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All Journal IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Cetta: Jurnal Ilmu Pendidikan JURNAL ILMIAH GLOBAL EDUCATION
Fithriani , Rahmah
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Education Languange, Linguistic, Communication & Media Mathematics Other

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Exploring Higher Education EFL Students’ Perception of AI Writing Tools in the 5.0 Era Safitri, Muliana; Fithriani , Rahmah
Cetta: Jurnal Ilmu Pendidikan Vol 7 No 1 (2024)
Publisher : Jayapangus Press

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.37329/cetta.v7i1.3158

Abstract

This study explores the perceptions of English as a Foreign Language (EFL) students in higher education regarding artificial intelligence writing tools (AIWTs) in the context of Era 5.0. The research aims to understand how AIWTs influence writing quality, efficiency, and creativity among EFL students. Employing a mixed-methods approach, it examines the types of AIWTs used, students' perspectives on their benefits and drawbacks, and the overall value they bring to EFL writing. A total of twenty students from the English education study program at the State Islamic University of North Sumatra, Medan, participated in an online questionnaire aimed at investigating their perceptions on the use of AIWTs in Era 5.0. The findings highlight that EFL students perceive AIWTs as beneficial for enhancing writing quality, speeding up the writing process, and fostering creativity. However, concerns about potential limitations on creativity are also expressed. Despite this, AIWTs are generally regarded as valuable tools for EFL students in higher education. The study offers a reasonable strategy for using AIWTs to guarantee academic performance while maintaining writing creativity.
Students’ Perceptions of Gemini Ai Effectiveness in Academic Writing Azmi, Khairul; Fithriani , Rahmah
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 1 (2025): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v13i1.6278

Abstract

This research investigates students' perceptions of the effectiveness of Gemini AI in English academic writing, addressing the gap in the literature on AI-powered writing tools for EFL students. A qualitative case study involving 26 English education students from a university in North Sumatra explored how Gemini AI impacts their academic writing. Data was collected through questionnaires, analysis of students' academic writing files, and semi-structured interviews. The findings highlight the significant impact of Gemini AI on students' academic writing, particularly in improving structure, coherence, and revision skills. The study also reveals challenges related to source attribution and plagiarism concerns. This study contributes valuable insights into the potential of AI-powered tools like Gemini to enhance EFL students' academic writing capabilities and provides practical implications for educators and developers.
The Role of Mentor Text to Increasing Students. Motivation And Engagement in Creative Writing Process Yasmin, Feby Annisa; Fithriani , Rahmah
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 1 (2025): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Institut Agama Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v13i1.7251

Abstract

Creative writing instruction often struggles to maintain students’ motivation and engagement. This study investigates the impact of mentor texts—exemplary literary models—on students' participation and writing proficiency in a junior high school in Medan. Using a qualitative phenomenological approach, data were collected through classroom observations, semi-structured interviews, and analysis of student writing samples involving 15 eighth-grade students over five instructional sessions. The findings reveal that mentor texts significantly enhanced students’ intrinsic motivation, increased their reading duration, and improved the application of writing techniques such as crafting engaging openings and authentic dialogue. Students also reported greater confidence in sharing their work and participating in writing discussions. However, challenges included difficulty in imitating complex writing strategies and a tendency to over-rely on mentor texts, which limited originality. The study underscores the importance of culturally relevant texts and step-by-step instructional strategies, including teacher modeling and scaffolded practice. Practical implications highlight the need for creative writing pedagogy that balances structure with autonomy. Future research should explore the long-term impact of mentor texts and their adaptability across diverse genres and educational contexts.
Breaking Barriers: Indonesian EFL Pre-Service Teachers’ Challenges and Solutions in TEFL Ramadhani, Putri Fadila; Fithriani , Rahmah
Jurnal Ilmiah Global Education Vol. 6 No. 2 (2025): JURNAL ILMIAH GLOBAL EDUCATION, Volume 6 Nomor 2
Publisher : LPPM Institut Pendidikan Nusantara Global

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55681/jige.v6i2.3708

Abstract

This study explores the challenges faced by pre-service English teachers in Indonesia during their teaching practicum and the solutions they implemented to overcome these difficulties. Using a qualitative research approach with a narrative design, data were collected through observations, reflective teacher journals, and semi-structured interviews with ten pre-service teachers. The findings reveal three main challenges: pedagogical, motivational, and psychological barriers. Pedagogically, participants struggled to balance the complexity of the material with student engagement in heterogeneous classrooms. Motivational challenges included students’ perceptions of English as irrelevant to their daily lives, leading to low engagement. Psychological barriers, such as fear of making mistakes and language anxiety, significantly hindered students’ participation in speaking activities. To address these issues, pre-service teachers adopted strategies such as differentiated instruction, interactive teaching methods, and fostering a supportive classroom environment. These findings highlight the importance of comprehensive teacher training programs that equip pre-service teachers with practical teaching strategies and reflective practices. This study contributes to the growing body of research on teacher education and English language teaching by providing insights into effective pedagogical approaches to address classroom challenges in an EFL context.
Co-Authors Ida Ayu Putu Sri Widnyani Ramadhani, Putri Fadila Safitri, Muliana Yasmin, Feby Annisa