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All Journal Journal Informatic, Education and Management (JIEM) International Journal of Educational Review, Law And Social Sciences (IJERLAS) International Journal of Social Science, Educational, Economics, Agriculture Research, and Technology (IJSET)
T. Muntazar
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Religion Agriculture, Biological Sciences & Forestry Humanities Computer Science & IT Decision Sciences, Operations Research & Management Economics, Econometrics & Finance Education Environmental Science Languange, Linguistic, Communication & Media Law, Crime, Criminology & Criminal Justice Library & Information Science Social Sciences Other

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Discursive and Metalinguistic Perspectives on AI-Generated Writing Feedback: A Student Perception Study T. Muntazar; Ibnu Hajar
Journal Informatic, Education and Management (JIEM) Vol 7 No 2 (2025): AUGUST
Publisher : STMIK Indonesia Banda Aceh

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.61992/jiem.v7i2.168

Abstract

This study aims to describe students' perceptions of the role of Grammarly and QuillBot as artificial intelligence (AI)-based tools for providing feedback in writing instruction. Employing a qualitative descriptive approach, the research was conducted at three senior high schools in Lhoksumawe, Indonesia, with 12 purposively selected respondents based on their prior experience using both applications. Data were collected through semi-structured interviews lasting 30 - 45 minutes, analyzed using thematic analysis, and validated through data triangulation and member checking. The findings indicate that the majority of students perceived Grammarly as effective in detecting grammatical, spelling, and punctuation errors, with its explanatory features aiding their understanding of error patterns. QuillBot was regarded as superior in paraphrasing, enriching linguistic variation, and reducing plagiarism risks. Both tools accelerated the revision process, enhanced confidence, and improved language accuracy. However, identified challenges included limitations of free features, potential meaning distortions in paraphrasing, cultural-context mismatches, and risks of overreliance. The findings underscore the importance of a "human-in-the-loop" model that integrates AI's speed and consistency with teacher validation and contextual assessment. This blended feedback strategy holds potential for improving writing quality while fostering students' critical thinking and self-evaluation skills. The study recommends AI literacy training, restricted use in final revision stages, and classroom discussions based on AI-generated corrections to promote more reflective and effective writing instruction.
THE EFFICACY OF CHATGPT IN ENHANCING WRITING PROFICIENCY AMONG UNIVERSITY STUDENTS Mawardi; Ibnu Hajar; Jumaida Fajar Nassriati; T. Muntazar; Helmiyadi
International Journal of Social Science, Educational, Economics, Agriculture Research and Technology (IJSET) Vol. 4 No. 5 (2025): APRIL
Publisher : RADJA PUBLIKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54443/ijset.v4i10.1081

Abstract

This study examines the efficacy of ChatGPT as an AI-assisted learning tool to improve undergraduate English department students' academic writing skills at Bumi Persada University in Indonesia. Twelve participants participated in the study, which used a mixed-methods research methodology. Lexical complexity, grammatical precision, and textual coherence are three important aspects of writing proficiency that were quantitatively measured using a pre-test and post-test paradigm. A deeper understanding of the student experience was made possible by qualitative data collected via semi-structured interviews and comprehensive questionnaires. The results show that there were notable benefits to including ChatGPT in the writing process. Notably, students' writing quality significantly improved, they became more motivated and involved in writing assignments, and they became more capable of learning on their own. However, the study also discovered a significant challenge: an overreliance on AI-generated ideas, which may impede the development of autonomous critical thinking and unique composition skills. The study finds that, while ChatGPT is a beneficial additional tool for second language writing pedagogy, its adoption necessitates careful instructional design to reduce the hazards of dependency and maximize the advantages for long-term skill acquisition.
LEARNING TO WRITE POETRY TEXT BASED ON ACROSTIC MODEL WITH WORD CARDS THROUGH WORDWALL MEDIA T. Muntazar; Asmaul Husna; Andriani
International Journal of Social Science, Educational, Economics, Agriculture Research and Technology (IJSET) Vol. 2 No. 1 (2022): DECEMBER
Publisher : RADJA PUBLIKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54443/ijset.v2i1.696

Abstract

This study discusses the effectiveness of learning to write poetry based on the acrostic model with word cards through Wordwall media. The acrostic model is used to help students compose poetry more systematically, while word cards function as a guide in selecting relevant vocabulary. The integration of Wordwall media aims to create more interactive and interesting learning. The method used in this study is a literature study that examines various sources related to learning to write poetry. The results of the study indicate that this approach is able to increase creativity, understanding of the concept of acrostic poetry, and students' motivation in writing. In addition, the use of Wordwall as an interactive learning medium allows students to more easily explore ideas and improve critical thinking skills in writing poetry. Therefore, this strategy is recommended as an innovative alternative in learning literature in schools.
APPLICATION OF THE CRT (CULTURALLY RESPONSIVE TEACHING APPROACH IN IMPROVING THE PERSONAL LETTER WRITING SKILLS OF STUDENTS OF STATE SENIOR HIGH SCHOOL 2 LHOKSEUMAWE, ACEH T. Muntazar; Meri Hari Yanni; Mawardi
International Journal of Educational Review, Law And Social Sciences (IJERLAS) Vol. 1 No. 2 (2021): November
Publisher : RADJA PUBLIKA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.54443/ijerlas.v1i2.2510

Abstract

This study aimed to investigate the effectiveness of the Culturally Responsive Teaching (CRT) approach in enhancing the personal letter-writing skills of high school students. A classroom action research design was employed with a sample of Class X students at SMA Negeri 2 Lhokseumawe. Data were collected through observations, assessments of personal letter-writing skills, and photo and video documentation. Both qualitative and quantitative descriptive analyses were conducted. The findings revealed a significant improvement in students' personal letter-writing skills across all assessed aspects following the implementation of the CRT approach. Specifically, in Cycle 1, 64.51% of students demonstrated incomplete letter-writing skills. However, in Cycle 2, this percentage decreased to 19%, with 81% of students achieving complete letter-writing skills. These results demonstrate the efficacy of the CRT approach in improving the personal letter-writing abilities of Class X students at SMA Negeri 2 Lhokseumawe
Co-Authors Andriani Asmaul Husna Helmiyadi Ibnu Hajar Ibnu Hajar Jumaida Fajar Nassriati Mawardi Meri Hari Yanni