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All Journal ADJES (Ahmad Dahlan Journal of English Studies)
Pratita Pawestri
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Education Languange, Linguistic, Communication & Media Other

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English Language Learning for Culinary Arts Students: Obstacles and Expectations Pratita Pawestri; Fajria, Astry
Ahmad Dahlan Journal of English Studies Vol. 11 No. 1 (2024): March
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26555/adjes.v11i1.764

Abstract

Mastering English learning as a culinary arts student is important. Culinary arts students need to be able to understand English to help them interact with customers, understand recipes and instructions in English, and also collaborate with culinary professionals from different countries. However, in practice, students often experience obstacles in learning which also leads to students' expectations of English language learning. Therefore, the study aims to find out culinary arts students' obstacles and expectations of English learning. The research subjects were culinary arts students of SMK Muhammadiyah 4 Yogyakarta, consisting of 5 female and 5 male students. The research subjects were randomly selected by the English teacher. In this case, the research method used is descriptive qualitative. The data was obtained by using a semi-structured interview method in a face-to-face. The instrument used in this research is an interview guideline consisting of fifteen questions related to students’ obstacles and expectations. Data from the interview were analyzed in a qualitative data analysis stages. After conducting the research process, it was found that culinary arts students' obstacles of English learning were: ontogenic obstacles shown by students' disinterest in learning English; didactical shown by students' dissatisfaction with the way teachers teach; and epistemological obstacles shown by students' lack of understanding in learning English. Students’ expectations of English learning also found that students expect a variation of learning, learn outside the classroom, learn English to be adjusted to students' abilities, and prefer learning with more emphasis on speaking skills.
Aritifical Intelligence (AI) for EFL Writing Skills: Systematic Literature Review Pratita Pawestri; Pratolo, Bambang Widi
Ahmad Dahlan Journal of English Studies Vol. 11 No. 2 (2024): September
Publisher : Universitas Ahmad Dahlan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26555/adjes.v11i2.1460

Abstract

This systematic literature review examines the role of Artificial Intelligence (AI) in enhancing English as a Foreign Language (EFL) writing skills. The study summarizes previous research to evaluate the effectiveness of AI-based tools such as ChatGPT, Grammarly, and Quillbot in supporting writing instruction. Several studies published between 2019 and 2024 were selected and analyzed. The findings show that AI tools can significantly help improve students’ creativity, organization, and vocabulary usage in writing. They also assist in reducing writing anxiety and increasing confidence through instant feedback and idea suggestions. However, concerns remain regarding the risks of over-reliance, loss of originality, and limited contextual understanding by AI systems. This review emphasizes the importance of using AI critically and ethically, ensuring it complements rather than replaces human input. It highlights the need for developing students' critical thinking and digital literacy alongside AI integration. The insights provided in this review can serve as a valuable reference for future empirical research and classroom practice, especially in the context of EFL writing instruction in Indonesia.
Co-Authors Astry Fajria, Astry Bambang Widi Pratolo