Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
P-Index
This Author published in this journals
All Journal Culturalistics: Journal of Cultural, Literary, and Linguistic Studies Jurnal Pembelajaran Bahasa dan Sastra
Tarigas, Fransiska Amelia
Unknown Affiliation
Humanities Education Languange, Linguistic, Communication & Media Other

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
An Analysis of an AI-Integrated Student- Centered Promotional Video for Educational Institutions: A Qualitative Descriptive Study Rohliah, Leni; Gustiani, Sri; Ningsih, Wirda; Tarigas, Fransiska Amelia; Fadhlurrahman, M. Ri’fat; Maulita, Harum
Culturalistics: Journal of Cultural, Literary, and Linguistic Studies Vol 9, No 2 (2025): Culturalistics: Journal of Cultural, Literary, and Linguistics Studies (December
Publisher : English Literature Study Program, Faculty of Humanities, Diponegoro University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.14710/ca.v9i2.30029

Abstract

This study examines the creation and application of an institutional promotional video integrating student-centered scriptwriting and AI voice generation. This study aims to evaluate the effectiveness, strengths, and weaknesses of the outcome product from pedagogical and technological perspectives. The study uses a qualitative descriptive design to analyze the product along four dimensions based on four key aspects; content quality, narration, technical quality, and promotional effectiveness. The data were collected through documentation, reflective observation, and review of project records. Findings indicate that the integration of student-centered learning in script development encouraged creativity, collaboration, and ownership, while the use of AI voice technology enhanced cost efficiency and consistency in narration. However, limitations were detected in the emotional expressiveness of the AI- generated voice and the briefness of the video, which reduced narrative depth. The study suggests that integrating student‐centered methods using AI techniques can provide a pedagogically significant and technically interesting model for institutional promotion. Suggested recommendations include the use of hybrid forms, continuing students' participation in post-production, and carrying out studies of audience perception in future research.
Teachers’ Perspectives on Using Tory-Boo Animation Video in Teaching English Literacy to Young Learners Ma'ruf, Zidni; Rahma, Munaja; Tanjung, Ahmad Khoirul Akhir; Karmelita, Amanda; Tarigas, Fransiska Amelia; Aliansyah, Rizky
Jurnal Pembelajaran Bahasa dan Sastra Vol. 5 No. 3 (2026): Mei 2026 | in progress
Publisher : Raja Zulkarnain Education Foundation

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.55909/jpbs.v5i3.1427

Abstract

This study aims to explore teachers' perspectives on the use of the animated video Tory-Boo in teaching English literacy to early childhood learners. This study used a descriptive qualitative method. Participants in this study were six English teachers who teach early childhood learners and have experience using animated videos in their classrooms. Data were collected using a semi-structured interview guide. All interview data were recorded and transcribed. The research data were analyzed and categorized into several themes. Member checking was also conducted to ensure the validity of the data. The results showed that teachers generally had a positive perspective on the use of the animated video Tory-Boo. The video was considered an engaging and effective learning medium that can increase student motivation, support vocabulary development, and enhance comprehension through visual and contextual input. In addition, the use of animated videos facilitated interactive and student-centered learning through various follow-up activities. However, several challenges were also identified, including technical constraints, classroom management, and the need to select content appropriate to students' language proficiency levels. This study suggests that animated videos can be a valuable tool in teaching English literacy when supported by appropriate pedagogical strategies.
Co-Authors Aliansyah, Rizky Fadhlurrahman, M. Ri’fat Karmelita, Amanda Ma'ruf, Zidni Maulita, Harum munaja rahma Ningsih, Wirda Rohliah, Leni Sri Gustiani Tanjung, Ahmad Khoirul Akhir