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All Journal Inspiring: English Education Journal Jurnal Scientia Jurnal Pengabdian Masyarakat Bidang Sains dan Teknologi Journal of Innovation Research and Knowledge
Daniel Ari Widhiatama
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Non-EFL Learners’ Perceived Benefits and Limitations of Exploring Chatbots in Academic Writing Class Azzahra, Zaida Azzahra; Daniel Ari Widhiatama
Inspiring: English Education Journal Vol 8 No 1 (2025): Inspiring: English Education Journal
Publisher : Institut Agama Islam Negeri Parepare

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35905/inspiring.v8i1.12916

Abstract

Chatbot integration in Language Education using chatbots shows potential to improve students’ writing skills. This study explores the benefits and limitations of using chatbots in academic writing classes for non-EFL students, specifically Agrotechnology students at Universitas Mercu Buana Yogyakarta. This study uses qualitative research data collected through classroom observations and semi-structured interviews over a semester. The observations focused on how students use chatbots to produce academic essays in Academic Writing classes. Semi-structured interviews were conducted with five students. Interview participants were selected based on their relevance to the research scope, ensuring that their responses aligned with the study's objectives while maintaining a focused and manageable range of inquiry. This study concludes that integrating chatbots and manual validation to ensure depth and critical thinking in writing classes using chatbots for non-EFL students is beneficial in developing writing skills that support their foreign language development.
Peningkatan Keterampilan Guru dan Pendampingan Orang Tua dalam Kelas Blended Learning di SD Demak Ijo Daniel Ari Widhiatama; Valentina Dyah Arum Sari; Angelina Dyah Arum Setyaningtyas
ABDIKAN: Jurnal Pengabdian Masyarakat Bidang Sains dan Teknologi Vol. 4 No. 2 (2025): Mei 2025
Publisher : Yayasan Literasi Sains Indonesia

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55123/abdikan.v4i2.5350

Abstract

This community service activity is aimed at teachers and parents of students at Demak Ijo Elementary School, Yogyakarta. The purpose of this activity is to increase the understanding of Demak Ijo Elementary School teachers about multimodal learning and how to implement it in the classroom. In addition, teachers were also introduced to the blended learning method and they were also trained to design digital teaching materials with the LUMI Education application. Apart from focusing on teachers, this community sevice activity also aims to hold a webinar for parents of Demak Ijo Elementary School students so that they can apply the right strategies in accompanying their children both during synchronous and asynchronous learning. The results of this activity show that teachers are able to design digital materials with LUMI Education as the platform. In addition, on the parents' side, they get the opportunity to dialogue and ask directly to the presenters related to what strategies parents can do to be able to assist students optimally.
EXTENDING THE TECHNOLOGY ACCEPTANCE MODEL (TAM) TO ASSESS STUDENTS’ BEHAVIORAL INTENTIONS IN USING MOODLE AS AN LMS IN ENGLISH CLASS AT SMK NEGERI 3 MAGELANG Khairunnisa Wijayanti; Daniel Ari Widhiatama; Muhammad Irfan Rumasoreng
Jurnal Scientia Vol. 12 No. 04 (2023): Education, Sosial science and Planning technique, 2023, Edition September-Nov
Publisher : Sean Institute

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

Abstract

The blended learning model is a learning model that is popularly used, especially after the end of the Covid-19 pandemic, because blended learning combines face-to-face learning that interacts directly between teachers and students with online learning that utilizes the development of technology. In utilizing the blended learning model, Moodle is used as one of the LMS. In implementing the use of technology such as Moodle, there must be an adaptation of its use. Different factors influence and determine technological acceptability and adaptability. The objective of this study was to investigate the students’ behavioral intentions in using Moodle as an LMS in English class at SMK Negeri 3 Magelang and to know the students’ suggestions to improve the performance of Moodle as an LMS in English class at SMK Negeri 3 Magelang. As the research's theory base, an extended version of the technology acceptance model (TAM) was used. This study used a quantitative design where data were obtained from questionnaires, interviews, and observations with 142 students in the English class at SMK Negeri 3 Magelang. The data was analyzed using the Structure Equation Modeling (SEM) technique. The research findings revealed that the factors perceived credibility, satisfaction, attitude, and perceived usefulness positively influenced the students’ behavioral intentions in using Moodle as an LMS in English class at SMK Negeri 3 Magelang. Students also provide suggestions for improving the performance of Moodle by improving the quality of Moodle itself, improving the quality of each feature, fixing existing constraints, and adding various other interesting features.
TRANSLANGUAGING TECHNIQUES IMPLEMENTED BY LECTURERS IN MULTILINGUAL ELT CLASSROOM: A CASE STUDY Gelong, Marseli Yulianti Uba Puhu; Daniel Ari Widhiatama
Journal of Innovation Research and Knowledge Vol. 4 No. 3: Agustus 2024
Publisher : Bajang Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53625/jirk.v4i3.8368

Abstract

This research aims to explore the implementation of translanguaging techniques in teaching English in multilingual classes at Universitas Mercu Buana Yogyakarta, with the aim of understanding the implementation of translanguaging technique, types of translanguaging technique used by lecturer as well as the role of supporting technology. This qualitative case study involves two PBI lecturers who teach Cross-Cultural Understanding and Drama courses to students from Indonesia, Kyrgyzstan, and Turkmenistan. Data was collected through classroom observations, interviews, and data analysis. The research results show that the application of translanguaging techniques carried out by lecturers to explain material by combining English, Indonesian and Kyrgyz makes students more actively participate and understand the material in the learning process. Apart from that, it was also found that the translanguaging technique that was most widely used by lecturers was inter-sentential translanguaging with 15 appearances, followed by intra-sentential translanguaging 3 times and tag translanguaging 2 times. In addition, technology such as Google Image, YouTube, and Google Translate supports the application of translanguaging techniques and makes lessons more effective and interesting.
INVESTIGATING ENGLISH TEACHERS STRATEGIES IN IMPLEMENTING INQUIRY-BASED LEARNING METHODS UNDER THE INTERNATIONAL BACCALAUREATE (IB) CURRICULUM Sari, Kartika Puspita; Daniel Ari Widhiatama
Journal of Innovation Research and Knowledge Vol. 4 No. 3: Agustus 2024
Publisher : Bajang Institute

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53625/jirk.v4i3.9479

Abstract

This study aims to analyze the implementation of Inquiry-Based Learning (IBL) strategies in elementary English classes within the context of the International Baccalaureate (IB) curriculum at Yogyakarta Independent School (YIS). The research highlights the urgency of transitioning from traditional teacher-centered approaches to student-centered learning models. Through a qualitative approach, this study identifies various challenges and opportunities faced by teachers in implementing IBL, as well as evaluates the effectiveness of this method in creating a more dynamic and participatory learning environment. The findings provide strategic insights for enhancing teacher readiness and developing strategies that schools can adopt to optimize the implementation of IBL, with the ultimate goal of fostering a more transformative and meaningful educational experience for students.
Co-Authors Angelina Dyah Arum Setyaningtyas Azzahra, Zaida Azzahra Gelong, Marseli Yulianti Uba Puhu Kartika Puspita Sari, Kartika Puspita Khairunnisa Wijayanti Muhammad Irfan Rumasoreng Valentina Dyah Arum Sari