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All Journal LET: Linguistics, Literature and English Teaching Journal Script Journal: Journal of Linguistic and English Teaching Journal of English Teaching, Applied Linguistics and Literatures (JETALL) KLAUSA (Kajian Linguistik, Pembelajaran Bahasa, dan Sastra) Leksema: Jurnal Bahasa dan Sastra JPEMAS: Jurnal Pengabdian Kepada Masyarakat KREATIF: Jurnal Pengabdian Masyarakat Nusantara Jurnal Pendidikan dan Sastra Inggris
Radityo Tri Nugroho
Universitas Islam Kalimantan Muhammad Arsyad Al Banjari Banjarmasin
Arts Humanities Economics, Econometrics & Finance Education Engineering Health Professions Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice

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Artificial Intelligence (AI) Tools in Supporting Students Academic Writing Tasks: Benefits and Limitations Fitra Ramadani; Andrea Revas; Radityo Tri Nugroho; Kartini Kartini
Jurnal Pendidikan dan Sastra Inggris Vol. 5 No. 3 (2025): Jurnal Pendidikan dan Sastra Inggris
Publisher : Lembaga Pengembangan Kinerja Dosen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/jupensi.v5i3.6100

Abstract

This study aims to explore English Language Education Study Program (ELESP) students' perceptions of the use of artificial intelligence (AI) tools in supporting their academic writing processes and identify the benefits and limitations they encounter when using these tools in their writing process. Six sixth-semester students from the ELESP were purposively selected based on their prior engagement with AI tools such as ChatGPT, Grammarly, or QuillBot in academic writing tasks. Data were collected through semi-structured, in-depth interviews that allowed participants to express their experiences openly while giving the researcher flexibility to probe further when necessary. Thematic analysis was used to analyze the findings. The findings indicate that the majority of students perceive AI paraphrasing tools as highly useful in the writing process, both in the linguistic and affective dimensions. The majority of EFL students also perceive AI tools as providing substantial benefits in supporting academic writing. Given these insights, it is suggested that educators and institutions integrate AI tools into writing pedagogy while providing explicit guidance on ethical and critical use.  
The Implementation of Digital Storytelling Applications to Improve Elementary Students’ English-Speaking Skills Lailatul Kodriyah; Radityo Tri Nugroho; Yudha Aprizani
Jurnal Pendidikan dan Sastra Inggris Vol. 5 No. 3 (2025): Jurnal Pendidikan dan Sastra Inggris
Publisher : Lembaga Pengembangan Kinerja Dosen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55606/jupensi.v5i3.6274

Abstract

English-speaking ability is a crucial communication skill that needs to be developed from an early age to enhance students’ competence in the globalized era. However, many elementary school students still struggle to speak English fluently due to the lack of interactive learning media and low self-confidence in expressing ideas. This study aims to analyze the implementation of a digital storytelling application as an innovative learning medium to improve students’ English-speaking skills. The research employed a Classroom Action Research (CAR) design integrating both qualitative and quantitative approaches. The study was carried out through four stages: planning, implementation, observation, and reflection. Data were collected through observations, interviews, and pre- and post-speaking tests to measure students’ improvement in fluency, pronunciation, vocabulary, and confidence. The findings indicate that the use of digital storytelling significantly enhanced students’ speaking performance, motivation, and engagement in learning activities. Furthermore, the interactive features of the application encouraged students to participate actively and creatively in storytelling sessions, creating a more enjoyable and meaningful language learning experience. Therefore, the integration of digital storytelling in English learning is recommended as an effective pedagogical strategy to foster communication competence and learner autonomy among elementary school students.
Aligning Sustainable Development Goals into English for Journalism: A Case Study of Practical Application in ELT Afifah Linda Sari; Radityo Tri Nugroho
Script Journal: Journal of Linguistics and English Teaching Vol. 10 No. 2 (2025): October
Publisher : Teacher Training and Education Faculty, Widya Gama Mahakam Samarinda University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24903/sj.v10i2.2136

Abstract

Background: This study explores the integration of Sustainable Development Goals (SDGs) into an English for Journalism course as a means to enrich language learning with socially meaningful content. Methodology: This research addresses that gap through a qualitative case study involving 18 undergraduate students at UIN Antasari Banjarmasin. Data were collected from teaching resources, student outputs, and reflective journals, and analyzed thematically. The research examined the design and implementation of SDG-based mind-mapping, writing broadcast news scripts on local issues, and recording news readings, aiming to connect journalistic tasks with global concerns. Findings: The findings revealed that these tasks not only improved students’ language proficiency and media literacy but also deepened their critical thinking and awareness of sustainability issues such as gender equality, clean water, and public health. Students were able to contextualize global goals through local narratives and developed confidence in using English for real-world communication. Conclusion: This study offers a replicable model for embedding socially meaningful content into English for Specific Purposes (ESP) courses, particularly in English for Journalism context, and proposes pedagogical strategies that educators can adapt in diverse contexts. Originality: While previous research has explored the theoretical potential of SDGs in fostering critical thinking and global awareness, there is limited evidence of how these goals can be applied in teaching activities. By documenting and reflecting on the teaching process and student responses, this study can enhance both language learning outcomes and student awareness of global issues.
Co-Authors Abdul Asib Afifah Linda Sari Agus Wijayanto, Agus Andrea Revas Fitra Ramadani Kartini Kartini Lailatul Kodriyah M. Khairani Malikatul Laila Martono Martono Neneng Islamiah Nurhasanah Reza Pratama Wiratmoko, Gandung Aulia Yudha Aprizani