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All Journal Voices of English Language Education Society RUANG KATA: Journal of Language and Literature Studies
Hera Septriana
Universitas Muhammadiyah Purwokerto, Indonesia
Arts Education Languange, Linguistic, Communication & Media Social Sciences Other

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Implementasi Metode Writing-To-Learn sebagai Upaya Mengintegrasikan Literasi Ekologis dalam Penulisan Makalah Mahasiswa: Sebuah Studi Kualitatif Hera Septriana; Onok Yayang Pamungkas; Shelia Anjarani
Ruang Kata Vol 6 No 01 (2026): Ruang Kata
Publisher : Universitas Ma'arif Nahdlatul Ulama Kebumen

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.53863/jrk.v6i01.2105

Abstract

The implementation of the Writing-to-Learn method is an effort to integrate ecological literacy in student paper writing. This research uses a qualitative approach with a descriptive design, involving students of the Indonesian Language and Literature Education study program who take the Writing Scientific Papers course. Data was obtained through observation, document analysis, and in-depth interviews. The analysis was carried out in the stages of data reduction, data presentation, and conclusion drawn. The results of the study show that the application of the Writing-to-Learn method effectively increases students' ecological awareness, both from cognitive aspects (environmental knowledge), affective (concern and attitude), and behavior (real actions towards the environment). The average increase in these three aspects reached 0.8 points or equivalent to 28.8%. In addition, the quality of student paper writing also improved with an average overall score of 3.65 in the excellent category, especially in the aspects of writing structure, depth of analysis of ecological issues, and accuracy in the use of scientific language. These findings confirm that the Writing-to-Learn method not only functions as a writing learning strategy, but also as a means of internalizing ecological values that foster environmental awareness and responsibility in students. The integration of ecological literacy through scientific writing activities is a strategic step in realizing continuous education in higher education. Keywords: Writing-to-Learn, ecological literacy, education
Navigating ChatGPT in EFL Academic Writing: Pre-Service Teachers’ Experiences, Concerns, and Pedagogical Reflections Shelia Anjarani; Miftahul Furqon; Dodi Siraj Muamar Zain; Hera Septriana; Dwi Isnaeni
VELES Voices of English Language Education Society Vol 10 No 1 (2026): April 2026
Publisher : Universitas Hamzanwadi

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29408/veles.v10i1.34008

Abstract

The growing presence of generative artificial intelligence in higher education has reshaped how academic writing is learned, practised, and taught. This study explores pre-service teachers’ experiences of using ChatGPT in academic writing and examines their pedagogical reflections on its possible integration into EFL writing instruction. While previous studies have widely discussed students’ use of ChatGPT as a writing assistant, limited attention has been given to pre-service teachers, who occupy a dual position as language learners and future educators. Using a narrative inquiry design, this study involved eight EFL pre-service teachers from a private university in Indonesia. Data were collected through semi-structured interviews and analyzed thematically. The findings show that ChatGPT supported participants in generating ideas, organizing texts, improving language accuracy, and increasing writing efficiency. However, participants also expressed concerns about factual inaccuracies, fabricated references, academic integrity, and over-reliance, which may weaken creativity, learner agency, and independent thinking. Importantly, the participants did not view these challenges merely as limitations, but reframed them as pedagogical opportunities. They proposed strategies such as combining AI-assisted and AI-free writing tasks, integrating fact-checking activities, comparing AI feedback with human feedback, and encouraging students to justify their use of AI-generated suggestions. These findings suggest that pre-service teachers are developing critical pedagogical reasoning in response to generative AI. The study highlights the need to integrate AI literacy into teacher education programs to promote ethical, reflective, and pedagogically informed uses of ChatGPT in EFL academic writing classrooms.
Co-Authors Dodi Siraj Muamar Zain Dwi Isnaeni Miftahul Furqon Onok Yayang Pamungkas Shelia Anjarani