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All Journal ELTIN Journal: Journal of English Language Teaching in Indonesia Child Education Journal Journal of Language and Literature
Irma Suryani
Universitas Islam Negeri Sumatera Utara
Humanities Education Languange, Linguistic, Communication & Media

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Evaluating TOEFL ITP Test: A Critical Review Ahmad Amin Dalimunte; Ade Tika; Muhammad Dalimunte; Ayumi Pratiwy Tanjung; Irma Suryani
Humanitatis : Journal of Language and Literature Vol 9 No 2 (2023): Humanitatis: Journal of Language and Literature
Publisher : LPPM Universitas Bumigora Mataram

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.30812/humanitatis.v9i2.2329

Abstract

The critical objective of this present study is to conduct substantial evaluation of TOEFL as a language assessment tool. Using a qualitative method, the authors of the present study evaluated various specific issues based on a set of predetermined criteria such as practicality, test reliability, validity, authenticity, and washback impact. The analysis indicates that TEOFL ITP is both feasible and dependable. The TOEFL's dependability is based on these three components. However, unless the ITP test is altered from the previously used TOEFL, the TOEFL ITP is as reliable as the TOEFL PBT. In theory, its trustworthiness is uncertain, and more investigation is needed. It is debatable whether the TOEFL ITP test items can accurately represent this task when utilized for the placement test. TOEFL ITP is a reliable English test. Knowing the TOEFL significance encourages test takers to enhance their English skills as part of the exam. More students want to take lessons to enhance their grades.
Scaffolding Strategies to Support English Language Learning in Reading Comprehension: A Case Study Irma Suryani; Utami Dewi; Mohamed Muhibu Chuma
Jurnal Pendidikan Anak Vol 5 No 1 (2023): Child Education Journal
Publisher : Universitas Nahdlatul Ulama Surabaya

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.33086/cej.v5i1.3790

Abstract

Reading is one of the most challenging language skills for elementary school students. To obtain a literacygrasp of reading English texts, appropriate learning tactics and approaches are required. This study aimsto explore the scaffolding strategy and the students’ perception on the strategy they used to understandreading text. The study used the descriptive method by collecting data from interviews and questionnaires.Twenty-nine students were given questionnaires to know the impact and usefulness of the Scaffolding.Observation and interviews were used to see the situation in the learning process. Data collected wasanalyzed using qualitative data analysis techniques. Based on the result, there are three types of strategies,namely the pre-reading stage, the reading stage, and the post-reading stage. The types of Scaffoldinggiven by the teacher are Modeling, Bridging, Contextualizing, Schema Building, and Metacognition. Itindicates that scaffolding strategy helps the student pronounce the words and understand the meaning.The study implies that the scaffolding technique is expected to be a reference material and choice forevery teacher in learning to read and understand English texts. Scaffolding is a structured learning supporttechnique used at an early stage to encourage students to learn independently.
ARTIFICIAL INTELLIGENCE TOOLS IN WRITING CLASS: STUDENTS’ PREFERENCES AND LECTURERS’ PERCEPTIONS Irma Suryani; Rahma Fithriani
ELTIN Journal Vol 12 No 1 (2024): VOLUME 12, ISSUE 1, APRIL 2024
Publisher : STKIP Siliwangi

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Abstract

One of the benefits of artificial intelligence in the field of education is that it aids in writing. The aims of this research are to explore University students’ preferences in using AI for writing and investigate lecturers' perceptions regarding the use of artificial intelligence tools in EFL writing class. Qualitative research methods with case study design employed in this study. The data was collected by using questionnaires and interview. Ten EFL students and three lecturers from three different universities in Indonesia were involved as the respondents of this research. The findings revealed that there are nine types of AI ​​tools used by students in writing classes such as Quillbot, Grammerly, Chat GPT, Humata AI, Resume AI, Jenni AI, Perplexity, Deepl, and AI writing. Apart from that, the data also revealed the views of the lecturers on the use of AI. The data showed that AI writing tool have the influences on students' writing that the use of AI has received positive responses. Therefore, it can be inferred that Artificial Intelligence tools can be used in writing classes as long as it does not violate code in writing and not dependency.  
Co-Authors Ade Tika Ahmad Amin Dalimunte Ayumi Pratiwy Tanjung Mohamed Muhibu Chuma Muhammad Dalimunte Rahma Fithriani Utami Dewi