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All Journal Jurnal Pendidikan Bahasa Inggris Proficiency Education and Linguistics Knowledge Journal (Edulink)
Naf'ihima, Fika Ar-Rizqi
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Education Languange, Linguistic, Communication & Media Social Sciences Other

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Pre-Service Teacher' Perceptions of Generative AI: Dependency, Effect, and Ethics Putri, Kristanti Yuntoro; Naf'ihima, Fika Ar-Rizqi
EDUCATION AND LINGUISTICS KNOWLEDGE JOURNAL Vol 7 No 1 (2025): Vol 7 No 1 (2025): Education and Linguistics Knowledge Journal (Edulink)
Publisher : Fakultas Keguruan dan Ilmu Pendidikan Universitas Islam Kadiri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32503/edulink.v7i1.6834

Abstract

This study investigates pre-service teachers’ dependency on Generative Artificial Intelligence (GenAI), their perceptions of its effects, and their awareness of academic ethics. Employing a descriptive quantitative research design, data were collected through an online questionnaire adapted from Chan & Hu (2023) and the Indonesian Ministry of Education’s Guidebook on GenAI Usage (2024). The study involved 100 pre-service teachers from the English Education Study Program, with 46 valid responses. The results indicate that while most participants are uncertain about their dependency on GenAI, many acknowledge its benefits in saving time, providing unique insights, and offering personalized feedback. However, concerns remain regarding its impact on digital competence, social interaction, teamwork, critical thinking, and leadership skills. Additionally, perceptions of GenAI’s effect on problem-solving skills are evenly divided. In terms of academic ethics, more than half of the respondents are unsure whether using GenAI undermines ethical values. Nonetheless, most pre-service teachers report that they rewrite AI-generated content in their style and provide references. Given the high level of uncertainty in responses, this study highlights the need for universities and lecturers to provide clearer and more intensive guidance on responsible GenAI usage. Future research should explore its impact on academic skill development and employ alternative research designs for deeper insights.
MAXIMIZING ENGLISH PROFICIENCY THROUGH SHORT-TERM INTENSIVE COURSES Asyhar, Wildan Isna; Naf'ihima, Fika Ar-rizqi
Jurnal Pendidikan Bahasa Inggris Proficiency Vol 7 No 2 (2025): PROFICIENCY
Publisher : Faculty of Teacher Training and Education, English Department, UNISKA, Kediri

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32503/proficiency.v7i2.7361

Abstract

This study investigates the effectiveness of a short-term intensive English course designed to improve English Proficiency Test (EPT) scores among postgraduate students at Universitas Islam Kadiri (UNISKA) Kediri. EPT at UNISKA mirrors the TOEFL structure and functions as a critical requirement for postgraduate academic standards. However, many students struggle to meet the required scores due to limited time and lack of targeted instruction. Drawing on theories of motivation (Goal Setting Theory, Achievement Goal Theory, and Behavioral Goal Setting Theory) and Kolb’s Experiential Learning Theory, this research implements a five-session course focusing on listening, structure and written expression, and reading comprehension. The study uses a pre-experimental one-group pretest-posttest design with 70 postgraduate participants. Findings show a significant improvement in students’ EPT scores after completing the course. The results highlight the potential of well-structured, short-term interventions in enhancing academic English proficiency in a time-efficient manner, particularly when tailored to learners' needs and supported by motivational strategies. This study offers practical insights for higher education institutions aiming to support postgraduate students in meeting English language proficiency standards.
Co-Authors Putri, Kristanti Yuntoro Wildan Isna Asyhar