This study aims to examine the role of digital literacy and learning motivation in students' critical thinking skills. This study employed a quantitative approach using a correlational design. The fourth-grade students at several public elementary schools in the Pegadungan subdistrict were selected as the sample of this research. The research sample consisted of 128 students. Data were obtained through tests measuring critical thinking skills and questionnaires assessing digital literacy and learning motivation. Data analysis was performed using multiple linear regression tests. The results showed a significant relationship between digital literacy (r = 0.331; p < 0.05) and learning motivation (r = 0.223; p < 0.05) with students’ critical thinking skills. Simultaneously, both variables had a positive and significant effect on students' critical thinking skills (R = 0.438; Sig. = 0.000). These findings indicate that students with higher levels of digital literacy and stronger learning motivation tend to demonstrate better critical thinking abilities. In conclusion, improving students’ access to digital resources and fostering intrinsic learning motivation can contribute significantly to the development of critical thinking skills. The findings of this study suggest that educators should integrate technology-based learning activities and motivational teaching strategies into classroom instruction to support the enhancement of critical thinking skills in elementary educatio
This study focuses on the impact of ChatGPT, an artificial intelligence-based language model, on students’ motivation and engagement in learning English as a Foreign Language (EFL). The research employs both qualitative and quantitative research methodologies, combining data collected through questionnaires and semi-structured interviewing. The sample included 133 EFL students from Universitas Muhammadiyah Kalimantan Timur, with additional narratives gathered from three selected participants. Quantitative findings reflected high levels of motivation (M = 23.89) and engagement (M = 22.88), with a strong positive correlation (r = .767, p < .01) between the two variables. Motivation was significantly higher than engagement based on the Mann-Whitney test. The qualitative findings reveal the uses of ChatGPT by the students as grammar correction, translation, and writing, which improved their confidence and learning interest. In contrast, some of the students expressed dependence on the tool and encountered issues of incorrect generation and lack of access in the free version. Despite all this, the participants expressed the need of using ChatGPT as a support tool rather than a replacement for independent learning. This study aims to address gaps in prior studies that examined ChatGPT’s benefits but rarely compared students’ motivational and engagement levels using both quantitative and qualitative lenses, this research offers a more comprehensive analysis of how learners experience AI-assisted language learning. The study concludes that ChatGPT can be an effective tool when used strategically. It offers practical implications for integrating AI in language education and encourages the development of digital literacy and critical thinking among learners.
ABSTRACT This research explores the perceptions, attitudes, and teaching practices of senior high school English teachers in Lhokseumawe City, Aceh, Indonesia, regarding the concept of World Englishes (WE). As English continues to evolve as a global language, its use across diverse sociocultural contexts challenges traditional native-speaker norms—especially those based on British and American English. Despite this global shift, English education in Indonesia remains strongly influenced by native-speaker standards embedded within the national curriculum. Using a qualitative case study approach, the data were collected through semi-structured interviews, document analysis, and a literature review involving five English teachers from different schools in the area. The results indicate that although teachers recognize the existence of various English varieties, their comprehension of the theoretical and pedagogical principles underlying World Englishes is still limited. Most teachers continue to rely on inner circle varieties especially American and British English as the dominant teaching models, citing factors such as curriculum restrictions, insufficient exposure to global English varieties, and students’ relatively low proficiency levels. Consequently, the practical application of World Englishes in classroom instruction remains minimal. The study suggests that targeted professional development programs are essential to strengthen teachers’ sociolinguistic awareness and pedagogical skills in addressing English variation. Gradually incorporating non-native English varieties into classroom materials could foster more inclusive, realistic, and globally oriented English teaching practices in Indonesia. Keywords: World Englishes, teachers’ perceptions, English language teaching, pedagogical practice
All university students are required to have adequate English writing skills. This is true, particularly for students in Agro-Marine field, because they are expected to write and present scientific information in a structured and accurate manner. However, a number of students have challenges relating to English writing skill. This research aimed to investigate the implementation of Genre-Based Writing (GBW) in improving the descriptive writing skills of Agro-Marine students at Teuku Umar University. Fifty participants from the faculties of Agriculture, Fisheries, and Marine Sciences took part in the study. The method used in this study was descriptive approach. The data were collected from the participants’ writing tests for the pre-test and post-test, as for the assessment, a rubric consist of content, organization, vocabulary, grammar and mechanics. The researchers also conducted a semi-structured interviews and observations before, during and after the implementation of the genre-based writing. The data was examined by using descriptive qualitative framework proposed by Miles and Huberman (1994) which divided the process into three steps such as data reduction, data display and conclusion drawing. The result showed that participants’ text structure, coherence, and linguistic precision improved from 50 to 76,25 after the implementation of the genre-based writing. The results suggest that GBW is an effective pedagogical approach for enhancing Agro-Marine students’ writing skills.
A goal of this research is to set up learning media suitable for folktales like Google Sites did. the fifth grader students at SDN Tanggungan will be better at telling stories after reading this material. In this study, we attempt to solve the lack of digital media that Merdeka Curriculum-Framework speaking poses to students' skills and endeavours. This paper reports on a study using expert validation as well as individual (3 students), small-group (6 students) and large-group (25 students) trials. The ADDIE model was followed, which guided each stage of media development: needs assessment, design, development or production of materials, installation and use, and evaluation. Data were collected through expert validation questionnaires and student practicality questionnaires. The medium scored 92% total on expert validation, with its contents, design and media elements all receiving excellent evaluations. Again, the practicality test showed a very high score of 97%, proving that students liked and found it useful in learning storytelling. They also felt the media helped them to understand the proper procedures greatly; most of them were able to tell their own stories after some guidance from training programs supported through use of this technology. These findings are consistent with previous studies that indicate Google Sites are very well received by users at an institute. The results offer new evidence of the usefulness and applicability to oral storytelling—an area heretofore underutilized within Indonesian language education. In conclusion, the Google Sites-based interactive multimedia materials developed in this investigation are very accessible and adaptable to the Merdeka Curriculum, helping nur ture creativity, communications competencies and digital know-how in primary school children.
