Skripsi Mahasiswa Prodi Tadris Bahasa Inggris

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    Exploring The Use of Text-Generative AI in Supporting Self- Regulated Learning in Undergraduate Thesis Writing in English Education Study Program
    (Repository STAIN MAJENE, 2026-02-25) Rahmat
    ABSTRACT Researcher : Rahmat Reg. Number : 10256121034 Title : Exploring The Use of Text-Generative AI in Supporting Self- Regulated Learning in Undergraduate Thesis Writing in English Education Study Program The increasing integration of artificial intelligence (AI) in higher education has transformed how students plan, write, and revise academic texts. While text-generative AI offers various affordances, its influence on students’ ability to regulate their own learning during complex writing tasks such as thesis writing remains underexplored. This study explores how undergraduate students in the English Education Study Program utilize text- generative AI tools to support their Self-Regulated Learning (SRL) during thesis writing. Using a qualitative descriptive method, data were collected from seven students through semi-structured interviews and analyzed with NVivo 12 Plus. The analysis identified three main phases of SRL based on Barry J. Zimmerman’s model, forethought, performance, and self-reflection, each consisting of specific themes and strategies related to AI use. In the forethought phase, students used AI to analyze tasks, set goals, develop thesis outlines, and build confidence before writing. During the performance phase, they applied AI tools to draft and revise their work, generate ideas, structure sentences, refine language, evaluate content, and implement targeted prompting strategies. In the self-reflection phase, students relied on AI to evaluate drafts, incorporate supervisors’ feedback, and check final coherence, while also becoming aware of the risks of over-reliance on AI. These findings reveal that students did not merely copy AI outputs but integrated AI as part of their internal learning regulation system to plan, monitor, and evaluate their writing processes. This study contributes to the understanding of how text-generative AI can serve not only as a technical writing aid but also as a motivational and metacognitive scaffold that enhances students’ autonomy and self-regulation. However, it also highlights the need for balanced AI use to prevent dependency and maintain critical engagement with content. The findings offer practical implications for guiding students in adopting AI tools effectively and ethically in academic writing contexts. Keywords: Writing Process, Educational Technology, Zimmerman’s SRL Model, ChatGPT, Grammarly.
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    Students Perception of English Songs Used on Instagram Reels in Practicing Pronunciation.
    (Repository STAIN MAJENE, 2026-02-25) Rahmawati
    ABSTRACT Researcher : Rahmawati Reg. Number : 10256120014 Title : Students Perception of English Songs Used on Instagram Reels in Practicing Pronunciation. English plays an important role in international communication, with pronunciation as a basic skill that determines comprehension. The development of social media, especially Instagram Reels, which is widely used by the younger generation and features English songs, opens up new opportunities. Reels is not only entertainment, but can also be used as an alternative medium for practicing pronunciation in a fun and contextual way. This study aims to determine students' perceptions of English songs used on Instagram Reels in practicing pronunciation and to analyze the relationship between these perceptions and students' ability to practice pronunciation. The method used in this study is quantitative. In collecting data, the researcher used a questionnaire to measure student perceptions. The data analysis techniques used in this study are descriptive statistical analysis to determine student perceptions and correlation tests to determine the relationship between English songs used on Instagram Reels and students' ability to practice pronunciation. The results of the study show that all respondents (100%) have a positive perception of the use of English songs on Instagram Reels as a medium for learning pronunciation, with an average score of 80.30, which is in the positive category. The normality test results show that the data are normally distributed (Sig. = 0.063 > 0.05), and the linearity test shows a linear relationship between variables (Sig. = 0.158 > 0.05). However, the correlation test results show a value of r = 0.169 with Sig. (2-tailed) = 0.477, which means that there is no significant relationship between students' perceptions of English songs on Instagram Reels and their ability to practice pronunciation. Thus, the Null Hypothesis (H0) is accepted and the Alternative Hypothesis (H1) is rejected. These findings indicate that although students have a very positive perception of the use of social media as a learning tool, this positive perception does not necessarily have a direct effect on improving pronunciation skills. English songs on Instagram Reels serve as a supporting learning medium that can increase students' motivation and interest in learning, but improving pronunciation skills still requires intensive practice and direct guidance from teachers. Keywords: Students Perception, English Songs, Instagram, Reels, Pronunciation.
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    Utilizing Board Race Game to Increase Twelfth Grade Students’ Interest in Learning English at MA DDI Baruga
    (Repository STAIN MAJENE, 2026-02-24) Rima Sufriadi
    ABSTRACT Researcher : Rima Sufriadi Reg. number : 10256121005 Title : Utilizing Board Race Game to Increase Twelfth Grade Students’ Interest in Learning English at MA DDI Baruga This study was conducted to address the critical issue of low interest in learning English among Twelfth-grade students at MA DDI Baruga. Preliminary observations indicated that many students showed a significant lack of enthusiasm,attention, and active engegament during Englsih lessons. Therefore, this research aimed to examine the effect of the utilization of the Board Race Game an interactive media to increase students’ interest in learning English in grade XII at MA DDI Baruga. The research employed a pre-experimental method with a one- group pretest–posttest design to measure the changes before and after the treatment. The population of this study consisted of 136 twelfth-grade students, and a sample of 30 participants from class XII-3 was selected using a total sampling technique. Data were collected through a structured learning interest questionnaire consisting of 15 statements covering four key indicators namely feeling of pleasure, enthusiasm, attention, and engagement. The results revealed that the students’ mean score increased significantly from the initial level of the final assessment, with a mean difference of 14,16 points, representing a 20 % improvement. Specifically, the attention indicator consistently showed the highest level in both tests, supporting Safari’s (2005) theory that high interest centers students’ Psychic energy on the learning object. Statistical analysis using a paired t-test yielded a significance value of 0.001 (p< 0.05), indicating that the Board Race Game can be utilized as a dynamic alternative strategy for teachers to overcome student boredom and create a more active, competitive, and enjoyable learning environment in the classroom. Keywords: Board Race Game, learning interest, English learning, vocabulary, Twelfth Grade students
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    TheEffectivenessofOralandWrittenCorrective FeedbackonStudent’sWritingAssignmentatSMA Negeri1Majene.
    (Repository STAIN MAJENE, 2025-12-24) MutmainnahHadi
    ABSTRACT Researcher : MutmainnahHadi Reg.Number : 10256119015 Title : TheEffectivenessofOralandWrittenCorrective FeedbackonStudent’sWritingAssignmentatSMA Negeri1Majene. Thisstudyaimstodeterminewhetheroralandwrittencorrective feedbackareeffectiveinimprovingstudents'writingskillsandtoidentify whetherthereisadifferenceineffectivenessbetweenthetwo.This experimentalstudywasconducted atSMA Negeri1 Majenewith a populationof112grade11studentsdividedintotwoclasses:Mipa1as thefirstexperimentalclassandMipa2asthesecondexperimentalclass. Theresearchinstrumentsconsistedofpre-testandpost-test.Thefirst experimentalclassreceivedwrittencorrectivefeedbackwhilethesecond experimentalclassreceived oralcorrectivefeedbackontheirwriting assignments.DatawereanalyzedusingSPSS20withasignificancelevel of0.05throughpairedsamplet-testandindependentsamplet-test.The resultsofthepairedsamplet-testshowedthatbothexperimentalclasses experiencedsignificantimprovementsinwritingskills,withaSig.(2-tailed) valueof0.000(p<0.05),indicatingasignificantdifferencebetweenpre- testandpost-testscoresinbothgroups.Thisimprovementdemonstrates thatbothwrittenandoralcorrectivefeedbackareeffectiveinenhancing students'writing abilities.Meanwhile,theresultsoftheindependent samplet-testshowedaSig.(2-tailed)valuegreaterthan0.05,indicatingno significantdifferencebetween theeffectivenessofwritten corrective feedbackandoralcorrectivefeedback.Thesefindingsconfirm thatboth typesofcorrectivefeedbackhaveequivalentlevelsofeffectivenessin helpingstudentsimprovetheirwritingskills.Basedontheseresults,itcan beconcludedthatteacherscanusebothmethodseitherseparatelyorin combinationinwritinginstructiontomaximizestudentlearningoutcomes. Keywords:ErrorCorrection,Writing Assesment,Learning Strategies, FeedbackTypes.