Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
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This Author published in this journals
All Journal Journal of Language Education and Educational Technology (JLEET) International Journal of Educational Narratives
Hanna Hanna
Universitas Halu oleo
Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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An Analysis of Politeness in Teacher's Utterances in an English Classroom Risal Risal; Hanna Hanna; Tambunan Tambunan
Journal of Language Education and Educational Technology (JLEET) Vol 6, No 1 (2021): Journal of Language Education and Educational Technology
Publisher : Halu Oleo University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33772/jleet.v6i1.17583

Abstract

The objectives of this research were three-fold: to explore the types of politeness uttered by the teacher, to analyze the most predominant type of politeness uttered, and to explore the strategies of politeness uttered by the teacher in an English classroom. This research employed a descriptive qualitative analysis. The subject of this research was an English teacher of MAN 1 Kolaka. This research was conducted with two cohorts; they were class XII.IA-2 and class XII.IA-4. The data were collected from three observations and recordings of teacher’s utterances. As many as 117 politeness utterances were identified, encompassing 55 positive politeness utterances, 45 negative politeness utterances, 6 bald on record utterances and 1 off record utterance. There were 17 strategies of politeness used by the English teacher. The most predominant type of politeness was positive politeness, including the strategies of exaggerating sympathy with the Hearer, which was used 3 times, including both the Speaker and the Hearer 6 times, giving gifts to Hearer 26 times, being optimistic 10 times, offering 2 times, notice attend to Hearer 4 times, using group identity mark 3 times, and Intensifying interest to the hearer 1 time.Keywords:Pragmatics, Politeness Strategies, Teacher’s Utterances, English Classroom
Student Narratives on the Use of Artificial Intelligence to Enhance Creativity and Academic Writing Skills Desy Liliani Husain; Rahayu Rahayu; Hanna Hanna
International Journal of Educational Narratives Vol. 4 No. 3 (2026)
Publisher : Yayasan Adra Karima Hubbi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.70177/ijen.v4i3.3574

Abstract

Background. The increasing integration of artificial intelligence (AI) into higher education has transformed students' approaches to learning, particularly in academic writing. While previous studies have primarily examined the effectiveness of AI-assisted writing, limited attention has been given to students' own narratives and lived experiences regarding how these technologies shape their creativity, confidence, and writing practices. Purpose. This study explores student narratives on the use of artificial intelligence tools to enhance creativity and academic writing skills. Specifically, it examines how undergraduate students at Halu Oleo University, Kendari, Southeast Sulawesi, describe their experiences of using AI writing tools in academic writing courses, focusing on idea generation, writing organization, language improvement, creative engagement, and self-confidence. Method. This study employed a qualitative narrative approach involving fifteen undergraduate students enrolled in an Academic Writing course. Data were collected through in-depth semi-structured interviews and analysis of students' reflective writing samples. Results. The findings reveal that students consistently described AI tools as valuable learning companions that facilitated idea generation, improved text organization, refined language quality, and strengthened confidence throughout the writing process. Their narratives also demonstrated increased creative engagement and greater willingness to revise and develop academic texts.   Conclusion. Student narratives suggest that artificial intelligence can serve as a meaningful pedagogical resource for enhancing creativity and academic writing skills when integrated within a supportive instructional framework. The findings emphasize that AI should complement rather than replace students' critical thinking and creative processes.
Co-Authors Desy Liliani Husain Rahayu Rahayu Risal Risal Tambunan Tambunan