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Students' engagement in the electronic portfolio-based learning in the class of public speaking at the English Education Study Program, Universitas Ahmad Dahlan
No full textThis research explores e-portfolios as one of the methods of learning public speaking that is increasingly used in higher education in language education. E-portfolios based on the Google Sites platform significantly enhance student engagement in the learning process. This tool provides students with the opportunity to actively document, reflect, and share learning experiences on an ongoing basis. This study aims to explore the aspects of student engagement; behavioral, emotional, and cognitive engagement, in learning public speaking using e-portfolios.
This research uses the phenomenological qualitative method. The subjects of this study were fifth-semester students of the Public Speaking class in the 2022/2023 Academic Year of the English Language Education Study Program, Universitas Ahmad Dahlan, Yogyakarta. Data were collected through semi-structured interviews and additional data of documentation based on the criteria of the researcher when selecting participants for this study. The data analysis technique is based on Miles and Huberman's theory, which includes: data collection, data reduction, data display, and conclusion drawing/verification.
The results of this study showed that in the aspect of active student engagement in learning public speaking by using electronic portfolios, such as students: 1) Behavioral engagement in this study revealed that they have a strong commitment to academic excellence; 2) Emotional engagement in the study revealed that they experienced overall excitement and satisfaction in the electronic portfolio learning process; and 3) Cognitive engagement in the study revealed that they revealed the importance of motivation as a critical element in electronic portfolio learning
Students' voice on the use of AI-powered grammar checker in writing undergraduate thesis
No full textWriting a thesis is a mandatory requirement for university students. During the thesis writing process, second language learners often face challenges, with one common issue being grammar mistakes. In the thesis program at Universitas Ahmad Dahlan, grammar is assessed and it is stated that being proficient in grammar, spelling, and mechanics is important. Currently, there are AI-powered grammar checker applications that help students check their grammar usage. These applications have become popular among students as they assist in thesis writing. Thus, this research aims to explore students' opinions on using an AI grammar checker while writing their thesis.
This study adopts a qualitative descriptive method. The subjects of this research are five undergraduate thesis students from the class of 2019-2020. Data collection is conducted through semi-structured interviews. The data analysis technique is based on Miles and Huberman's theory, which includes data reduction, data presentation, and conclusion/verification.
The results of this research indicate that participants experienced two difficulties. The first difficulty is the lack of grammar knowledge mastered. The second difficulty is the participant's lack of confidence in their grammar skills. From these two difficulties, participants decided to use AI-powered grammar checker applications such as Grammarly, ChatGPT, and Google Docs based on their features, personal needs, and confidence in their abilities. On the use of AI-powered grammar checkers, participants also faced challenges such as discrepancies in correction results and limitations in accessibility features. However, having an understanding of grammar remains essential to ensure a high-quality final result Nevertheless, overall, the use of AI-powered grammar checkers enhances participants' understanding of grammar rules and the quality of their writing, with the majority of participants being satisfied with the final outcome of their thesis