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All Journal IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature International Journal for Educational and Vocational Studies Journal of Artificial Intelligence and Digital Business TEFLICS Foreign Language Instruction Probe Proceeding Of International Conference On Education, Society And Humanity Jurnal Pengabdian Kepada Masyarakat Mastery: Master of English Language Journal
Angella Novitaningrum
STIT Miftahul Midad Lumajang
Religion Agriculture, Biological Sciences & Forestry Arts Humanities Computer Science & IT Economics, Econometrics & Finance Education Electrical & Electronics Engineering Engineering Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Mathematics Social Sciences

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Efikasi Diri dan Berpikir Kritis Mahasiswa dalam Menulis Argumentatif Angella Novitaningrum; Pipit Ertika Daristin
Mastery: Master of English Language Journal Vol 3 No 1 (2025)
Publisher : PPPM STIT MIFTAHUL MIDAD

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66171/5sf26w86

Abstract

This study aims to examine the correlation between students’ self-efficacy and critical thinking in argumentative writing. Employing a quantitative correlational research design, the study investigates how students’ confidence in their writing abilities influences their capacity to construct logical, well-supported arguments. The findings reveal a strong positive correlation (r = 0.684, p < 0.01) between self-efficacy and critical thinking, suggesting that students with higher self-efficacy tend to engage more effectively in analytical reasoning and evidence-based argumentation. Additionally, a paired t-test indicates a substantial improvement in both self-efficacy (mean difference = 15.88, p < 0.001) and critical thinking (mean difference = 17.22, p < 0.001) following targeted writing interventions. These results highlight the importance of integrating self-efficacy-enhancing strategies into writing instruction to foster students’ confidence and critical thinking skills. Despite its contributions, the study acknowledges limitations related to sample size (N = 32) and external influencing factors. Future research should explore broader and more diverse student populations to validate these findings further.
EFL Students’ Intercultural Awareness in Genre-Based Writing Tasks Nuraini, Hesty; Novitaningrum, Angella
Mastery: Master of English Language Journal Vol 3 No 2 (2025)
Publisher : PPPM STIT MIFTAHUL MIDAD

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.66171/dnncn464

Abstract

This study aims to explore EFL students’ intercultural awareness as manifested in genre-based writing tasks. Employing a qualitative research design, the study involved undergraduate EFL students from Muhammadiyah University of Surabaya. Data were collected through students’ written texts, classroom observations, and semi-structured interviews. The data were analyzed using thematic analysis to identify patterns related to students’ intercultural awareness across different writing genres. The findings reveal that students demonstrated varying levels of intercultural awareness, particularly in their ability to incorporate cultural perspectives, address audience expectations, and apply genre conventions appropriately. While some students showed awareness of cultural differences in written expression, others tended to rely on local cultural frameworks, resulting in limited intercultural representation. The study also found that genre-based writing tasks provided meaningful opportunities for students to reflect on cultural values and practices within academic writing contexts. These findings suggest that genre-based writing instruction can serve as an effective pedagogical space for fostering intercultural awareness among EFL students. The study offers pedagogical implications for EFL writing instruction in higher education, particularly in multicultural and international academic contexts.
Improving Third-Grade Students’ Animal Vocabulary Retention through Flashcard Media: A Case Study at Elementary School Pipit Ertika Daristin; Elda Yulia Ryandini; Angella Novitaningrum; Dias Tiara Putri Utomo
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 14 No. 1 (2026): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v14i1.11549

Abstract

Vocabulary development is a fundamental component in early English language learning, especially for young learners in elementary school, yet third-grade students often struggle to retain new vocabulary due to limited exposure and the use of less engaging instructional media. This qualitative case study investigates the role of flashcards in enhancing animal vocabulary retention among third-grade students at Elementary School through the implementation of a custom-designed teaching module that integrates visual flashcards into interactive learning activities such as recognition drills, pronunciation practice, matching games, and creative labeling tasks. Data were collected through classroom observation, document analysis of the instructional module, and teacher reflection. The findings demonstrate that flashcards significantly increased students’ attention, enthusiasm, and willingness to participate orally, as picture–word associations helped students recall vocabulary more confidently and accurately. Game-based learning fostered collaboration and deeper memory retention, while the creative tasks enabled students to apply vocabulary in written form, indicating meaningful learning transfer. Additionally, flashcards supported inclusive learning by providing visual cues that assisted students with lower proficiency while encouraging higher-performing students to extend their vocabulary knowledge. Overall, the study concludes that incorporating flashcards into a structured and engaging teaching design is an effective strategy to improve English vocabulary retention among young learners.
PELATIHAN DIGITAL WRITING LITERACY UNTUK MENINGKATKAN KETERAMPILAN MENULIS BERBASIS DIGITAL PADA SISWA MADRASAH ALIYAH SE-KABUPATEN LUMAJANG Angella Novitaningrum; Nur Laili Yusuf; Khittotun Nahidin; Kurnia Devi Yuswandari; Akhmad Nuris Hidayat
JURNAL PENGABDIAN KEPADA MASYARAKAT Vol. 6 No. 2 (2026): Jurnal Pengabdian kepada Masyarakat
Publisher : LPPM Universitas Kahuripan Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.51158/9dzy4n68

Abstract

Keterampilan digital writing literacy menjadi kompetensi penting yang perlu dimiliki siswa dalam menghadapi perkembangan teknologi dan tuntutan pembelajaran di era digital. Namun, kemampuan digital writing literacy siswa Madrasah Aliyah (MA) masih tergolong rendah, terutama pada aspek pengembangan ide, penyusunan teks secara sistematis, penguasaan kosakata, penggunaan tata bahasa dan mekanisme penulisan, serta pemanfaatan teknologi digital secara optimal untuk mendukung kegiatan menulis akademik. Kegiatan pengabdian kepada masyarakat ini bertujuan untuk meningkatkan kompetensi digital writing literacy siswa melalui pelatihan menulis digital berbasis praktik dan kolaborasi. Metode pelaksanaan kegiatan menggunakan pendekatan Participatory Action Research (PAR) yang melibatkan 100 siswa Madrasah Aliyah se-Kabupaten Lumajang. Evaluasi kegiatan dilakukan menggunakan pre-test dan post-test, observasi, refleksi peserta, serta penilaian produk tulisan digital. Hasil kegiatan menunjukkan adanya peningkatan rata-rata skor peserta dari 50,6 pada pre-test menjadi 84,5 pada post-test dengan persentase peningkatan sebesar 67,0%. Aspek kompetensi literasi digital menunjukkan peningkatan paling signifikan sebesar 97,7%, diikuti oleh aspek struktur dan organisasi teks sebesar 69,4%, tata bahasa dan mekanisme penulisan sebesar 64,7%, ide dan konten tulisan sebesar 58,5%, serta penguasaan kosakata sebesar 51,8%. Implikasi kegiatan menunjukkan bahwa pelatihan berbasis collaborative writing, pemanfaatan platform digital, dan pendampingan intensif mampu meningkatkan kompetensi digital writing literacy siswa secara efektif serta berpotensi diterapkan secara berkelanjutan pada lingkungan madrasah dan satuan pendidikan lainnya.   Abstract  Digital writing literacy skills have emerged as an essential competency that students need to develop in response to rapid technological advancements and the increasing demands of learning in the digital era. However, the digital writing literacy competence of Madrasah Aliyah (MA) students remains relatively low, particularly in aspects related to idea development, systematic text organization, vocabulary mastery, the use of grammar and writing mechanics, and the effective use of digital technology to support academic writing activities. This community service program aimed to enhance students’ digital writing literacy competencies through practice-oriented and collaborative digital writing training. The program employed a Participatory Action Research (PAR) approach involving 100 Madrasah Aliyah students across Lumajang Regency. Program evaluation was conducted through pre-tests and post-tests, observations, participant reflections, and assessments of students’ digital writing products. The findings revealed an increase in participants’ average scores from 50.6 in the pre-test to 84.5 in the post-test, representing a 67.0% improvement. The digital literacy competency aspect showed the most significant increase at 97.7%, followed by text structure and organization (69.4%), grammar and writing mechanics (64.7%), ideas and content development (58.5%), and vocabulary mastery (51.8%). The findings indicate that training integrating collaborative writing, digital platform utilization, and intensive mentoring effectively improves students’ digital writing literacy competencies and has the potential to be sustainably implemented in madrasah settings and other educational institutions.
Critical Literacy in AI-Assisted Academic Writing among EFL Undergraduate Students Angella Novitaningrum
Foreign Language Instruction Probe Vol. 4 No. 2 (2025): Principle in ELT
Publisher : STIT Buntet Pesantren Cirebon

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54213/flip.v4i2.816

Abstract

This study investigates EFL undergraduate students’ critical literacy in AI-assisted academic writing. It employed a descriptive qualitative research design to examine students’ use of AI tools, their level of critical literacy in interacting with AI-generated texts, and the challenges and opportunities encountered in AI-assisted writing environments. The participants of this study were fourth-semester undergraduate students enrolled in the English Education Study Program at STIT Miftahul Midad Lumajang, selected through purposive sampling based on their experience with AI-assisted writing. Data were collected through classroom observations, semi-structured interviews, and document analysis. The findings indicate that students integrate AI across all stages of writing, with varying levels of dependence. While AI enhances idea generation, language accuracy, and immediate feedback, students exhibit differing levels of critical literacy, ranging from passive acceptance to active evaluation and modification. Many students demonstrate moderate to low critical engagement, indicating over-reliance and limited evaluative skills, while a smaller group shows higher-order critical thinking. Overall, the study highlights the importance of fostering critical literacy to ensure that AI is used responsibly as a supportive tool rather than a substitute for cognitive engagement in academic writing.
Co-Authors Akhmad Nuris Hidayat Nuris Anam, Syafi’ul Dea Aulia Dias Tiara Putri Utomo Elda Yulia Ryandini Fahmy Imaniar Khittotun Nahidin LIES AMIN LESTARI Mahmawati, Diyah Mas'ud, Mohammad Mas’ud, Mohammad Muaviyah, Tsalis Aviatun Nur Laili Yusuf Nuraini, Hesty Pipit Ertika Daristin Syafiul Anam, Syafiul wisnu wisnu, wisnu Yusuf, Nur Laili Yuswandari, Kurnia Devi Zuhria Agustin