Article Per Year (5 Year)
p-Index From 2021 - 2026
0.778
P-Index
This Author published in this journals
All Journal English Review: Journal of English Education Voices of English Language Education Society INSANIA : Jurnal Pemikiran Alternatif Kependidikan
Syabilla, Zalsa Febrina
Unknown Affiliation
Arts Humanities Education Languange, Linguistic, Communication & Media

Published : 4 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 4 Documents
Search

 1 
Unlocking the power of Mentimeter: Exploring EFL students' perspectives for enhancing writing proficiency Syabilla, Zalsa Febrina; Heriyawati, Dwi Fita; Romadhon, Muhammad Galuh Elga; Aprilia, Putri Kurniawan
INSANIA : Jurnal Pemikiran Alternatif Kependidikan Vol 28 No 1a (2023)
Publisher : Fakultas Tarbiyah dan Ilmu Keguruan UIN Profesor Kiai Haji Saifuddin Zuhri Purwokerto

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24090/insania.v28i1a.8601

Abstract

This study investigates the perceptions of EFL students' perceptions regarding the Mentimeter-based activities andtheir specific features for help learning writing skills. The quantitative research method through descriptive analysis was employed, involving 30 EFL students from a private middle school in Malang. A closed-ended questionnaire was given via Google Forms to gather data. The results indicate that students perceive Mentimeter as a valuable tool for enhancing their learning experiences, promoting creativity, and providing a fun and interactive learning environment in writing skill. Mentimeter is also useful in promoting vocabulary expansion, language mechanics development, and comprehension. It was noted that the Word Cloud was particularly helpful for testing students' writing skills, engaging them in class, and improving academic outcomes. It may encourage competency growth, feedback, and discussions. By shedding light on Mentimeter's potential as a tool to help learning writing abilities for EFL students', the study adds to the body of knowledge on cutting-edge language learning techniques.
Are You Creative? What College-Level English Language Learners Think of AI Writing Assistants Syabilla, Zalsa Febrina; Romadhon, M. Galuh Elga; Mustofa, Mutmainnah
VELES Voices of English Language Education Society Vol 7 No 3 (2023): VELES (Voices of English Language Education Society)
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v7i3.21209

Abstract

This study explores the perspectives and experiences related to AI writing assistants for college-level English language learners, casting light on potential as valuable supports for language learning and academic writing enhancement. This study uses a qualitative design with narrative inquiry approach. The study was conducted with three English Language Learners in Magister program from one university in Malang. The two research questions were addressed by conducting semi-structured interviews with these students. The results of this investigation show that students' perceptions of ChatGPT were contradictory, with both positive and negative aspects swaying their perspectives. Moreover, the study highlighted factors among them academic workload, time efficiency, and affordability that affected the English language learner’s intent to employ ChatGPT as a writing assistant in an academic context. Regardless the numerous benefit such as instant feedback, grammar proofreading correction, expanding vocabulary, and language style suggestions, the incorporation of AI-based writing aids in academic contexts still faces ethical and practical challenges. Gaining a comprehensive understanding of these aspects can provide valuable insights for educators, enabling them to develop efficacious strategies for the responsible and sustainable integration of AI tools. These strategies aim to effectively facilitate language learning and academic writing for those who are learning English as a foreign language.
UNCOVERING THE RESILIENCE AND STRESS FACTORS OF EFL TEACHERS: A NARRATIVE STUDY Syabilla, Zalsa Febrina; Ubaidillah, M. Faruq; Mustofa, Mutmainnah; Romadhon, M. Galuh Elga
English Review: Journal of English Education Vol. 12 No. 1 (2024)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v12i1.8934

Abstract

EFL teachers typically confront an abundance of problems that can lead to stress and have an influence on their resilience. Understanding resilience and stress can help improve well-being and education. This qualitative study tried to figure out the resilience and stress factors faced by EFL teachers across educational levels. The narrative inquiry involved an in-depth semi-structured interview administered to four EFL teachers across primary, middle, and secondary levels. The findings indicate that EFL teachers across educational levels encounter similar stressors, such as heavy workloads, student behavior, and low salary. Surprisingly, there were differences in stress factors and resilience strategies utilized by teachers across educational levels. The primary-level teacher reported more stress when dealing with students’ behavior, whereas middle-level teacher was stressed by students’ behavior and resources, and high school teacher by resource constraints and encouraged student engagement. Regarding resilience strategies, teachers at all levels indicated seeking support from family and friends but also using different coping methods such as meditation, leisure activities, and positive thinking. The findings suggest the importance of understanding the unique stress factors faced by EFL teachers across educational levels and establishing targeted support programs to enhance teacher resilience.
“CAN WORD WALL ASSESS STUDENTS’ WORDS?”: NURTURING INCLUSIVITY AND ADVANCEMENT IN RURAL SECONDARY EDUCATION Aprilia, Putri Kurniawan; Mistar, Junaidi; Mustofa, Mutmainnah; Syabilla, Zalsa Febrina
English Review: Journal of English Education Vol. 12 No. 1 (2024)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v12i1.9004

Abstract

In rural areas, getting access to quality education and appropriate assessment opportunities can be challenging for students. This study seeks to bridge this educational divide by examining the viability of online platforms, particularly the Word-wall platform, as an efficient assessment tool for rural secondary school pupils. The research questions are centered on determining how students perceive the Word-wall platform and maximize its implementation to address the unique requirements and difficulties of assessing students in rural areas. This study involved students of private secondary school in rural area. This research used qualitative method with case study design, and it was utilized to obtain a comprehensive understanding of students' reactions to the Word-wall platform for English learning. Interviews for assessing students’ opinions were used to collect data. The findings indicate that students responded positively, expressing a strong desire to use the platform for future assessments, such as daily tests, quizzes, and exams. Further, student feedback highlights the significance of contextual relevance, comprehensive training, better accessibility features, and customization in addressing the unique challenges rural areas face. The results of this study tend to contribute to the growth of effective assessment practices in rural areas and provide helpful insights into applying online platforms for equal educational opportunities.
Co-Authors Aprilia, Putri Kurniawan Dwi Fita Heriyawati Junaidi Mistar Mustofa, Mutmainnah Romadhon, M. Galuh Elga Romadhon, Muhammad Galuh Elga Ubaidillah, M. Faruq