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All Journal Jurnal Intelek Dan Cendikiawan Nusantara Jurnal Intelek Insan Cendikia
Awati Fane
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Religion Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Social Sciences Other

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Harnessing The Power of English Songs in ELT Classrooms: A Review of Pedagogical Impacts Across Educational Levels Marisa Linia; Yuni Putri Utami; Awati Fane; Achmad Faqih; Moh. Taufik
Jurnal Intelek Insan Cendikia Vol. 2 No. 8 (2025): AGUSTUS 2025
Publisher : PT. Intelek Cendikiawan Nusantara

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The integration of songs into English Language Teaching (ELT) has gained increasing attention as an engaging and effective instructional approach. This literature review explores the role of English songs as instructional media in enhancing students’ language skills across various educational levels. Drawing on studies published between 2011 and 2021 from databases such as Google Scholar and Publish or Perish, the review focuses on how songs contribute to the development of listening, speaking, vocabulary, pronunciation, and learner motivation. The analysis is organized according to three educational contexts: junior high school, senior high school, and higher education. Findings suggest that the use of English songs can foster a positive learning atmosphere, reduce learners’ anxiety, and improve engagement and skill acquisition. The review highlights the pedagogical value of songs in ELT and provides practical insights for educators seeking to implement song-based strategies in their classrooms
EFL Students Responses and Expectations on Teachers’ Teaching Performance in Mister Nob English Course, Pare, Kediri Lukman Hakim; Achmad Faqih; Yuni Putri Utami; Awati Fane; Syafira Alfiani
Jurnal Intelek Insan Cendikia Vol. 2 No. 5 (2025): MEI 2025
Publisher : PT. Intelek Cendikiawan Nusantara

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This study investigates beginner-level EFL students’ perceptions and expectations of their teachers’ teaching performance at the Mister Nob English course. While previous research has often emphasized subject knowledge and relied on quantitative approaches in formal settings, this study adopts a qualitative method to provide deeper insight into teacher performance in an informal learning environment. Using the Teaching Competencies Scale (TCS) by Catano and Harvey (2010), the study explored nine key competencies: availability, communication, conscientiousness, creativity, feedback, individual consideration, professionalism, problem-solving, and social awareness. Data were collected from ten students through questionnaires and semi-structured interviews. Findings revealed that students responded positively to their teachers’ performance, particularly valuing social awareness and availability. However, uncertainty remained regarding feedback and problem-solving competencies. Additionally, students expressed expectations for greater creativity, punctuality, and lesson preparation. The study highlights the importance of emotional engagement, accessibility, and creativity in promoting effective teaching and learning in EFL contexts. Recommendations for future research include expanding participant diversity, incorporating teachers’ perspectives, and broadening the scope of performance indicators.
ChatGPT and Translanguaging in Presentation in English Class: Unveiling The utility In EFL Context In Indonesia Alfiani, Syafira; Yuni Putri Utami; Lukman Hakim; Achmad faqih; Awati Fane
Jurnal Intelek Insan Cendikia Vol. 2 No. 12 (2025): Desember 2025
Publisher : PT. Intelek Cendikiawan Nusantara

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This research aims to unveil a different reality regarding the utility of ChatGPT and translanguaging in presentations in English classes, focusing on their impact on students’ critical thinking and speaking skills when discussing specific engineering topics and acquiring a foreign language. By employing qualitative research, this study explores the phenomenon of using ChatGPT and translanguaging to enhance students’ critical thinking and speaking skills in depth. There are 10 participants from two departments: the Engineering Department and the English Language and Culture Department. All participants are fifth-semester students. The results found different outcomes of implementing translanguaging in an EFL classroom and using ChatGPT as a medium to support students’ ideas during discussions which in fact, it cannot boost their critical thinking due to overly depend on ChatGPT and other artificial tools. Data is collected through semi-structured interviews. The research gap addressed in this study is the lack of empirical evidence on the utility of translanguaging amidst rapid development ChatGPT in improving students' speaking skills and critical thinking in an EFL context. 
University Students’ Perceptions and Practices of AI-Assisted Writing Tools in Academic Writing Moh. Taufik; Yuni Putri Utami; Faizatul Hayati; Achmad Faqih; Awati Fane; Marisa Linia
Jurnal Intelek Dan Cendikiawan Nusantara Vol. 2 No. 6 (2025): Desember 2025 - Januari 2026
Publisher : PT. Intelek Cendikiawan Nusantara

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The rapid development of Artificial Intelligence (AI) has significantly transformed academic writing practices in higher education, particularly in EFL contexts. This study aims to explore university students’ perceptions and practices of using AI-assisted writing tools in academic writing. A descriptive qualitative design supported by quantitative data was employed. The participants were undergraduate students enrolled in academic writing-related courses who had experience using AI-assisted writing tools. Data were collected through questionnaires, semi-structured interviews, and document analysis of students’ academic writing. Questionnaire data were analyzed using descriptive statistics, while interview and document data were analyzed thematically. The findings indicate that students hold positive perceptions toward AI-assisted writing tools, particularly in terms of perceived usefulness, ease of use, and increased writing confidence. In practice, students most frequently utilized AI tools during the revising and editing stages, mainly to improve grammatical accuracy, vocabulary choice, and sentence clarity. Furthermore, the study reveals a notable level of ethical awareness, as students tended to limit AI use to language-level support rather than idea generation. The study concludes that AI-assisted writing tools have considerable potential to support academic writing development and self-regulated learning when integrated responsibly. Pedagogical implications highlight the importance of instructional guidance in fostering ethical and effective AI use in academic writing instruction.
Co-Authors Achmad Faqih Achmad Faqih Alfiani, Syafira Faizatul Hayati Linia, Marisa Lukman Hakim Marisa Linia MOH. TAUFIK Syafira Alfiani Utami, Yuni Putri Yuni Putri Utami