Article Per Year (5 Year)
p-Index From 2019 - 2024
0.61
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This Author published in this journals
All Journal Journal of Language Intelligence and Culture Journal of Education, Social & Communication Studies
Rini, Happy Cruzia
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Arts Humanities Education Languange, Linguistic, Communication & Media Social Sciences Other

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Speaking Practice using ChatGPT’s Voice Conversation: A Review on Potentials and Concerns Pratiwi, Novita; Efendy, A. Gusti; Rini, Happy Cruzia; Ahmed, Nagy Abdelraouf
Journal of Language Intelligence and Culture Vol. 6 No. 1 (2024): Journal of Language Intelligence and Culture
Publisher : Faculty of Tarbiyah and Teacher Training, IAIN Jember

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.35719/jlic.v6i1.149

Abstract

Investigating the pedagogical potentials and concerns of ChatGPT's voice conversation feature within the context of language learning, this study begins by exploring the historical context and limitations of traditional language learning methods, such as language exchange, conversation classes, and role-plays. The discussion then shifts to the rise of AI in education, highlighting ChatGPT's advanced capabilities in providing personalized, interactive, and efficient language instruction through natural language processing, machine learning, and speech recognition. While offering advantages such as accessibility, adaptability, and personalized feedback, the technology also presents limitations in accurately assessing pronunciation and contextual nuances. To effectively integrate ChatGPT into language instruction, educators must carefully consider its strengths and weaknesses. This research explores those things to optimize their use and ensure they complement, rather than replace, traditional language teaching methods.
Academic motivation and learner empowerment of Indonesian EFL students Rini, Happy Cruzia; Triastuti, Anita
Journal of Education, Social & Communication Studies Vol. 1 No. 3 (2024): Jun-Sep 2024
Publisher : PT. MAWAMEDIA JAYAMUSTA BUANASIHA

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.58881/jescs.v1i3.18

Abstract

Learning is a process in which students experience change. During the learning process, teachers need to empower students to lead them to be independent in learning. Therefore, the present study focused on learner empowerment and academic motivation from the students' perspectives and the probable relationship. The participants were high school students who took English as a compulsory subject and were selected randomly. The researchers conducted mix method in this study. Two kinds of instruments were used as the quantitative data, namely the Academic Motivation Scale and the Learner Empowerment Scale. Meanwhile, open-ended questions were used as the instrument for the qualitative one. The result revealed that students' academic motivation and learner empowerment levels were at the moderate level. Moreover, the findings implied a statistically significant relationship between academic motivation and learner empowerment. Thus, higher motivation and empowerment in learning English are associated with each other. This expected study could explain the relationship between two crucial things in the classroom: motivation and empowerment.
Co-Authors Ahmed, Nagy Abdelraouf Anita Triastuti Efendy, A. Gusti Pratiwi, Novita