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All Journal Eralingua : Jurnal Pendidikan Bahasa Asing dan Sastra IMPROVEMENT: Jurnal Ilmiah untuk peningkatan mutu manajemen pendidikan JR-ELT (Journal of Research in English Language Teaching)
Kurniawati, Karisma
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Arts Humanities Decision Sciences, Operations Research & Management Education Languange, Linguistic, Communication & Media

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THE RELATIONSHIP BETWEEN SOCIAL MEDIA EXPOSURE AND ELEVENTH-GRADE STUDENTS’ WRITING ACHIEVEMENT IN EXPLANATION TEXT WRITING Kurniawati, Karisma
JR-ELT (Journal of Research in English Language Teaching) Vol. 9 No. 2 (2025): Journal of Research in English Language Teaching
Publisher : English Language Education Program, Faculty of Education and Teacher Training, Sulthan Thaha Saifuddin State Islamic University of Jambi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30631/1xksw272

Abstract

Social media is increasingly shaping students' learning behavior, including how they interact and produce written texts. However, empirical evidence regarding its specific impact on explanatory text writing remains limited. The aims of this study are to investigate and find out the effect of social media exposure to male and female students and the relationship between the social media exposure and the students’ writing achievement in explanation text writing. Thus, the research design used by the researcher was correlational research. The subjects of this study were 30 students in eleven grades that were randomly taken from two different classes at one of the public senior high schools in Gresik. Close-ended questionnaires about social media exposure were distributed and students’ explanation text writing scores were collected to obtain the data. The collected data were calculated and analyzed using an independent sample t-test and Pearson-Product Moment Correlation in SPSS. The researcher then reported the analyzed data using mean, standard deviation, t value, and Pearson r. The results showed that male and female students were not significantly different based on their social media exposure. Moreover, there was a significant but negative and weak relationship between social media exposure and Students' Writing Achievement in an explanation text writing. These results suggest that social media exposure does not excellently contribute to students’ writing results.
Pemanfaatan ChatGPT Advanced Voice Mode untuk Meningkatkan Keterampilan Berbicara-Mendengarkan dalam Pembelajaran Bahasa di Pendidikan Tinggi: Sebuah Studi Metode Campuran Hadi Santoso, Kusumo; Al Faruq, M. Saunan; Kurniawati, Karisma; Sabar; Prasidya Hidayati, Salila; Mee Mee Aung, Yoon
Improvement: Jurnal Ilmiah untuk Peningkatan Mutu Manajemen Pendidikan Vol. 12 No. 2 (2025): Improvement: Jurnal Ilmiah Untuk Peningkatan Mutu Manajemen Pendidikan
Publisher : Program Studi Manajemen Pendidikan

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.21009/improvement.v12i2.62614

Abstract

The growth of sophisticated conversational artificial intelligence (AI) technology has had a large impact on higher education, but there is limited empirical research into its effectiveness for developing oral-aural skills. Although AI for language learning has previously focused on text-based skills, the development of powerful voice interaction technology opens up new opportunities for pedagogy. This paper fills this gap by examining the effect of ChatGPT’s Advanced Voice Mode on the oral proficiency development of EFL learners at a university level. Following a mixed methods explanatory sequential model design, this study quantitatively determined the improvements in learners' oral proficiency over an intervention period of 8 weeks. The next phase was qualitative, where we elicited learners' perspectives and experiences though semi-structured interviews. Quantitative findings indicate that fluency and lexical resource significantly improved, but pronunciation was found not to improve significantly. This discrepancy was promoted through qualitative data, focusing on three main themes: the AI's potential for low-anxiety rehearsal spaces, learners' annoyance with the tool's lack of nuanced feedback about accent phenomena and the difficulty associated with its real-time corrective function. The experimental results indicate that ChatGPT’s voice mode is a powerful tool to help develop learners’ confidence and fluency in conversation, but is best used as an adjunctive instrument with other means of pedagogical support. It cannot take the place of the subtle, phonetic and pragmatic model that teacher- led instruction provides. These results inform a proposed underpinning "Blended Dialogic Model" to incorporate conversational AI in language curriculum, focusing on technology-mediated practice and expert human tutorial working synergistically.
The Effect of Indonesian EFL Senior High School Students’ Anxiety on Their Writing Achievement in Explanation Text Kurniawati, Karisma; Anam, Syafi'ul
Eralingua: Jurnal Pendidikan Bahasa Asing dan Sastra Vol 7, No 2 (2023): ERALINGUA
Publisher : Makassar State University

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.26858/eralingua.v7i2.47997

Abstract

Abstract. Writing is considered to be one of the most challenging skills to learn. Accordingly, some issues appeared and may be faced by the students while writing. One of the writing issues that can be a serious problem is writing anxiety. Hence, in this study, the researcher tried to find out the eleven graders students' writing anxiety levels and investigate the significant difference of writing anxiety on students' writing achievement in an explanation text writing. This study used quantitative approach with ex-post facto research design. The researcher conducted this study at one of the public senior high schools in Gresik. There were 30 eleven graders taken as subjects from one class. Then, to gather the data, two instruments were used. First were the Second Language Writing Anxiety Inventory (SLWAI) close-ended questionnaires. Second was students' writing scores in an explanation text writing. To analyze the data, the researcher used both descriptive statistics and inferential statistics (ANOVA). The results found that the eleven grades’ students had a moderate level of writing anxiety. And the somatic anxiety was dominant had by them. Another result revealed that there is no significant difference in each type of writing anxiety on the students' writing achievement in explanation text. And only cognitive anxiety had a moderate size effect on the student's scores. So, based on this study, the writing anxiety did not influence whether the students succeed in their explanation text writing. Keywords: Writing Anxiety, Writing Achievement, Explanation Text
Co-Authors Al Faruq, M. Saunan Anam, Syafi'ul Kusumo Hadi Santoso Mee Mee Aung, Yoon Prasidya Hidayati, Salila SABAR