Article Per Year (5 Year)
p-Index From 2021 - 2026
0.444
P-Index
This Author published in this journals
All Journal Wiralodra English Journal (WEJ) JIPI (Jurnal Ilmiah Penelitian dan Pembelajaran Informatika)
Titik Lina Widyaningsih
Universitas Bhinneka PGRI
Computer Science & IT Education Languange, Linguistic, Communication & Media Social Sciences Other

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

Found 2 Documents
Search

 1 
DIGITAL AUDIO PLATFORMS, LEARNER AUTONOMY, AND ENGLISH ACHIEVEMENT: A CORRELATION STUDY IN INDONESIAN VOCATIONAL EDUCATION Lina Adiniatul Munawaroh; Titik Lina Widyaningsih
Wiralodra English Journal Vol. 10 No. 1 (2026): Wiralodra English Journal
Publisher : Universitas Wiralodra

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.31943/wej.v10i1.494

Abstract

This research examines the correlation between the utilization of digital audio platforms, learner autonomy, and English learning outcomes among tenth-grade students in an Indonesian vocational high school. The study employed a quantitative correlational design, with 33 students chosen by purposive sampling. Data were collected through questionnaires on digital audio platform use and learner autonomy, as well as English report card grades representing learning outcomes.  The findings revealed significant positive correlations between digital audio platform use and English learning outcomes (r = 0.701, p < 0.05), and between learner autonomy and English learning outcomes (r = 0.710, p < 0.05). A multiple correlation analysis also showed a strong combined relationship between both variables and English learning outcomes (R = 0.783, p < 0.05). This study contributes to the current literature by examining the synergistic effect of digital audio platforms and learner autonomy in a vocational EFL context. We used report card grades to measure how well students learned English. Report cards show how well students did in school over time, as judged by their teachers. The results suggest that integrating digital audio platforms with learner autonomy strategies can enhance the English proficiency of vocational students.
EFL STUDENTS’ ATTITUDES AND PRACTICES TOWARD AI-BASED WRITING ASSISTANTS: AN EXPLANATORY MIXED-METHODS STUDY Titik Lina Widyaningsih; Ayu Rizki Septiana; Moh. Hanafi; Moh. Choirul Huda
JIPI (Jurnal Ilmiah Penelitian dan Pembelajaran Informatika) Vol 9, No 4 (2024)
Publisher : STKIP PGRI Tulungagung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.29100/jipi.v9i4.9184

Abstract

The integration of artificial intelligence (AI) technologies in education has gained significant momentum, particularly through AI-based writing assistants (AIbWAs), which offer considerable potential for enhancing the writing skills of EFL students. This explanatory mixed-methods study aimed to investigate EFL students' attitudes toward AIbWAs and explore their practices in academic writing classes. The participants were 83 EFL students from a private university in Indonesia. Quantitative data were collected through a closed-ended questionnaire using a 4-point Likert scale to measure cognitive, affective, and behavioral dimensions of students’ attitudes. The AIWAs examined included QuillBot, Grammarly, and ChatGPT. Based on attitude scores, students were categorized into four groups: embracing (31.3%), acceptance (38.6%), indifference (26.5%), and resistance (3.6%). The mean attitude score was 3.21, reflecting a generally favorable perception. Students in the embracing and acceptance groups reported frequent use of AIbWAs for grammar correction, paraphrasing, vocabulary enhancement, and idea development. Students in the indifference group used the tools sporadically, often citing uncertainty or lack of confidence in the AI output. The resistance group raised concerns about overreliance, academic dishonesty, and the potential loss of personal writing voice. Twelve students representing each group were selected for semi-structured interviews. Thematic analysis of interview data revealed three key themes: perceived usefulness in improving writing quality, trust and skepticism toward AIbWAs' suggestions, and the perceived need for human judgment and ethical boundaries in academic writing. The findings underscore the importance of targeted digital literacy and pedagogical guidance to support effective and ethical use of AIbWAs in EFL contexts
Co-Authors Ayu Rizki Septiana, Ayu Rizki Hanafi, Moh. Lina Adiniatul Munawaroh Moh. Choirul Huda