Article Per Year (5 Year)
p-Index From 2021 - 2026
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This Author published in this journals
All Journal International Journal of English Education and Linguistics (IJoEEL) Journal of Artificial Intelligence and Digital Business
Hasanah, Roviatul
Unknown Affiliation
Computer Science & IT Economics, Econometrics & Finance Electrical & Electronics Engineering Engineering Languange, Linguistic, Communication & Media

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Artificial Intelligence and Well-Being: Voices from Academic Writing Lecturers Hikmah, Durratul; Hasanah, Roviatul
International Journal of English Education and Linguistics (IJoEEL) Vol 7, No 2 (2025)
Publisher : Universitas Nurul Jadid

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33650/ijoeel.v7i2.12745

Abstract

This study aims to explore the impact of artificial intelligence (AI) integration on the professional identity and well-being of lecturers teaching academic writing in higher education. Employing a qualitative phenomenological approach, the study involved three lecturers from different institutions in East Java. Data were collected through semi-structured interviews and analyzed using thematic analysis. The findings reveal that lecturers respond to AI integration adaptively and reflectively. Rather than rejecting the use of AI tools such as ChatGPT or Grammarly, they selectively incorporate them into their teaching practices to support idea generation and increase task efficiency. However, they also express concerns regarding the authenticity of student writing and the shifting nature of their pedagogical roles. Second, the study also finds that lecturers undergo an ongoing negotiation of their professional identities. They reconceptualize their roles not merely as technical instructors but as facilitators of digital literacy and academic ethics. In doing so, they strive to uphold professional values, despite facing institutional and collegial pressures. Moreover, exposure to AI has an ambivalent effect on lecturers' well-being. While it generates anxiety and social disconnection, it also stimulates renewed motivation and creativity in teaching. This study highlights the importance of institutional support and reflective spaces that enable educators to.
Improving Students’ English Vocabulary Mastery Through Picture Series in Class 7F MTsN 1 Probolinggo Hasanah, Roviatul; Hikmah, Durratul
RIGGS: Journal of Artificial Intelligence and Digital Business Vol. 4 No. 4 (2026): November - January
Publisher : Prodi Bisnis Digital Universitas Pahlawan Tuanku Tambusai

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/riggs.v4i4.4951

Abstract

Vocabulary mastery plays a crucial role in English language learning because it enables learners to understand meaning and communicate ideas effectively. However, many junior secondary school students experience difficulties in comprehending, remembering, and using English vocabulary in appropriate contexts. This study aimed to investigate the use of picture series as a visual learning medium to support students’ vocabulary mastery in English classrooms. The research was conducted in a junior secondary school and involved seventh-grade students. Classroom Action Research was applied through two instructional cycles consisting of planning, action, observation, and reflection stages. Data were collected using vocabulary tests and classroom observations to examine both learning outcomes and students’ learning behavior. The findings revealed noticeable improvements in students’ vocabulary mastery after the implementation of picture series. Students demonstrated higher levels of engagement, participation, and confidence during learning activities supported by sequential visual images. The use of picture series helped students understand word meanings through contextual clues, reduced learning difficulty, and supported better retention of new vocabulary. In addition, students were more active in using vocabulary in simple sentences and classroom interactions. Overall, the study indicates that picture series provide meaningful visual support that enhances vocabulary learning and creates a more interactive and motivating learning environment in junior secondary English classrooms.
Co-Authors Durratul Hikmah