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The Influence of ChatGPT on Writing Anxiety Among English Department Students Debinda, Phani; La’biran, Roni; Rachel; Rum, Eka Prabawati
Indonesian TESOL Journal Vol. 6 No. 2 (2024): Indonesian TESOL Journal (October)
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/itj.v6i1.7278

Writing anxiety is a prevalent problem among students of English, which can discourage their academic performance and writing confidence. As AI-based tools like ChatGPT are becoming more widely used, it is essential to analyze whether such tools have any influencet on the level of students' writing anxiety. This study aims to know the influencet of ChatGPT usage on English students' writing anxiety levels. Specifically, it examines whether there is a significant relationship between the use of ChatGPT and students’ anxiety in academic writing.The research employs a quantitative descriptive approach using a simple linear regression analysis. Data were collected from English students at Universitas Kristen Indonesia Toraja through a questionnaire based on the Second Language Writing Anxiety Inventory(SLWAI).The findings suggest that although there is a trend indicating that using ChatGPT might reduce writing anxiety among students, the influence is not statistically significant. This implies that other factors may play a more crucial role in influencing writing anxiety. Further research with a larger sample and additional variables is recommended to gain deeper insights into this relationship. Keywords: ChatGPT, Writing Anxiety, Influence

Learners’ Affection and Cognition: Their Interrelationship in Learning English Lilis Natalia Totong; Markus Deli Girik Allo; Eka Prabawati Rum; Muh. Putra Pratama
Indonesian TESOL Journal Vol. 6 No. 2 (2024): Indonesian TESOL Journal (October)
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/itj.v6i2.7738

Cognition is often used to find out how far someone has mastered the material that has been taught by educational goals. In addition to mastery of teaching materials, cognition is also influenced by affection. Students' affection in learning English varies, there are students who show good affection, namely students feel happy and are active in taking part in the learning process. There are also those who show an affection that is not happy with the learning process, has an indifferent affection (apathy), is not active, talks to themselves and does not pay attention to the teacher's explanation. This study aims to determine how the correlation between the learners’ affection and cognition in learning English. This type of research is correlational research. The population of this study were all eighth-grade students at Makale Christian Junior High School, which amounted to 168 students. The sampling technique used was cluster random sampling. Based on the cluster random sampling technique, the class used as a sample is class VIII A as many as 32 students. The instrument used in this research is to use a questionnaire and a test. Pearson Product Moment correlation test is used to determine the correlation between affection and cognition. Based on the correlation test, the correlation coefficient value is 0.144. Because the value of r count is lower than the value of r table (0.140 < 0.286) then there is a negative correlation between learners’ affection and cognition which are in the exceptionally low category. This means that the lower the student's affection the lower the result of learning English.

Rumah Ramah Apps: Supporting English Learning for Low Vision Students in Higher Education Hamid, Sitti Maryam; Rum, Eka Prabawati; Mannong, Andi Bulkis Maghfirah; Syam, Ummi Khaerati; Sangkala, Ismail
INTERACTION: Jurnal Pendidikan Bahasa Vol. 10 No. 2 (2023): INTERACTION: Jurnal Pendidikan Bahasa
Publisher : Program Studi Pendidikan Bahasa Inggris, Universitas Pendidikan Muhammadiyah Sorong

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

This research aims to elaborate the use Rumah Ramah Apps by English teachers for low vision student in supporting English learning. The data was obtained through in-depth interviews with five lecturers who and a low vision student who implemented rumahramah.id Apps in English language teaching and learning.The research method adopted in this research is Research and Development (R&D). The findings of the study revealed that (1) Developing English language learning services through the 'Rumah Ramah' application for 'Low Vision' students at Universitas Muhammadiyah Makassar focused on activities ranging from signing in to the Rumah Ramah page to comprehending the use of features on the instructor dashboard and course dashboard to the process of entering learning material, which focuses on general and content drip settings. (2) Implementing English language learning services through the 'Rumah Ramah' Apps for 'Low Vision' students at Universitas Muhammadiyah Makassar focused on the way to access Rumah Ramah Apps and utilize of Rumah Ramah Apps for low vision student. As a result, Rumah Ramah is extremely practicable for usage as an English learning media in assisting lecturers in designing material for low vision students.

Permainan Tebak-Tebakan Kata : Cara Mengembangkan Penguasaan Kosakata Siswa ESP Di SMA Negeri 13 Pangkep Anita, Siti; Idris, Resky Natasya; Puspita, Yurista Ayu; Prabawati Rum, Eka
Jurnal Guru Pencerah Semesta Vol 2 No 1 (2023): Jurnal Guru Pencerah Semesta (JGPS)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56983/jgps.v2i1.663

Guru harus menemukan teknik pengajaran yang memotivasi dan menggairahkan siswa tentang belajar kosa kata. Salah satu teknik yang dapat membuat siswa bersemangat dan memiliki motivasi untuk belajar bahasa adalah dengan memanfaatkan permainan. Salah satu alasan utama menggunakan permainan untuk mengajar adalah bahwa permainan itu sangat menyenangkan bagi guru dan siswa. Penelitian ini berfokus pada peningkatan kosa kata siswa melalui penggunaan permainan tebak kata untuk siswa kelas dua SMA Negeri 13 Pangkep. Penelitian ini bertujuan untuk meningkatkan kosakata siswa ESP dengan menggunakan Game tebak kata pada siswa di SMA Negeri 13 Pangkep. Metode penelitian yang digunakan dalam penelitian ini adalah kualitatif: Penelitian Tindakan Kelas (PTK). Pendekatan PTK dipilih karena pendekatan ini sesuai dengan tujuan penelitian ini yaitu untuk menambah kosakata siswa ESP dengan menggunakan permainan tebak kata. Sampel penelitian ini adalah siswa kelas dua SMA Negeri 13 Pangkep tahun pelajaran 2021/2022. Penulis menggunakan dua siklus dari dua kali pertemuan. Hasil penelitian menunjukkan bahwa penerapan teknik permainan tebak kata meningkatkan pencapaian kosa kata siswa. Ini menyiratkan bahwa teknik permainan tebak kata membantu siswa mempelajari kosa kata dengan lebih mudah.

Analisi Gaya Bahasa Antologi Puisi Siswa Kelas XI SMA Negeri 13 Pangkep Mustakim; Sapar, Salmiah; serlina; prabawati rum, Eka
Jurnal Guru Pencerah Semesta Vol 2 No 2 (2024): Jurnal Guru Pencerah Semesta (JGPS)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56983/jgps.v2i2.872

Penelitian ini berjudul” Gaya Bahasa pada antalogi puisi siswa-siswi SMAN 13 Pangkep ”. Penelitian ini bertujuan untuk menganalisis gaya bahasa yang digunakan oleh siswa SMAN 13 Pangkep. Metode penelitian yang digunakan adalah metode deskriptif, menggunakan pendekatan kualitatif. Penulis berusaha mendeskripsikan gaya bahasa perbandingan pada antalogi puisi siswa-siwi SMAN 13 Pangkep dalam pembelajaran sastra di Sekolah. Hasil penelitian ini terdapat gaya bahasa perbandingan jenis Gaya bahasa perbandingan dalam penelitian ini yaitu alegori, alusio, hiperbola, metafora, personifikasi, simile, dan sinekdoke Pembelajaran sastra di SMA bahwa antalogi puisi tersebut dapat dijadikan media pembelajaran.Simpulan dalam penelitian ini, pengajaran mengenai gaya bahasa dalam antalogi puisi tersebut dapat mengembangkan kreativitas siswa dalam memilih kata dan merangkai kata-kata sampai menghasilkan karya sastra yang memiliki nilai estetika

UTILIZING BEHAVIOR MANAGEMENT STRATEGIES TO ENHANCE ENGAGEMENT AND DISCIPLINE IN ENGLISH LEARNING CLASSROOM WITH ATTENTION DEFICIT HYPERACTIVITY DISORDER (ADHD) STUDENTS AT SLB NEGERI 1 MAKASSAR Nur Intan; Eka Prabawati Rum; Hilda Hafid
Pendas : Jurnal Ilmiah Pendidikan Dasar Vol. 11 No. 01 (2026): Volume 11 No. 01 Maret 2026
Publisher : Program Studi Pendidikan Guru Sekolah Dasar FKIP Universitas Pasundan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23969/jp.v11i01.40231

This study aims to explore the implementation of behavioral management strategies used by English teachers to improve engagement and discipline among students with attention deficit hyperactivity disorder (ADHD) at SLB Negeri 1 Makassar. This study uses a qualitative descriptive approach through non-participatory classroom observation and field notes. The strategies observed included positive reinforcement, clear and structured instructions, and the use of visual aids. The findings show that these strategies effectively improve students' cognitive, emotional, and behavioral engagement, as well as aspects of discipline such as compliance with rules, impulse control, and reduction of disruptive behavior. Positive reinforcement helped reduce anxiety and encouraged task completion, while clear instructions and adaptive visual aids-maintained focus and continuity of learning. This study concluded that supportive, structured, and empathetic behavior management strategies play an important role in creating an inclusive English learning environment for students with ADHD.

Harnessing Visual Media for EFL Learning: Benefits, Challenges, and Pedagogical Strategies Rum, Eka Prabawati; Baso, Farisha Andi; Girik Allo, Markus Deli; Musoyeva, Aziza
Eduvelop: Journal of English Education and Development Vol 9 No 1 (2026): Eduvelop: Journal of English Education and Development
Publisher : Universitas Sulawesi Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31605/eduvelop.v9i1.5291

In English as a Foreign Language (EFL) teaching, the advent of visual media has profoundly impacted education by offering fresh opportunities to motivate learners and explain intricate linguistic ideas. The current research investigated the perceptions of EFL learners at the university level regarding the advantages and disadvantages posed by visual media. A qualitative case study design was employed to gather data through open-ended questionnaires distributed to five purposefully selected students, aiming to capture the full range of a multimedia-informed continuum of proficiency and prior exposure. Thematic analysis revealed three primary themes: (a) visual media significantly enhances engagement and understanding, contributing to more interactive lessons and appreciation of abstract language components; (b) significant challenges like insufficient broadband access, overly complex content far exceeding students’ capabilities, lessons dominated by the need to pre-analyze visuals at the expense of text, and lack of access to certain media presented barriers; and (c) students recommended practical strategies for optimizing visual media use, such as aligning content with cultural and linguistic contexts, incorporating interactive teaching methods, providing offline resources, and enhancing teacher training in multimedia integration. This insight extends the literature, evidencing the simultaneous promise and challenge interactions posed for language learning through visual media. This study enhances the understanding of the impact of media on the efficient utilization of EFL instruction within the frameworks of discourse and paradigms, including balance, context-appropriate use, pathways into the study of sustained and new technological impacts, and multilayered inquiry for technology’s influence over time.

Reconceptualizing Problem-Based Learning for Transformative Learning: A Qualitative Study in Higher Education Andi Baso, Farisha; Rum, Eka Prabawati; Natsir, Ratu Yulianti; Girik Allo, Markus Deli
Eduvelop: Journal of English Education and Development Vol 9 No 1 (2026): Eduvelop: Journal of English Education and Development
Publisher : Universitas Sulawesi Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31605/eduvelop.v9i1.5663

This study examines the enhancement of the Problem-Based Learning (PBL) method to facilitate transformative learning in higher education students. PBL is esteemed for its capacity to improve critical thinking and problem-solving skills. Transformative learning theory emphasizes critical reflection and viewpoint transformation, providing a foundation for reconceptualizing PBL as an approach that enhances cognitive skills while also altering learners’ worldviews. A qualitative approach was utilized, directed by two research inquiries: 1. What is the learners' experience of the flipped problem-based learning method in promoting transformative learning? 2. What aspects of the PBL approach most significantly facilitate the transformation of learners' perspectives? Data were gathered from 15 university students via semi-structured interviews and focus group discussions. Thematic analysis was employed to understand the data. The findings identified four principal themes: (1) the confrontation of disorienting dilemmas, (2) critical reflection, (3) dialogic collaboration and peer influence, and (4) alterations in self-perception and learning orientation. The study indicates that intentional redesign of PBL with authentic challenges, systematic reflection, and peer dialogue transcends procedural problem-solving, promoting transformative learning. The findings underscore the significance for educators, curriculum developers, and institutions, stressing the necessity of incorporating transformative learning principles into project-based learning practices.

Harnessing Visual Media for EFL Learning: Benefits, Challenges, and Pedagogical Strategies Eka Prabawati Rum; Farisha Andi Baso; Markus Deli Girik Allo; Aziza Musoyeva
Eduvelop: Journal of English Education and Development Vol. 9 No. 1 (2026): Eduvelop: Journal of English Education and Development
Publisher : Universitas Sulawesi Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31605/eduvelop.v9i1.5291

In English as a Foreign Language (EFL) teaching, the advent of visual media has profoundly impacted education by offering fresh opportunities to motivate learners and explain intricate linguistic ideas. The current research investigated the perceptions of EFL learners at the university level regarding the advantages and disadvantages posed by visual media. A qualitative case study design was employed to gather data through open-ended questionnaires distributed to five purposefully selected students, aiming to capture the full range of a multimedia-informed continuum of proficiency and prior exposure. Thematic analysis revealed three primary themes: (a) visual media significantly enhances engagement and understanding, contributing to more interactive lessons and appreciation of abstract language components; (b) significant challenges like insufficient broadband access, overly complex content far exceeding students’ capabilities, lessons dominated by the need to pre-analyze visuals at the expense of text, and lack of access to certain media presented barriers; and (c) students recommended practical strategies for optimizing visual media use, such as aligning content with cultural and linguistic contexts, incorporating interactive teaching methods, providing offline resources, and enhancing teacher training in multimedia integration. This insight extends the literature, evidencing the simultaneous promise and challenge interactions posed for language learning through visual media. This study enhances the understanding of the impact of media on the efficient utilization of EFL instruction within the frameworks of discourse and paradigms, including balance, context-appropriate use, pathways into the study of sustained and new technological impacts, and multilayered inquiry for technology’s influence over time.

Reconceptualizing Problem-Based Learning for Transformative Learning: A Qualitative Study in Higher Education Farisha Andi Baso; Eka Prabawati Rum; Ratu Yulianti Natsir; Markus Deli Girik Allo
Eduvelop: Journal of English Education and Development Vol. 9 No. 1 (2026): Eduvelop: Journal of English Education and Development
Publisher : Universitas Sulawesi Barat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31605/eduvelop.v9i1.5663

This study examines the enhancement of the Problem-Based Learning (PBL) method to facilitate transformative learning in higher education students. PBL is esteemed for its capacity to improve critical thinking and problem-solving skills. Transformative learning theory emphasizes critical reflection and viewpoint transformation, providing a foundation for reconceptualizing PBL as an approach that enhances cognitive skills while also altering learners’ worldviews. A qualitative approach was utilized, directed by two research inquiries: 1. What is the learners' experience of the flipped problem-based learning method in promoting transformative learning? 2. What aspects of the PBL approach most significantly facilitate the transformation of learners' perspectives? Data were gathered from 15 university students via semi-structured interviews and focus group discussions. Thematic analysis was employed to understand the data. The findings identified four principal themes: (1) the confrontation of disorienting dilemmas, (2) critical reflection, (3) dialogic collaboration and peer influence, and (4) alterations in self-perception and learning orientation. The study indicates that intentional redesign of PBL with authentic challenges, systematic reflection, and peer dialogue transcends procedural problem-solving, promoting transformative learning. The findings underscore the significance for educators, curriculum developers, and institutions, stressing the necessity of incorporating transformative learning principles into project-based learning practices.

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