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All Journal Journal of English Teaching and Applied Linguistics (JETAL) Adjektiva: Educational Languages and Literature Studies Stairs: English Language Education Journal
Oktaviani, Anggit Laesa
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Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Gamifying Education: Exploring Student Perceptions of Kahoot! As a Learning Medium Oktaviani, Anggit Laesa
STAIRS: English Language Education Journal Vol. 5 No. 2 (2024): STAIRS: English Language Education Journal
Publisher : Lembaga Penelitian dan Pengabdian kepada Masyarakat dan Program Studi Pendidikan Bahasa Inggris Fakultas Bahasa dan Seni Universitas Negeri Jakarta

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/stairs.5.2.1

Abstract

This study investigates students' perceptions of Kahoot! as a learning medium for English at Sekolah Tinggi Bahasa Asing Technocrat. Employing a qualitative approach, the research gathers data through questionnaires, interviews, and observations. The sample includes 37 students from various academic years who have utilized Kahoot! in both online and offline English classes. The findings indicate a generally positive perception of Kahoot!. Based on the questionnaire results, 47.78% of students demonstrated high motivation to learn English using Kahoot!, attributing this to its competitive features and engaging atmosphere. Students expressed a preference for Kahoot! exercises over traditional textbooks, highlighting the scoring system as particularly motivating. Regarding material comprehension and skill development, 47.98% agreed that Kahoot! enhances their understanding of English materials and improves their language skills. Additionally, students reported that Kahoot! supports material review, fosters supplementary learning, and strengthens vocabulary retention. In terms of the learning process, 64% of respondents agreed that Kahoot! facilitates effective learning by encouraging group collaboration, increasing classroom interaction, and improving material retention compared to conventional teaching methods. Overall, the study concludes that Kahoot! is an effective and engaging tool for teaching and learning English at the tertiary level.
Enhancing EFL Students’ Speaking Skills Through the Debate Technique: A Classroom Action Research Study Oktaviani, Anggit Laesa; Rapiudin, Tubagus Udong; Mahyati, Mahyati; Supriyanto, Edy; Suryadi, Asep
JETAL: Journal of English Teaching & Applied Linguistic Vol 6 No 2 (2025): April
Publisher : English Education Department at FKIP Nommensen University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.36655/jetal.v6i2.1808

Abstract

This study aims to analyze the implementation of the debate technique in improving students’ speaking skills and to assess the outcomes after its application. Conducted in class XI A3 of SMAN 19 Tangerang Regency, the research involved 36 students and employed Classroom Action Research (CAR) through two cycles. Data was collected via observation, documentation, and speaking tests, and analyzed using both quantitative and qualitative methods. The population of this research is 180 students in the XI science classes, while for the samples, the researcher selected 36 students from XI A3 because this class is considered to be the most passive one compared to others . xxxxx The findings revealed that the debate technique was effective in enhancing students’ speaking performance, self-confidence, and classroom interaction. The pre-test score was 62 . These improved to 68.67 in the in cycle one. In the cycle 2, students exceeded the minimum passing score, achieving 76.89. The results indicate that debate is a beneficial and engaging technique for fostering speaking skills in an EFL context. It is recommended that teachers integrate debate activities into their instruction to encourage student participation, critical thinking, and oral communication. Yet, the improvement on the pronunciation needs more exploration for the next research.
QuillBot Use in Student Writing: A Technology Acceptance Model Analysis Gustary, Devian Try; Anjani, Silvia Putri; Oktaviani, Anggit Laesa
Adjektiva: Educational Languages and Literature Studies Vol. 8 No. 2 (2025)
Publisher : Universitas Mulawarman

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30872/adjektiva.v8i2.5985

Abstract

The purpose of this study is to determine the extent to which the use of Quillbot, an artificial intelligence-based writing tool, influences students' academic writing skills. This study examines the experiences, perceptions, and impact of Quillbot use on the quality of students' writing, employing a mixed-methods approach. The research respondents were students who actively used Quillbot to complete various academic tasks, such as essays and research reports. The results of the study indicate that students consider Quillbot to be a useful tool for enhancing the clarity and neatness of their writing, as well as correcting grammatical errors. The main indicators of the Technology Acceptance Model (TAM), Perceived Usefulness and Perceived Ease of Use, indicate positive perceptions of technology use and encourage its continued use. This study confirms that perceived utility and perceived ease of use have a considerable impact on students’ attitudes and behavioural intentions, supporting the theoretical assumptions of TAM. In addition to being a technological tool, QuillBot serves as a teaching tool that encourages students' self-assurance and independence in academic writing.
Co-Authors Anjani, Silvia Putri Edy Supriyanto Gustary, Devian Try Mahyati, Mahyati Raden Mohamad Herdian Bhakti Rapiudin, Tubagus Udong