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All Journal English Review: Journal of English Education CALL SINAU : Jurnal Ilmiah Pendidikan dan Pembelajaran
Pitaloka, Roro Meifi
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Arts Humanities Education Environmental Science Languange, Linguistic, Communication & Media Social Sciences Other

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Analisis Cognitif Higher Order Thinking Skills (Hots) dan Lower Order Thinking Skills (Lots) Reading Comprehension Pada Buku Ajar Bahasa Inggris Kelas XII               Kemendikbud 2018 Pratama, Yoga; Pitaloka, Roro Meifi
SINAU : Jurnal Ilmiah Pendidikan Dan Pembelajaran Vol. 2 No. 2 (2024): 2024 : Januari
Publisher : PT. LANCAR MEDIA KOMUNIKASI

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Abstract

In general, there are special package book practice questionsReading Comprehension adjusted to students' level of thinking so that it can help students improve critical thinking as one of the basic cognitive abilities as explained by Bloom's. The purpose of this research is to evaluate the practice questions in sectionReading Comprehension in the textbookEFL class 12. To find out what the contents of the practice questions in sectionReading Comprehensionalready in line with the achievement of the 2013 curriculum which emphasizes the ability to think at a high level(I.E.). Descriptive-qualitative is applied as a research method. By using a listchecklist Based on the revised Bloom's taxonomy theory update, researchers found thatLOTS contributed a figure of 60.9%, whileI MEANis 39.1%. The results of this research are that the textbooks issued by the Ministry of Education and Culture are still inadequate and do not meet the needs of grade 12 students. The questions in the books are dominated byLOTS. Researchers suggest to curriculum designers, book writers and publishers that in the future they can provide more adequate and effective teaching materials so that they can improve students' cognitive abilities
THE IMPACT OF AI QUILLBOT IN IMPROVING STUDENT WRITING ABILITY TO WRITE ARGUMENTATIVE ESSAYS Pratama, Yoga; Fridolini, Fridolini; Pitaloka, Roro Meifi
English Review: Journal of English Education Vol. 13 No. 1 (2025)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v13i1.9746

Abstract

 The integration of Artificial Intelligence (AI) in language learning has transformed academic writing, particularly in English as a Foreign Language (EFL) contexts. AI-powered writing tools such as QuillBot offer real-time feedback, automated paraphrasing, and grammatical enhancements, potentially improving students’ writing proficiency. However, limited research explores the specific impact of QuillBot on argumentative essay writing in EFL classrooms. This study aims to examine the effectiveness of QuillBot in enhancing the writing skills of third-semester EFL students at Universitas Darma Persada, Indonesia. Using a quasi-experimental design, 60 students were divided into an experimental group (QuillBot-assisted learning) and a control group (traditional instruction). Pre-test and post-test essay scores were analyzed using SPSS 27.0 to assess improvements in structure, coherence, and grammar. The findings revealed that students using QuillBot showed significantly higher improvements in writing proficiency compared to those in the control group. The experimental group demonstrated enhanced argumentation, coherence, and grammatical accuracy, indicating that AI-assisted tools can be effective in fostering writing development. The study concludes that QuillBot is a valuable supplementary tool for EFL writing instruction, providing instant feedback and reducing students’ dependency on traditional teacher-led corrections. Educators are encouraged to integrate AI writing assistants into teaching methodologies to optimize learning outcomes. Future research should explore the long-term effects of AI-assisted writing on different writing genres and across diverse educational contexts.
ANALYSIS OF GENDER REPRESENTATION AND FEMINIST DISCOURSE IN BARBIE AND WONDER WOMAN THROUGH STUART HALL’S REPRESENTATION THEORY Pratama, Yoga; Pitaloka, Roro Meifi
CALL Vol. 7 No. 1 (2025): CALL
Publisher : Universitas Islam Negeri Sunan Gunung Djati

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15575/call.v7i1.44225

Abstract

This research aims to explore how gender is constructed and represented through feminism in the films Barbie and Wonder Woman, using Stuart Hall’s representation theory, particularly his constructionist approach. Hall’s theory emphasizes that ‘meaning’ is not just a passive reflection; it’s actively shaped by culture, language, symbols, and the interpretation of social contexts. By employing a qualitative research methodology, this study embraces a constructivist paradigm, which aligns with Hall’s (1997) view that media representations are crafted rather than simply mirroring reality. This perspective highlights how cultural and social contexts play a crucial role in shaping the meanings of media texts. The research focuses on how filmmakers encode meaning in their works and how audiences decode it. The findings reveal that this approach enables a critical engagement with the films' content, allowing for the identification of how they interact with societal ideologies. Both films promote feminist themes by showcasing strong female characters who defy social norms and expectations placed on women, highlighting the importance of critically examining gendered expectations, and illustrating how media can positively influence societal views on gender equality.
Co-Authors Fridolini, Fridolini Yoga Pratama