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All Journal Wiralodra English Journal (WEJ) Journal of General Education and Humanities
Rohmah, Naelul
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Humanities Education Languange, Linguistic, Communication & Media Mathematics Social Sciences Other

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Implementing Quilgo to Monitor Online Learning Evaluations: A Qualitative Case Study Azzahro, Nursyifa; Dewi, Citra; Rohmah, Naelul
Journal of General Education and Humanities Vol. 4 No. 3 (2025): August
Publisher : MASI Mandiri Edukasi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58421/gehu.v4i3.628

Abstract

The need for a secure and efficient educational evaluation system in the digital era has been growing, especially with the increasing adoption of online exams. However, security and integrity issues remain significant challenges for educational institutions. This study aims to evaluate the effectiveness of Quilgo in addressing these challenges through its personalized registration system and proctoring features. This research involved observations of several educational institutions implementing online exams using Quilgo. It also included interviews with educators and exam participants as the main data sources. The participants were teachers and students with direct experience using Quilgo in various exam settings. The study begins with data collection through direct observation of Quilgo's use in several educational institutions that have adopted online exams and interviews with educators and exam participants. The collected data include user experiences related to registration ease, technical obstacles, and the effectiveness of proctoring features in preventing cheating. The analysis used qualitative and quantitative approaches to assess the application’s efficiency and reliability across different exam scenarios. Moreover, the data analysis process was carried out using behaviorism theory (Skinner, 1963), which highlights the presence of stimuli, responses, and reinforcement—both positive and negative—in the learning evaluation process. The research results show that using personalized link-based registration in Quilgo facilitates registration and enhances security, especially when combined with domain-based email restrictions. Moreover, the proctoring feature that monitors the visual activities of exam participants proved effective in maintaining exam integrity, although challenges related to internet connectivity and device compatibility remain. Despite remaining challenges such as internet connectivity and device compatibility, the results imply that Quilgo has the potential to support more trustworthy and effective online examinations in educational settings.
STRUCTURING TWEE AI FOR EFL LESSON PLANNING: A GUIDE FOR RECEPTIVE AND PRODUCTIVE SKILLS Williyan, Aldha; Pujiastuti, Eka; Rohmah, Naelul; Saifudin, Saifudin
Wiralodra English Journal (WEJ) Vol. 9 No. 2 (2025): Wiralodra English Journal (WEJ)
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/wej.v9i2.425

Abstract

This study responds to the growing need for structured pedagogical support in integrating artificial intelligence into English as a Foreign Language (EFL) instruction. As AI tools become more prominent in educational settings, their potential to enhance language learning hinges on how effectively they are integrated into existing teaching practices. Twee AI, a tool designed to generate EFL-relevant learning content, offers numerous features for receptive and productive skills instruction. However, without pedagogical scaffolding, its use in classrooms can be inconsistent and fragmented. Using a design and development research (DDR) approach, this study proposes two instructional frameworks that align Twee AI’s features with established models for teaching receptive and productive skills. For receptive skills, the framework maps Twee tools onto the stages of schema activation, comprehension scaffolding, and post-task reflection. For productive skills, it guides the integration of Twee features into preparation, practice, and reflection stages. These frameworks are theoretically grounded and have not yet been empirically tested. By translating AI tool functionalities into coherent instructional sequences, the study offers practical guidance to EFL teachers and supports principled AI integration that sustains teacher agency and instructional coherence in increasingly AI-mediated classrooms.
Co-Authors Aldha Williyan Azzahro, Nursyifa Citra Dewi Pujiastuti, Eka Saifudin Saifudin