Article Per Year (5 Year)
p-Index From 2021 - 2026
0.61
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This Author published in this journals
All Journal Langkawi: Journal of The Association for Arabic and English Ethical Lingua: Journal of Language Teaching and Literature Language Circle : Journal of Language and Literature
Novia Trisanti
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Humanities Languange, Linguistic, Communication & Media

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Improving Pronunciation and Speaking Confidence with Speechache in 8th Grade English Learning Aulia Wahyu Khoirunnisa; Novia Trisanti
Language Circle: Journal of Language and Literature Vol. 19 No. 2s (2025): August 2025 Special Issue
Publisher : Universitas Negeri Semarang

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.15294/lc.v19i2s.31420

Abstract

This study explores the challenges and benefits of transforming pronunciation teaching through technology integration, specifically focusing on the insights of English language teachers. Utilizing semi-structured interviews, the research examines educators' experiences with implementing tools like SpeechAce in their classrooms. Findings reveal that while teachers recognize the potential of technology to enhance student engagement and provide immediate feedback, they also encounter obstacles such as varying levels of student familiarity with technology and the need for adequate training. Teachers emphasized the importance of balancing traditional teaching methods with innovative approaches to effectively address pronunciation challenges. Overall, the study highlights the dual role of technology as both a facilitator of improved pronunciation skills and a source of pedagogical challenges, offering valuable recommendations for educators seeking to enhance their teaching practices in an increasingly digital learning environment.
Evaluating CEFR B1 Alignment of Reading Passages and Comprehension Tasks in EFL Vocational High School Textbook Danti Roro Anggraini; Novia Trisanti
Ethical Lingua: Journal of Language Teaching and Literature Vol. 13 No. 1 (2026): Volume 13 No 1 April 2026
Publisher : Universitas Cokroaminoto Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30605/25409190.935

Abstract

This study evaluates the alignment of reading passages and comprehension tasks in the SPLASH English textbook for Grade 10 vocational high school students, claimed to target CEFR B1 level under Indonesia's Merdeka Curriculum, with CEFR B1 descriptors and national learning outcomes. Employing a qualitative descriptive content analysis, all 83 reading passages across units were systematically assessed using a CEFR based checklist covering text type relevance, vocabulary range, sentence complexity, comprehensibility, organization, inferencing potential, and cognitive demands of questions. Findings reveal high overall alignment, with unit scores ranging 92.85 to 96.42 percent (Highly Aligned), strong performance in vocabulary (92.73 percent Fully Supported), main ideas comprehensibility (81.82 percent), and question demands (87.27 percent), though sentence complexity (21.82 percent Minimally Supported) and text organization (18.18 percent) show minor inconsistencies. Dominant categories include Identifying Cues and Inferring (36.14 percent) and Reading for Orientation (34.94 percent), supporting B1 independent reading skills but lacking correspondence genres. The materials substantially align with Merdeka Phase E outcomes for information seeking and inferential skills, yet require broader text variety for full curriculum consistency. These results affirm the textbook's B1 suitability, contrasting prior misalignment studies, and recommend enhanced discourse features and genre diversity for optimal vocational EFL instruction.
The Students’ Voice on the Potential Contribution of ChatGPT-integrated Debate Coursebook: Matter, Manner, and Method Suciati; Zulfa Sakhiyya; Novia Trisanti; Yudhi Arifani
Langkawi: Journal of The Association for Arabic and English Vol. 12 No. 1 (2026)
Publisher : Institut Agama Islam Negeri (IAIN) Kendari

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31332/lkw.v12i1.13404

Abstract

Although ChatGPT is commonly used to improve writing skills, its potential to improve speaking, especially English debate, remains understudied. This study aims to explore students' perceptions on the contributions of the Debate Coursebook with ChatGPT-supported learning activities for studying Matter (content), Manner (delivery, confidence, and pronunciation), and Method (structure, flow, rebuttal, and Point of Information). This qualitative research focuses on exploring the experiences of 10 students performing as debaters, moderator, timer, adjudicator, and audience through the interview, documentation, and observation. Each participant was given a unique code to guarantee anonymity and preserve the confidentiality of their identities throughout the research process, and the gathered data was examined using a thematic analysis technique. This technique was implemented to identify how they learn matter, manner, and method aspects (Freeley & Steinberg theory). The results showed that in the matter aspect, ChatGPT helped students construct more logical and relevant arguments, but some felt overly dependent on AI suggestions. For manner aspect, it is contributive for pronunciation, intonation, and confidence. Meanwhile, for method aspect, the debate structure and rebuttal skills became clearer, although some still had difficulty adapting the flow to the real-life debate format. ChatGPT-integrated debate coursebook is contributive for debate practice, especially big class, but it must be under the lecturer guidance. Instructors are advised to integrate ChatGPT as a supporting tool, not a replacement for conventional debate practice.
Co-Authors Aulia Wahyu Khoirunnisa Danti Roro Anggraini Suciati Yudhi Arifani zulfa Sakhiyya