulasi Sebagai Layanan Inklusif Di SMP Negeri 11 Kota Serang Lailatuz Zahra; Muhammad Sunan Maulana; Nadiva Maharani; Nila Cahya Putri; Tantri Dwi Oktavia; Trissa Kartika; Dina Rachmawati
Gudang Jurnal Multidisiplin Ilmu Vol. 2 No. 11 (2024): GJMI - NOVEMBER
Publisher : PT. Gudang Pustaka Cendekia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.59435/gjmi.v2i11.1108

Abstract

Penelitian ini bertujuan untuk mengevaluasi efektivitas program layanan sekolah inklusif di SMPN 11 Kota Serang dalam meningkatkan minat belajar siswa dengan hambatan belajar. Melalui pendekatan kualitatif, penelitian ini menganalisis data yang diperoleh dari wawancara, observasi, dan dokumentasi. Hasil penelitian menunjukkan bahwa program inklusif telah memberikan dampak positif dalam meningkatkan kepercayaan diri dan motivasi belajar siswa. Namun, masih terdapat beberapa tantangan seperti perbedaan kemampuan siswa, keterbatasan kolaborasi antara guru, dan kurangnya dukungan dari orang tua. Penelitian ini menyimpulkan bahwa program inklusif memiliki potensi besar untuk meningkatkan akses dan kualitas pendidikan bagi semua siswa, namun perlu adanya upaya berkelanjutan untuk mengatasi kendala yang ada. Saran penelitian selanjutnya adalah perlu dilakukan evaluasi secara berkala terhadap program ini dan melibatkan lebih banyak pihak terkait, seperti psikolog, untuk memberikan dukungan yang lebih komprehensif bagi siswa dengan kebutuhan khusus.
Towards a Structured AI-Integrated Academic Writing Guideline: Perspectives from the Academic Community Udi Samanhudi; Dina Rachmawati
Journal of English Language Studies Vol 10, No 2 (2025): Available Online in September 2025
Publisher : English Department - University of Sultan Ageng Tirtayasa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62870/jels.v10i2.35395

Abstract

This study is part of an ongoing project to design an AI-integrated academic writing guideline to strengthen the existing curriculum of academic writing at a public university in Banten, Indonesia. Specifically, it seeks to capture the perspectives of students and lecturers on the use of generative AI, particularly ChatGPT, in their writing practices. Grounded in Swales’ English for Specific Purposes (ESP) and Systemic Functional Linguistics (SFL), the research employed a qualitative case study involving semi-structured interviews, a focus group discussion, and textual analysis of student essays. Participants included ten second-year students and two senior academic writing lecturers. Findings reveal that both groups perceive ChatGPT as a “double-edged” tool: it enhances linguistic accuracy, idea development, and structural organization, yet also raises concerns about dependency, ethical boundaries, and the erosion of critical and creative thinking. While students demonstrated strong enthusiasm toward AI integration, they also expressed uncertainty regarding its appropriate use, highlighting the urgent need for explicit guidance and institutional policy. The study argues for the development of a localized AI-integrated academic writing guideline that promotes not only technical competence but also reflective, ethical, and critical engagement with AI. These insights contribute to ongoing debates on the role of generative AI in higher education and provide actionable implications for curriculum design, teacher training, and institutional policymaking in EFL contexts.
Co-Authors Audrey Akbaria Adinda Putri Aura Wardhani Fabhia Sakhda Tamtia Fauziah Ulfi Galuh Ramadhan Lailatuz Zahra Muhammad Sunan Maulana Murti Ayu Wijayanti Nadiva Maharani Nila Cahya Putri Nur Eva Lestari Salwa Lutfiyah Tantri Dwi Oktavia Trissa Kartika Udi Samanhudi