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All Journal Journal of Mathematics Instruction, Social Research and Opinion Journal of General Education and Humanities NextGen Education Review Journal Tomorrow’s Education Journal
Utami Rosalina
Institut Prima Bangsa
Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Investigating Students’ Views on the Role of Generative AI in Academic Writing Utami Rosalina; Salah Abobaker Almabruk Shahat; Naufal Fidha Sulaeman
Journal of General Education and Humanities Vol. 5 No. 2 (2026): April
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v5i2.1208

Abstract

The rapid integration of Generative Artificial Intelligence (GenAI) in higher education has raised pedagogical and ethical concerns regarding its role in academic writing. This study investigates students’ views on the anticipated functions, perceived benefits, and challenges of AI-assisted academic writing. A convergent parallel mixed-methods design was employed, involving 89 second-year students with prior experience using GenAI tools. Quantitative data were analyzed using descriptive statistics, and qualitative interview data were analyzed using thematic analysis. The findings indicate that most students perceive GenAI as a writing assistant (85%) and feedback provider (78%). A substantial proportion report increased writing efficiency (82%) and improved writing quality (76%) when using GenAI tools. However, concerns regarding over-dependence (45%) and potential plagiarism risks (32%) were also identified. Overall, students position GenAI as a supportive pedagogical aid that enhances drafting and revision processes while acknowledging important ethical and cognitive challenges. These findings highlight the need for structured instructional guidance and the development of AI literacy to ensure responsible and pedagogically aligned integration of GenAI in academic writing instruction.
Cross-Cultural Intelligence in the Acquisition of Keigo: A Case Study of Indonesian Internship Students in Japan Nunik Nur Rahmi Fauzah; Utami Rosalina; Sakania Dasabrina; Naylaa Dwi Aliyyah
Journal of Mathematics Instruction, Social Research and Opinion Vol. 4 No. 4 (2025): December
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/misro.v4i4.722

Abstract

This study examines the role of cross-cultural intelligence in the acquisition of keigo (a variety of Japanese polite language) by Indonesian students participating in internship programs in Japan. With a qualitative approach, 9 participants from Institut Prima Bangsa and STBA Yapri were involved through questionnaires and interviews. The results show that students have high motivation to learn keigo, both for professional purposes and to maintain social relationships. Students' cross-cultural awareness can be seen from the understanding that keigo is a language skill as well as a cultural competence. The independent learning strategies used include memorizing, imitating supervisors, and utilizing digital media. The findings confirm that real interactions more influence the acquisition of skills in the workplace than learning in the classroom. This research emphasizes the importance of integrating cross-cultural intelligence in Japanese language learning and recommends the development of curriculum and internship programs based on real practices and digital technology.
Examining the roles of Duolingo Application as a learning tool in promoting efl learners' autonomy Afni Afifah Fauziah; Aldha Williyan; Utami Rosalina
Tomorrow's Education Journal Vol. 2 No. 2 (2024): November 2024
Publisher : Institut Prima Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58660/tej.v1i1.123

Abstract

This study aims to explore the role of the Duolingo app in increasing students' English language learning independence. Data was collected through interviews with five participating students over two weeks in May 2024. The results showed that the majority of students enjoy using the mobile app to learn English because it is effective, fun, and allows learning anytime and anywhere. Some students highlighted that the app provides engaging content such as text, audio and video which enhances their learning experience. Most students know Duolingo from teachers, social media such as Instagram, and personal use. Their first impressions of Duolingo are very positive, mainly due to its attractive design and fun learning experience. After using Duolingo, students feel that the app is effective in helping them expand their vocabulary and understand basic grammar. Duolingo's interactive and engaging design also increases their motivation to learn. Students feel motivated by the daily targets and reward system in Duolingo. Gamification features such as points, levels and daily streaks make them more eager to learn every day. Most students use Duolingo to prepare for study abroad in the hope of strengthening their English skills so as not to face communication difficulties. The features most appreciated by students are the immediate feedback and the variety of language courses. Duolingo helps students learn independently by providing a variety of topics, flexible access, and a structured curriculum. Some students report significant improvements in listening, speaking, and vocabulary skills after using Duolingo. Features such as points, levels, streaks, feedback, daily challenges, and listening and vocabulary exercises are what motivate students to continue learning the most. This research shows that Duolingo can increase students' learning independence by creating a fun and challenging learning environment and providing flexibility in the learning process
The Implementation of Brainstorming Method by EFL Teachers in Improving Students’ Engagement in Speaking Class A Case Study at SMAN 1 Pangalengan Neng Nisa Anisa Padilah; Aldha Williyan; Utami Rosalina
Tomorrow's Education Journal Vol. 2 No. 2 (2024): November 2024
Publisher : Institut Prima Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar

Abstract

This study aims to explore how EFL teachers implement brainstorming methods to increase student engagement in speaking classes and how it impacts student engagement. The method used in this research is qualitative method and case study. Utilizing a qualitative case study approach, this research involves observations, interviews, and document analysis to gather data on how brainstorming activities affect student participation and speaking skills. The results of this study show that EFL teachers at SMAN 1 Pangalengan use brainstorming method to increase student engagement in speaking class. The steps include making lesson plans, choosing the type of brainstorming, preparing teaching materials, conditioning the class, dividing groups, brainstorming sessions, and classifying ideas. The types of brainstorming used were round robin, mind mapping, role storming, and brainwriting. The impact was increased participation, confidence, motivation, critical thinking skills, focus, concentration, and English language skills. This method makes learning more varied and dynamic.
Investigating The Teacher Perspectives in Communicative Language Teaching in EFL Classrooms Mu'tasim Bila; Virga Putra Darma; Utami Rosalina
Tomorrow's Education Journal Vol. 3 No. 1 (2025): November 2025
Publisher : Institut Prima Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58660/1tzr8922

Abstract

This study investigates the opinions of English teachers in Indonesian primary schools on Communicative Language Teaching (CLT). Interviews and document analysis were used to collect data from three teachers using a qualitative descriptive method. The results indicate that although teachers place a high value on communicative competence, curriculum demands, student motivation, and resource constraints frequently cause classroom practices to combine CLT with grammar-focused instruction. Despite obstacles like huge class sizes and inadequate training, teachers adapt CLT through task-based activities, group projects, scaffolding, and culturally relevant resources. The study emphasizes that in order to improve communicative language learning in EFL classes, professional development, contextual adaptability, and supportive policies are necessary.
Student's Perceptions on Gender Representation in "English for Nusantara" (A Critical Discourse Analysis Study) Nessa Yuanita; Utami Rosalina; Virga Putra Darma
NextGen Education Review Journal Vol. 3 No. 2 (2025): October 2025
Publisher : Institut Prima Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58660/2xbhsz76

Abstract

The purpose of this research is to examine gender representation in the English for Nusantara textbook for Grade VIII and to explore students’ perceptions of these representations. The research method employed is a qualitative approach involving critical discourse analysis and semi-structured interviews. The analysis draws on Van Dijk’s Socio-cognitive Approach to examine how gender is represented semantically, syntactically, rhetorically, and visually. Data was collected from a criteria-based sample of two students at SMP Negeri 10 Cirebon, both of whom demonstrated strong English proficiency. The results showed revealed that male characters are predominantly represented in active, central roles across stories, visuals, and sentence structures.  In contrast, female characters tend to occupy background or passive roles and are often linked with emotional, domestic, or supportive functions. The use of language also shows a significant disparity in pronoun frequency and character traits, with males described using positive and dynamic adjectives, while females are more often associated with personal appearance and social limitations. The findings suggest that textbooks should strive for balanced portrayals to avoid reinforcing traditional gender stereotypes.
UNPACKING CODE MIXING IN ENGLISH SPEAKING: A CASE STUDY ON GENERATION Z LEARNERS Reno Julyan; Dwi Nopiyadi; Utami Rosalina
NextGen Education Review Journal Vol. 3 No. 2 (2025): October 2025
Publisher : Institut Prima Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58660/bh91b193

Abstract

This research unpacks the phenomenon of code mixing among Generation Z students and its repercussion on English speaking skills. Using a qualitative descriptive case study, the study was conducted with second-semester English education students at Prima Bangsa Institute, Cirebon. Data were collected through classroom observation and interviews, both directly and via online forms, to capture authentic communication. The analysis applies Soewito’s (1985) and Callhavid’s (2010) theory of code mixing types, including word, phrase, reduplication, hybrid, idiom, and clause insertion, as well as Hoffman’s (1991) theory of functions such as expressing topics, empathy, interjections, clarification, group identity, and quoting others. The results show that students frequently mix Indonesian and English, influenced by digital culture and social media, to communicate more flexibly and naturally. Furthermore, code mixing supports their speaking development by expanding vocabulary, improving pronunciation, enhancing comprehension, and boosting confidence.
THE EFFECT OF AUDIO-LINGUAL REPETITION DRILLING ON EFL LEARNERS' SPEAKING AND LISTENING COMPREHENSION Chelsea Chahya Ningrat; Lili Sururi Asipi; Utami Rosalina
NextGen Education Review Journal Vol. 3 No. 2 (2025): October 2025
Publisher : Institut Prima Bangsa

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58660/tgm9e184

Abstract

This study investigates the effectiveness of Audio-Lingual Repetition Drills (ALRD) in improving speaking and listening skills of EFL learners. A quantitative design was conducted with 60 vocational high school students in West Java, Indonesia, using speaking and listening tests along with questionnaires. Data were analyzed through IBM SPSS Statistics 26. The speaking test, assessed by an analytic rubric, recorded an average score of 79.53, while the listening test, consisting of 20 multiple-choice items, showed an average of 77.85. Both results fall into the “good” category, with improvements especially in fluency, pronunciation, and comprehension. A strong positive correlation (r = 0.691, p < 0.05) was found between speaking and listening, showing that improvement in one skill supported gains in the other. Students also indicated that repetition drills increased their confidence and focus. This study highlights the practical application of ALRD in English teaching, particularly in vocational schools, and provides new evidence of its integrated effect on both speaking and listening skills
Co-Authors Afni Afifah Fauziah Aldha Williyan Chelsea Chahya Ningrat Dwi Nopiyadi Lili Sururi Asipi Mu&#039;tasim Bila Naufal Fidha Sulaeman Naylaa Dwi Aliyyah Neng Nisa Anisa Padilah Nessa Yuanita Nunik Nur Rahmi Fauzah Reno Julyan Sakania Dasabrina Salah Abobaker Almabruk Shahat Virga Putra Darma