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All Journal IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Jurnal Pengabdian Masyarakat dan Riset Pendidikan
Inpresta Natalia
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Humanities Education Languange, Linguistic, Communication & Media Mathematics Other

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Exploring Students’ Voices on The Use of Chatgpt as A Speaking Partner in English Practice: Penelitian Vivi Ayu Lestari; Anwar Hilman; Arif Budimansyah Purba; Ahmad Najib Mutawally; Rizki Teja Pratama; Iksan Khasani; Ludovikus; Deden Moh Alfiansyah; Deliana Febriani; Inpresta Natalia; Sekarlita Indriani; Cepi Indra Grahana; Juni Adi Putra
Jurnal Pengabdian Masyarakat dan Riset Pendidikan Vol. 4 No. 3 (2026): Jurnal Pengabdian Masyarakat dan Riset Pendidikan Volume 4 Nomor 3 (Januari 202
Publisher : Lembaga Penelitian dan Pengabdian Masyarakat

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31004/jerkin.v4i3.5046

Abstract

This study investigates university students’ perceptions of ChatGPT as a speaking partner in English-speaking practice. Employing a qualitative research design, the study involved English major students at Horizon University Indonesia who engaged in ChatGPT-assisted speaking activities for four weeks. Data were collected through semi-structured interviews and reflective journals and analyzed using thematic analysis to examine students’ perceptions, perceived benefits and challenges, and the impact of ChatGPT on their motivation and speaking confidence. The findings reveal that students generally perceived ChatGPT as a helpful, accessible, and non-judgmental speaking partner. Its use provided increased opportunities for speaking practice, facilitated vocabulary development, and offered immediate feedback, which contributed positively to students’ motivation and confidence. Nevertheless, challenges were identified, including limited emotional interaction, occasional unnatural responses, and difficulties in sustaining extended contextual conversations. Overall, the study concludes that ChatGPT can function as an effective supplementary tool in English-speaking practice, particularly when integrated with appropriate pedagogical guidance to support EFL learners’ oral communication in higher education.
Translanguaging in Pedagogy: A Case Study of Chinese Students’ Meaning-Making in an English-Medium Indonesian University Puji Lestari; Anggi Purwa Lestarina; Alya Ditha Berliana; Inpresta Natalia; Ahmad Najib Mutawally
IDEAS: Journal on English Language Teaching and Learning, Linguistics and Literature Vol. 13 No. 2 (2025): IDEAS: Journal on English Language Teaching and Learning, Linguistics and Lite
Publisher : Universitas Islam Negeri Palopo

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.24256/ideas.v14i1.8633

Abstract

This study explores how translanguaging shapes academic learning and everyday interactions among Chinese students in an English-medium instruction (EMI) context at President University in Indonesia. While English functions as the primary language of instruction, students frequently navigate Mandarin as their first language and Bahasa Indonesia for daily communication, creating a dynamic multilingual environment. Grounded in García’s translanguaging framework, this qualitative descriptive case study investigates how students mobilize their linguistic repertoires to support academic comprehension, emotional expression, social participation, and identity negotiation. Data were collected through multilingual reflective journals written by 30 Chinese undergraduate students over a six-week period, with three representative reflections presented in Mandarin, English, and Bahasa Indonesia. Content analysis indicates that translanguaging operates as a crucial pedagogical and social resource, enhancing comprehension, emotional expression, social interaction, and identity negotiation. By foregrounding students’ reflective accounts, this study contributes to the limited body of research on translanguaging in Indonesian EMI higher education and provides empirical insight into multilingual meaning-making from learners’ perspectives. The findings highlight the importance of linguistically flexible pedagogies and suggest that EMI institutions should recognize translanguaging as a valuable resource for supporting multilingual students’ academic engagement.  
Co-Authors Ahmad Najib Mutawally Alya Ditha Berliana Anggi Purwa Lestarina Anwar Hilman Arif Budimansyah Purba Cepi Indra Grahana Deden Moh Alfiansyah Deliana Febriani Iksan Khasani Juni Adi Putra Ludovikus PUJI LESTARI Rizki Teja Pratama Sekarlita Indriani Vivi Ayu Lestari