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All Journal English Review: Journal of English Education Indonesian EFL Journal JEPAL (Journal of English Pedagogy and Applied Linguistics) Indonesian Journal of Community Empowerment
Damayanti, Hemalia
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Arts Humanities Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media Social Sciences Other

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PRAGMATIC POWER OR PERIL? INDONESIAN STUDENTS RESPOND TO CHATGPT'S LINGUISTIC SUBTLETIES IN ARGUMENTATIVE WRITING Nurjamin, Lucky; Maulana, Risal; Nurjamin, Asep; Subki, Ahmad; Damayanti, Hemalia
English Review: Journal of English Education Vol. 13 No. 2 (2025)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/erjee.v13i2.11840

Abstract

This study investigates Indonesian university students' responses to the pragmatic meaning conveyed by ChatGPT in the context of argumentative writing. Employing a qualitative approach, the research explores students' perceptions of the ease of understanding and utilizing the pragmatic cues embedded in AI-generated text, their attitudes toward using the tool, and their behavioral intention for continued use. Findings reveal that while students appreciate ChatGPT's usefulness and ease of use for generating argumentative content, their engagement with its pragmatic meaning is more nuanced. Students often modify AI-generated language to align with their own writing styles and perceived academic appropriateness, indicating a level of critical awareness. A writer's stance and attitude towards the argument are often conveyed through pragmatic choices. Students' modifications could reflect an effort to inject their own voice and perspective, which might be absent or inadequately represented in the AI-generated text.
From Monotony to Motivation: Utilizing Differentiated Learning Materials in Teaching English to 11th Grade Damayanti, Hemalia; Salsabila, Dya; Admajayanti, Fifian; Tawanggono, Ghandy Ardyan; Nurjamin, Lucky Rahayu
JEPAL (Journal of English Pedagogy and Applied Linguistics) Vol. 6 No. 1 (2025): July 2025
Publisher : Ma'soem University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.32627/jepal.v6i1.1376

Abstract

This Classroom Action Research (CAR) study addressed the issue of low student motivation and limited oral communication skills in 11th-grade English language learning, stemming from the use of limited and monotonous learning materials and a rigid, textbook-driven pedagogical approach. Recognizing the crucial role of differentiated learning materials and effective pedagogical practices in fostering engagement and comprehension, this study implemented a series of interventions within two cycles. The action research process involved the introduction of differentiated learning resources, including educational videos, interactive learning apps, and online collaborative tools, integrated into the existing teaching modules, alongside explicit instruction on speaking strategies. Data were collected through classroom observations, student reflections, pre- and post-intervention speaking assessments, and an analysis of teaching module documents. The findings revealed a significant increase in student engagement, motivation, and oral communication skills following the implementation of diverse materials and targeted instruction. Students reported reduced boredom and a renewed interest in learning English. Furthermore, the speaking assessments demonstrated measurable improvements in both fluency and accuracy. Critically, the study also revealed a discrepancy between the intended Genre-Based Approach and the actual implementation in the teaching modules, highlighting the importance of teacher pedagogical understanding and the transformative potential of CAR for teacher development. This study underscores the effectiveness of incorporating differentiated learning materials, collaborative activities, and explicit instruction to enhance student motivation and improve learning outcomes within the context of 11th-grade English language education while also emphasizing the necessity of ongoing reflection and adaptation in pedagogical practices.
Improving English Teachers' Ability in Analyzing Students' Learning Needs for Cross-Curriculum Project-Based Learning Planning Nugraha, Irsyad; Tawanggono, Ghandy Ardyan; Damayanti, Hemalia; Admajayanti, Fifian; Salsabila, Dya; Kartika6, Hilda Sry; Suparman, Asep
Indonesian Journal of Community Empowerment (IJCE) Vol 5 No 4 (2024): Indonesian Journal of Community Empowerment (November)
Publisher : Fakultas Kewirausahaan Universitas Garut

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35899/ijce.v5i4.1057

Abstract

This community service program aims to enhance the ability of English teachers in analyzing students’ learning needs for planning cross-curricular project-based learning. The program was carried out through observation, workshops, practice, mentoring, and evaluation stages. Teachers were trained in developing instruments for learning needs analysis and designing project-based lesson plans. The implementation showed that teachers gained a better understanding of student needs and improved their ability to design contextual, interactive, and collaborative learning activities. Furthermore, the training strengthened teachers’ confidence in applying project-based learning aligned with the Merdeka Curriculum. The outcomes indicated that continuous training and institutional support are essential to sustain teacher professional development and to improve the quality of English language teaching in schools.
ENHANCING EFL LEARNING THROUGH PODCAST AUDIO-ASSISTED LISTENING Gunawan, Muhammad Handi; Damayanti, Hemalia; Hanifa, Eisha Sabila Dieni; Gunawan, Aninda Putri; Suherdi, Didi
Indonesian EFL Journal Vol. 9 No. 2 (2023)
Publisher : University of Kuningan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.25134/ieflj.v9i2.8782

Abstract

This study investigates students’ experience in using podcasts to support their learning in the classroom. This research involves 18 private senior high school students in West Java province. There are three instruments used in this study. Classroom observations from recorded videos are used to capture the listening activities conducted in the classroom and students’ responses. Students' opinions on the usage of podcasts are collected through a questionnaire that includes closed-ended questions with dichotomous (Yes/No) questions and elaborated answers on the choices. The interview session exposes the students' reactions to the podcast application, which aids students' listening skills. The study results show that students can use podcasts to scaffold their language-learning listening experiences. Furthermore, students find that listening to podcasts helps them focus and explore various intriguing topics.Keyword: Podcast; listening comprehension; listening skill. 
Co-Authors Admajayanti, Fifian Asep Nurjamin ASEP SUPARMAN Gunawan, Aninda Putri Hanifa, Eisha Sabila Dieni Kartika6, Hilda Sry Maulana, Risal Muhammad Handi Gunawan Nugraha, Irsyad Nurjamin, Lucky Nurjamin, Lucky Rahayu Salsabila, Dya Subki, Ahmad Suherdi, Didi Tawanggono, Ghandy Ardyan