Article Per Year (5 Year)
p-Index From 2021 - 2026
0.61
P-Index
This Author published in this journals
All Journal Pragmatik : Jurnal Rumpun Ilmu Bahasa dan Pendidikan Dinamika Pembelajaran : Jurnal Pendidikan dan Bahasa International Journal of Multilingual Education and Applied Linguistics
Novita Kusumaning Tyas
Unknown Affiliation
Arts Humanities Computer Science & IT Education Languange, Linguistic, Communication & Media Mathematics Public Health Social Sciences Other

Published : 3 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 3 Documents
Search

 1 
Students' Perspectives On The Utilization Of 'Splash' As A Tool In Learning Listening Skills. Novita Kusumaning Tyas; Athiyah Salwa
Pragmatik : Jurnal Rumpun Ilmu Bahasa dan Pendidikan  Vol. 2 No. 1 (2024): Januari : Pragmatik : Jurnal Rumpun Ilmu Bahasa dan Pendidikan
Publisher : Asosiasi Periset Bahasa Sastra Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/pragmatik.v2i1.383

Abstract

Currently, mobile technology developments are increasing rapidly. Crompton and Burke (2018) conveyed that smartphone as one of mobile technology is is rapidly advancing. Approximately 90% of students possessed a smartphone, and a few even had multiple mobile phones. (Wong et al., 2010; Bhati & Song, 2019). This study aimed to examine how the students perceive the utilization of “Splash” as a media on learning listening skill. Splash is one of android program that developed by the English team in Stekom University. It is made for improve students’ listening skill and grammar skill. This research used quantitative descriptive. The sample consists of 50 students who taken language class. The result showed that there are positive attitudes from the students about the usage of “Splash” to improve listening skill. They can use it every time and everywhere without worried running out of internet package because this application doesn’t need internet package to use. The students also found that the content of this application is interesting. They also got post-activity activities and tasks to help them improve their skills.
Students’ Performance in Writing Job Application Letters in an English Correspondence Course Novita Kusumaning Tyas; Ariana Oktavia
International Journal of Multilingual Education and Applied Linguistics Vol. 3 No. 1 (2026): International Journal of Multilingual Education and Applied Linguistics
Publisher : Asosiasi Periset Bahasa Sastra Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61132/ijmeal.v3i1.449

Abstract

English Correspondence is an important course for university students from non-English departments as it equips them with professional writing skills needed in the workplace, including job application letter writing. This study aims to describe students’ writing outcomes in writing job application letters after receiving instruction in an English Correspondence course. The study employed a descriptive qualitative research design. The participants consisted of 22 students from a non-English department enrolled in the English Correspondence course at Stekom university. The data were obtained from students’ final job application letters and analyzed using an analytic writing assessment rubric focusing on content relevance, completeness of letter structure, organization, and use of formal English. The findings reveal that students generally achieved good writing outcomes in writing job application letters. The strongest aspect was the completeness of letter structure, indicating that most students were able to apply the standard format and components of a job application letter appropriately. Students also demonstrated relatively good performance in content relevance and use of formal English. However, weaknesses were identified in organization and language accuracy, particularly in developing coherent ideas and using grammatically accurate formal expressions. The analysis of representative excerpts from students’ letters further illustrates variations in writing quality across aspects. Overall, the findings suggest that instruction in the English Correspondence course contributed positively to students’ ability to write job application letters. This study highlights the importance of examining students’ writing outcomes holistically to provide insights for improving instructional practices in teaching professional writing.
The Use of Artificial Intelligence in English Language Learning for Working Students: A Conceptual Review Novita Kusumaning Tyas; Ariana Oktavia
Dinamika Pembelajaran : Jurnal Pendidikan dan bahasa Vol. 3 No. 2 (2026): Mei : Dinamika Pembelajaran : Jurnal Pendidikan dan bahasa
Publisher : Lembaga Pengembangan Kinerja Dosen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62383/dilan.v3i2.3313

Abstract

The rapid adoption of generative artificial intelligence (AI) tools such as ChatGPT, Grammarly, QuillBot, and machine translation has reshaped how English is learned in higher education. Working students, who must balance employment and study under severe time constraints, represent a learner group whose needs differ from those of conventional full-time students, yet they remain underexplored in the literature. This article is a conceptual review that synthesises current scholarship to examine the potential and the risks of AI-assisted English learning for working students. Using a narrative literature review of studies published between 2018 and 2024, the discussion is organised around five dimensions that mirror common acceptance frameworks: perceived usefulness, perceived ease of use, learning effectiveness, learner concerns, and the working-student context. Drawing on the Technology Acceptance Model, self-regulated learning theory, and andragogy, the article argues that AI offers meaningful affordances (instant feedback, personalisation, flexibility, anxiety-free practice) that align well with the fragmented schedules of working learners, while also posing risks of over-reliance, inaccurate output, loss of cultural and human interaction, and data-privacy concerns. The article proposes a conceptual framework and five propositions positioning AI as a complement to, rather than a substitute for, the teacher, and recommends a blended human-AI model built on micro-learning, workplace-relevant content, and critical AI literacy. Implications for institutions, lecturers, and learners, together with directions for future empirical testing, are discussed.
Co-Authors Ariana Oktavia Athiyah Salwa