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Ika Wulandari
Universitas Deztron Indonesia
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Integrating Artificial Intelligence in English Teaching: Opportunities and Challenges in the Digital Classroom Julanos; Ida Hendriyani; Ika Wulandari; Imelda C Kamsil
Journal of Pedagogi Vol. 2 No. 1 (2025): Journal of Pedagogi - February
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/9qgk5d12

Abstract

This research explores the use of artificial intelligence (AI) in English language teaching, focusing on learning personalization, interaction, and automated feedback. AI allows customization of teaching materials according to students' individual needs, which can improve their understanding. While 73% of students feel AI helps them learn at their own pace, there are concerns from teachers regarding AI's limitations in understanding social context and emotional expressions. In addition, AI improves student interaction through technologies such as chatbots, gamification, and virtual reality, with 80% of students feeling more confident in speaking. However, AI is limited in mimicking human interactions, especially when it comes to sarcasm and cultural context. The study also found that AI is effective in providing automated feedback, but still has shortcomings in assessing accent variations and students' speaking expressions. Challenges to AI implementation also include limited infrastructure, unequal access to technology, and lack of training for educators. Issues related to privacy and ethics arise, with most students and teachers not understanding the use of data in AI systems. Successful AI implementation requires technical support, continuous training, and clear regulations on data protection and technology policy in education.
LET’S WRITE! PELATIHAN PENULISAN FANFICTION BAHASA INGGRIS UNTUK MENGEMBANGKAN KREATIVITAS LITERASI PELAJAR DI SMA NUR IHSAN ISLAMIC FULLDAY SCHOOL Syarifah; Afni Rosalina; Ika Wulandari; Selfitrida A. Yani; Seffina Irnanta; Mutia Hafiza
Journal of Golden Generation Abdimas Vol. 1 No. 2 (2025): Desember : Journal of Golden Generation Abdimas
Publisher : PT. Lembaga Penerbit Penelitian Nusantara

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.65244/jgga.v1i2.255

Abstract

Program pengabdian ini bertujuan meningkatkan kreativitas literasi dan kemampuan menulis Bahasa Inggris pelajar melalui pelatihan penulisan fanfiction. Fanfiction dipilih karena dekat dengan budaya populer remaja dan efektif memfasilitasi imajinasi, pemahaman naratif, dan ekspresi kreatif. Kegiatan dilaksanakan di SMA Nur Ihsan Islamic Fullday School dengan melibatkan siswa yang memiliki ketertarikan pada cerita dan karakter fiksi. Pelatihan mencakup pengenalan konsep fanfiction, pemahaman elemen naratif, eksplorasi ide, penyusunan outline, serta praktik penulisan fanfiction berbahasa Inggris. Data diperoleh melalui observasi, analisis karya siswa, kuesioner, dan wawancara guru pendamping, lalu dianalisis menggunakan pendekatan deskriptif kualitatif. Hasil menunjukkan bahwa siswa mampu menyusun alur dan karakter dengan lebih terstruktur, mengembangkan ide cerita secara lebih kreatif, dan menggunakan kosakata serta struktur bahasa Inggris dengan lebih tepat. Partisipasi siswa tinggi, ditandai dengan keberanian bertanya, berdiskusi, serta kesediaan membacakan karya. Lingkungan belajar yang relevan dengan minat mereka meningkatkan motivasi intrinsik, mendorong keterlibatan aktif, dan mengurangi hambatan psikologis dalam menulis. Secara keseluruhan, pelatihan ini terbukti efektif dalam memperkuat literasi Bahasa Inggris sekaligus menumbuhkan kreativitas pelajar melalui pendekatan berbasis minat dan budaya populer.
Integrating Artificial Intelligence in English Teaching: Opportunities and Challenges in the Digital Classroom Julanos; Ida Hendriyani; Ika Wulandari; Imelda C Kamsil
Journal of Pedagogi Vol. 2 No. 1 (2025): Journal of Pedagogi - February
Publisher : PT. Anagata Sembagi Education

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.62872/9qgk5d12

Abstract

This research explores the use of artificial intelligence (AI) in English language teaching, focusing on learning personalization, interaction, and automated feedback. AI allows customization of teaching materials according to students' individual needs, which can improve their understanding. While 73% of students feel AI helps them learn at their own pace, there are concerns from teachers regarding AI's limitations in understanding social context and emotional expressions. In addition, AI improves student interaction through technologies such as chatbots, gamification, and virtual reality, with 80% of students feeling more confident in speaking. However, AI is limited in mimicking human interactions, especially when it comes to sarcasm and cultural context. The study also found that AI is effective in providing automated feedback, but still has shortcomings in assessing accent variations and students' speaking expressions. Challenges to AI implementation also include limited infrastructure, unequal access to technology, and lack of training for educators. Issues related to privacy and ethics arise, with most students and teachers not understanding the use of data in AI systems. Successful AI implementation requires technical support, continuous training, and clear regulations on data protection and technology policy in education.
Postcolonial identity in contemporary English literature Ika Wulandari
Holistic Science Vol. 5 No. 3 (2025): Jurnal Nasional Holistic Sciences
Publisher : Lembaga Riset Mutiara Akbar

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.56495/hs.v5i3.1506

Abstract

This study examines the construction of postcolonial identity in contemporary English literature by employing a qualitative descriptive approach through close textual analysis. Focusing on selected literary works by postcolonial authors, the research explores how identity is represented as fluid, hybrid, and continuously negotiated within narratives shaped by migration, diaspora, and cultural displacement. Drawing on postcolonial theory, particularly the concepts of hybridity, otherness, and the “third space,” the analysis reveals that literary texts portray identity not as a fixed essence but as a dynamic process influenced by historical colonial legacies and contemporary global conditions. The findings indicate that experiences of diaspora and linguistic negotiation play a significant role in shaping postcolonial subjectivity, enabling characters to construct adaptive and plural forms of belonging. By integrating theoretical perspectives with close textual reading, this study contributes to English literary scholarship by reaffirming the relevance of postcolonial theory in interpreting contemporary literary representations of identity in a globalized world.
Co-Authors Afni Rosalina Ida Hendriyani Imelda C Kamsil Julanos Mutia Hafiza Seffina Irnanta Selfitrida A. Yani Syarifah